For coaching to be successful, it is imperative that its role is uniformly understood at the district, school, and classroom levels. When the role is intentionally defined, the foundation will be solid. However, when there are gray areas, things can begin to fall apart.
This reminds me of the history of London Bridge. The bridge suffered repeated collapses due to its structurally unstable foundation, which led to the popular nursery rhyme “London Bridge is Falling Down.” However, all hope was not lost. The current London Bridge was relocated from London to Lake Havasu, Arizona, where it was rebuilt with a structurally sound foundation and no longer faces the same issues as before.
Bridging the Gap
A school district could learn from this analogy. To repair the foundational cracks in coaching, schools should not only complete a needs assessment but also put the data to use. This would help establish a strong foundation by identifying the school’s strengths, weaknesses, and areas for improvement.
Once the data is gathered, key stakeholders should convene for a work session, just as the builders of the new London Bridge assembled to map out an innovative plan. This group could include—but is not limited to—coaches, district personnel who supervise coaches, and school administrators who have coaches in their buildings. By including representatives from each level, all voices can be heard during the planning process.
During this session, participants should analyze the data, develop a to-do checklist, and assign specific roles and responsibilities to address key areas of concern. Once roles are clearly defined, the group should establish future meeting dates to track progress and ensure accountability.
By working together, these actions will help district and school administrators better understand how to support coaches in their buildings. While there may be times when coaches are asked to handle miscellaneous tasks, this should not be the norm. The key takeaway is that coaches are not quasi-administrators and should not be responsible for enforcing compliance in a school.
Coaches need the support of the entire system—both district and school administrators—to effectively fulfill their role: helping teachers improve their instructional practices and increase student outcomes. With a strong, clearly defined foundation, coaching can have a lasting impact, ultimately bridging the coaching gap.
About the Author
Dr. Kamina Fitzgerald brings a wealth of experience in Teaching, Instructional Coaching, and Educational Leadership. She is a consultant at the Instructional Coaching Group and Growth Coaching International (ICGGCI), an organization that leads global instructional and leadership coaching in education.She works with individuals and organizations to amplify their communication and implement consistent systems and processes so that they can make an unforgettable impact within their environment. She is passionate about mentorship and guiding people to take their life and work goals to new levels, while also promoting work/life balance.
Kamina is passionate about building relationships, leadership coaching, and creating productive cultures/climates within organizations. She is especially inspired to help school systems and organizations implement achievement strategies that are data driven.
When not working, Kamina can be found creating delicious vegetarian meals, reading/writing, attending church, or spending quality time with family and friends.
Contact Information
email: kamina@instructionalcoaching.com
