Building Better Coaching Programs

The team at AAICIS is “dedicated to amplifying the impact of instructional coaching in international schools to empower educators, cultivate thriving communities, and unlock student potential” (AAICIS.org, 2024). In service of this mission, we asked our participants what their instructional coaching programs needed to be more effective. Despite the diversity of our participants, the answers were quite similar. Overwhelmingly, both administrators and coaches agreed that a clear vision of how instructional coaches and a coaching program are connected to the school’s strategic plan is essential. Subcategories of this idea included the use of quantitative and qualitative data for both accountability and celebrating coaching successes, more support for how instructional coaches and leaders can work together, and the need for structured, even embedded, time for coaching sessions. Each of these ideas will be explored next. 

When establishing and maintaining a coaching program, clarity around the vision for this work is essential. One instructional coach stated, “We need a little bit more work on saying what our program priorities are so that coaching can be used to support those and help those because sometimes it’s not as clear as it needs to be.” Another coach discussed the notion that when they are making decisions for their program, “they’re not second afterthoughts. They really are fundamentally part of our plan as a school.” These ideas align with a school administrator who would like to have clear indicators of success that are directly aligned with the impact on student learning. This clarity and strategic application of instructional coaching to support a school’s goals is a key to positive change in instructional practices and student growth. 

Collecting and sharing data, both qualitative and quantitative, is essential for instructional coaching programs to take root and impact a school.  One administrator observed, “The effect of the program itself relies on how many people… actually reach out to the teachers and build[ing] that consistency of providing that support to the teachers.” In order for teachers to access coaching, they need to understand what it is. One way to help demystify the instructional coaching process is through sharing success stories. Three administrators echoed this idea of celebrating the work that is happening between instructional coaches and teachers. Another instructional coach referred to this concept as “continually…watering the plant, and planting more seeds.” As these seeds are planted and more teachers begin to explore what instructional coaching can offer, another barrier can arise: time. Reflecting on the amount of professional responsibilities teachers are faced with, one instructional coach reflected, “I just want [the teachers] to have time for me. That’s all I ask for.” 

Time is often connected to value and priority. Another instructional coach hearkened back to the idea of intentionality in instructional coaching with this statement, “So I think schoolwide leaders need to understand that if we want teachers to improve their practice, and then we need to provide them with that time and take something off their plate so that they don't feel [that coaching]  is one additional thing that they have to do or are expected to do.” The administrator participants recognize this barrier. Three administrators in particular commented on the need for enhanced instructional coaching programs, whether by increasing the number of coaches on staff, refocusing the role so it is separate from teaching classes, and expanding instructional coaching work from individuals to teams. One of the instructional coach participants offers this novel suggestion, “I wonder if having coaching embedded in the teacher schedule would actually make it more clear that it's kind of like…we care about this. And so we want you… to have access to it.” Taking it to the team level, one instructional coach suggested, “More scheduled collaboration blocks for teachers to engage in meaningful instructional planning with a coach, and embedding coaching in department/team meetings where instructional reflection can occur.” These supported conversations are what impact student outcomes.

Schools can strengthen their existing programs by making intentional efforts to prioritize instructional coaching by aligning it with their strategic plans or initiatives. Additionally, through intentional scheduling and staffing decisions, schools can build cultures that emphasize growth and development for everyone. This can lead to more teachers receiving the support they need to meet the incredibly high expectations of international schools around the globe. With these pieces in place, students everywhere can flourish.