Who Are Instructional Coaches?

In March 2024, the Association for the Advancement of Instructional Coaching in International Schools (AAICIS) was established. This organization was formed to help provide instructional coaches and the school leaders who support them with tools, resources, and community support focused on establishing, nurturing, and sustaining instructional coaching and the culture necessary for this work. This article is the first in a four-part series that details the findings of a series of focus groups that revealed the nuances and intricacies of instructional coaching in international settings. 

The Background

Prior to these focus groups, the AAICIS research team conducted an extensive on-line survey covering a range of topics related to instructional coaching in international schools.We received 89 individual responses representing 60 different international schools. Our analysis identified 10 key findings:

1. More than two-thirds of respondents reported that their school has an instructional coaching program.
2. Instructional coaching programs were more prevalent in non-profit schools.
3. Instructional coaching programs were more prevalent in schools utilizing American curricula.
4. Most international school instructional coaching programs and instructional coaches were new.
5. The most commonly reported reason for starting instructional coaching programs was for the professional growth of individual teachers.
6. Larger schools had more instructional coaching roles, up to a point.
7. The findings were mixed regarding whether or not instructional coaching is perceived as well-defined.
8. The most commonly reported benefit of instructional coaching programs was supporting the professional growth of individual teachers.
9. The most commonly reported challenge of instructional coaching programs was a lack of clarity.
10. The most commonly reported reason for a school not having an instructional coaching program was the prioritization of other roles instead of instructional coaches.

The results of this initial project were published as a chapter in the Issues and Trends in International School Leadership. (You can read a summary of this work in the AAICIS Whitepaper). 

As a follow up, our team sought to hear the stories of those currently serving as instructional coaches and administrators in international schools with active instructional coaching programs. 10 instructional coaches and five administrators representing 11 countries across four continents shared their experiences regarding these questions:

This multi-part series will share the results of these focus groups. Part 1 offers insights from question #1, where we asked participants to describe the work they do on a day to day basis.

The roles of instructional coaches in international schools are as varied as the schools themselves. Most of our participants are supported by some type of team, be it curriculum and instruction, teaching and learning, or an established team of coaches. The administrators in our focus groups were also highly supportive of the work of their instructional coaches. One administrator noted that he and the coach for his particular section “have regular meetings to just check in on the state of coaching and talk about goals for the section.” One of the instructional coaches stated that “We…receive the support from the teaching and learning department, and through that directly from our head of school.” Another coach echoed the support from their administration, sharing that “Our associate head of school…he really value[s] coaching...He wants all administrators to go through Cognitive Coaching themselves…I think that he believes in what it can be.” 

One administrator is seeing “great support in terms of creating, visioning, [and] helping create coaching [practices].” In schools that prioritize a culture of learning and growth, prioritizing instructional coaches makes sense. This is also evident in the types of professional development provided for coaches. Another administrator “coaches [his coaches] how to be coaches.” One instructional coach identified several different trainings he has been fortunate enough to attend (Cognitive Coaching, Diane Sweeney, and Jim Knight workshops). Another coach shared the support she receives via funding for professional development in addition to the gift of working with her own coach. Two other coaches also lauded the benefits of coaching and collaboration from their own teammates. This support for the work of instructional coaching and the coaches themselves is instrumental in establishing a culture of growth and positive transformation school-wide (Killion et. al, 2020). 

Who works with an instructional coach is also something that depends not only on the existing support structures within a school, but also on the clarity of an instructional coaching program. One instructional coach who is part of an established group of instructional coaches, shared that “Our whole school approach [is] everyone improving as learners.” This type of vision invites all colleagues to engage with a coach. Two other coaches described their work with teachers as by request on a voluntary basis. One of these coaches elaborated on this, sharing that they support, “Mainly teachers that want to explore projects, a new methodology, a new practice in their classroom, or teachers that would like to change something about their practice.” However, a different coach noted their work rests primarily with “new hires or teachers that the principals have identified needing extra support.” Yet another instructional coach reflected on how their school is working to reach even more teachers, especially in their upper sections. This is something that will hopefully shift with increased administrative support. 

As schools work to identify the elements of an instructional coaching program that will work best for their faculties, it is essential that intentional efforts are made to truly assess the current state of reality. One administrator stated that, “our work this year has just been establishing a vision for instructional coaching and more clearly defining it.” These types of purposeful dialogues, grounded in a partnership between instructional coaches and administrators, are key to making the shift necessary to transform our instructional practices and ultimately impact and grow all the learners in our communities.

Up next in this series, we will explore what helps instructional coaches and coaching programs be successful, as well as a deep dive into the barriers or challenges instructional coaches encounter at their various schools across the globe. As Maya Angelou said, “We are more alike, my friends, than we are unalike.” 

References

Benedict, J., Moreland, K., Olson-Wyman, S., Cofino, K. & Killion, J. (2024). The landscape of instructional coaching in international schools. In Barker, M. & Hammer, L. (Eds). Issues and Trends in International School Leadership. IGI Global.

Killion, J., Brayan C., & Clifton, H. (2020) Coaching Matters. (2nd ed.). Learning Forward.

Penn Libraries. (2024, December 13) Text Analysis: Topic Modeling. University of Pennsylvania. ??https://guides.library.upenn.edu/penntdm/methods/topic_modeling