4 Mistakes Schools Make when working with an instructional coach; these are important to consider because they can make or break your coaching outcomes.

The first mistake when working with an instructional coach is thinking that your instructional coach is a savior that will magically make  test scores improve.

Yes, instructional coaches do have a big impact on student growth but if the foundation, systems of supports and the climate and culture are not there this growth is less likely to happen in schools.

The instructional coach will have less of an impact. 

The second mistake when working with an instructional coach is that it is your only strategy to improve learning outcomes.

Coaching is a wonderful tool to indirectly improve student outcomes.

However, if this is your only strategy then you’re making a mistake.

Schools need a multitiered system of support, a healthy culture and climate and a good foundation in the early grades to be successful.

Moreover, I’ve seen examples of when a multi tiered system of support is not present in schools and where teachers are left feeling unsupported. The coach also feels unsupported and overwhelmed thus derailing any plans for improvement.

The third mistake when working with an instructional coach is choosing the wrong person for the position.

This could prove very detrimental if the wrong person is in the position. It will damage your teachers’ view of how helpful coaching could be.

I’ve experienced this and made me rethink, do I really need an instructional coach? The coach was ineffective for lack of a better word and caused a lot more harm than good.

If this coach is supporting many teachers then his or her negative influence will run deep and wide throughout the school building.

The fourth mistake when working with an instructional coach is not defining the coaches’ role.

When everyone involved understands the role of the coach, it makes everyone’s job so much easier.

Teachers know what they should expect from the coach and the coach understands his or her expectations. When this is unclear, it causes a lot of confusion and resentment.

For example, if the coach’s role is to push a district initiative then this needs to be established and be known to teachers so they are not blindsided when a coach is asking them to implement something in their classroom.

In conclusion, instructional coaches can be a great tool to improve student outcomes if used in the most effective way.

Key Takeaways:

1. The instructional coach is not a savior.
2. Instructional coaching should not be your only strategy to improve outcomes.
3. Hire the right person for the job.
4. Define the coach’s role.