The Power of A Coaching Cycle

We’ve all been there: the first day on the job, brimming with confidence, convinced we know what we are doing and that we have everything to offer. Or rather, the professional world has set an expectation for feeling that way.

In education, this illusion of instant expertise is particularly pervasive. But the truth is, even the most seasoned educators are lifelong learners.

• Just as elite athletes have coaches to push them to new heights, teachers and school leaders need dedicated support to reach their full potential.
• Educators and school leaders are at their best when they have a robust support system to lift them up rather than struggling in silence.

Coaching isn’t about fixing what’s broken; it’s about unlocking hidden strengths, amplifying performance, and charting a course to excellence. To truly transform our schools, school systems must invest in developing instructional coaches who can guide educators through the complexities of their craft, empowering them to become the best versions of themselves.

Taking A Multi-Layered Approach to Coaching

At Leading Educators, I work with visionary leaders to design and scale coaching programs for school leaders, coaches, and coaches of coaches focused on helping everyone be at their best for students. So, you might be wondering, what’s the secret to success?

Excellent coaching is an artful balance of understanding, practice, and commitment to long-term growth. Some believe instructional coaching requires a more experienced practitioner to pass their knowledge to a novice. Content knowledge and instructional experience are beneficial, but coaching requires expertise in coaching, more so than the subject at hand (Whitmore, 2017). 

Our approach to instructional coaching is a data-informed and action-oriented cohesive cycle where rehearsal, observation, and analysis are equally important aspects of long-term development.

1. Rehearsal allows coachees to rehearse the moments that matter most before getting in front of their intended audience. They can internalize the content and work on specific areas of growth to address. 
2. Observation is most potent when used throughout the school year to provide regular feedback on performance. The ability to implement feedback and improve practice throughout the year raises learner confidence, increases motivation to learn, and gives them the tools they need to attain their instructional goals.
3. Regular data analysis gives instructional leaders information about the impact of lessons using multiple sources of evidence. The process helps leaders develop a deeper understanding of what is happening in the classroom and share ownership and solutions for any issues.

When leaders and their teachers engage in ongoing, collaborative inquiry focused on teaching and learning and use data effectively, they improve student results. After each coaching interaction, the leader or teacher walks away with deliberate practice of concise and observable action steps that align with clear development targets. This approach builds a professional culture that values time with an instructional coach as a sacred space focused on developing curricular and pedagogical practices that yield student success (Brown & L’Allier, 2020).

Are you ready to see how this plays out in action? Check out a longer version of this piece that includes an example from the Detroit Public Schools Community District.

Take Action

As you reflect on the conditions and support systems for school leader and team success in your context, ask yourself:

• How do you help leaders balance operational and instructional responsibilities?
• How can you create space to surface, explore, and resource areas where additional support is needed?
• How ready is your system to cultivate consistent instructional leadership practices?
• Where could you leverage team learning or external support to strengthen expectations, competency development, and ongoing coaching habits?

As you consider where to focus next, I encourage you to explore other coaching cycle resources from my brilliant colleagues at Leading Educators. And if you realize you could use more thought partnership, get in touch about opportunities for direct support.