In a role that values collaboration, it is a bit ironic that literacy coaches typically strategize in isolation. When I transitioned from my role as a classroom teacher to instructional coach, I read everything I could find on successful methods, attended workshops, and networked with other coaches. I had literacy expertise, but coaching was new to me. Despite my efforts, I often found myself feeling alone when it came to planning and strategizing, a lone traveler who didn't belong to one grade level, department, or school.
I needed a coach of my own to show me the ropes. My district partnered me with national literacy consultant Maggie Beattie Roberts for a technology-based solution to the isolation I felt. Our online coaching sessions throughout the school year—through video calls, voice messages, and electronic communication—resulted in relevant and applicable learning.
In a recent session, we reflected on the past few years to examine what structures, strategies, and routines led to our successful coach-coaching-a-coach sessions. A clear process emerged to enhance my effectiveness of working one-on-one with classroom teachers and facilitating staff development.
5 Steps for Effective Work with a Coach's Coach
1. Establish Clear and Specific Coaching Goals
Before each session, we chose a specific coaching challenge to focus on—typically an area in which I felt I wasn't gaining momentum. I picked challenges I believed would reveal transferable strategies that I could apply in multiple scenarios, focusing on both student achievement and teacher development.
Next, using the Developmental Model of Learning (Zuraimi, Care, & Griffin, 2016), we discussed teachers' willingness to collaborate. We identified teaching components the teacher used, framing the work positively rather than focusing on the gaps between instruction and the coaching goal. The Developmental Model dismisses the misnomer that coaching is only for those in need of improvement. Instead, it reinforces learning across all levels, building off what the teacher is already doing well and what he or she would like to tackle next in instruction (Zuraimi et. al, 2016). Planning framed in this light fosters positive teacher-coach relationships, which makes coaching goals more successful.
When one teacher shared that she struggled with managing independent writing time, I observed that the students had already built strong workshop habits during the minilesson. They came to the meeting area with their writing notebooks, sat next to their partners, and participated the whole time. This strength was an excellent springboard for the coaching work, and the teacher and I came up with a plan to teach students how to build upon those minilesson habits during independent writing time.
2. Playing Matchmaker: Find the Right Method for the Teacher
After discussing a specific coaching scenario and predictable challenges, we brainstormed effective coaching methods that would best match the teacher's style, personality, and current practices. Instead of relying on a typical coaching method or approach, Maggie advised me to pick a unique support method to fit each particular teacher.
I once worked with a teacher who felt uncomfortable with the coaching process. She was worried that I'd been sent in to "fix" her teaching. Though I reassured her that I was a collaborative partner for instructional goals, whenever I gave feedback I worried I was doing what she feared.
This led to the question: Is there a coaching method that takes the pressure off the teacher and still leads us to our common goal? Maggie suggested focusing on the students rather than the teacher. This way, the teacher and I could study students' literacy habits, independent practice, and work samples, instead of what the teacher thought she herself was doing wrong. This allowed us to build a stronger relationship.
3. Rehearse, Rehearse, Rehearse
Verbal rehearsal, or role-play, is effective preparation for conversation (Fisher, Frey, & Rothenberg, 2008). In my experience, miscommunication is one of the quickest ways to lose traction in a coaching cycle, as feedback that sounds "bossy" or in opposition to teachers' current practices can hurt trust. The words we use and how we say them have an impact on learners (Johnston, 2004). Maggie suggested language stems, conversational transitions, and questioning techniques to be sure intention matched delivery.
In one instance, Maggie noticed I gave responsive feedback using the word "but," as in, "I know you enjoy teaching with this whole class novel, but I think you'd really enjoy trying book clubs, too." She suggested that the word "and" sounds less oppositional, as in "I know you enjoy teaching with this whole class novel, and because of that, I think you'd love to try book clubs within this genre as well." She also suggested trying a questioning technique, like "I know you enjoy teaching with this whole class novel, and I'm wondering what you would think of trying book clubs to further foster student independence and engagement?"
4. Create and Implement a Plan
Maggie and I outlined a specific plan (with room for natural shifts) that would serve as a collaborative template for the teacher and me. The plan outlined our previous steps: our coaching goals and methods, teachers' strengths, and notes on feedback and language stems.
In one scenario, the goal was to "deliver explicit, skill-focused minilessons that foster students' independence and transfer of targeted teaching." We mentioned observed strengths (partnerships are established; transition to meeting area is efficient; focus/engagement is high). The chosen coaching methods included demonstration lessons with voice-over; collaborative planning and rehearsal of sessions; coteaching minilessons; and whisper/lean-in prompting. We also included language stems to guide conversation: "I agree and I'm also wondering if …" "What stood out to you that you might like to try?"
The plan included a space for evidence of goal completion (students can articulate what the teacher taught; strategies and skills taught are observed in student work). Maggie and I brainstormed what acceptable evidence might include before the teacher and I decided on specifics together. Finally, we noted when and where I planned to deliver coaching supports (how much coaching time would be spent during a planning period vs. in the classroom while students were present).
5. Follow Up and Reflect
Reserving space for timely follow-up and reflection was key to our successful coaching-a-coach process (Hattie & Clarke, 2019). As in any teaching-learning cycle, it is imperative to take the time to evaluate the outcomes and reflect on the process in its entirety. What worked well? What didn't go as planned? What new questions surfaced during implementation? It was motivating to have someone there to celebrate the successes who understood the teacher's and my time and effort.
Coaches need coaches. My relationship with Maggie equipped me with methods and a strategic planning process to utilize them. The real success has been teachers' increased interest in collaboration and shifts in instructional practices that align with district goals. The relationships and reflection around teaching have also improved. Classroom doors are propped open, curiosity flows in my coaching conversations with colleagues, and a culture of learning has taken root—because no one is trying to do this incredible feat of teaching alone.
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