As classroom coaching grows rapidly as a form of teacher professional development, districts are increasingly outfitting schools with not just one, but multiple coaches, with each playing a different role.
For example, in one school we visited as part of our research on the Dynamic Learning Project (DLP), an early-career math teacher described receiving coaching around technology use from his DLP coach, content area coaching from a district-level math specialist, day-to-day mentorship on teaching approaches from a veteran math teacher, and additional (often conflicting) guidance from his department head. When asked how he decides whose advice to follow, he shrugged and responded, “I used to be in the military, so I listen to the person with the higher-ranking position.”
Unfortunately, in situations like these, it’s often left to the teacher to reconcile inconsistent guidance, which can lead to misunderstanding, weaken coach-teacher relationships, negatively impact the culture of collaboration within the school, and diminish the potential impact of coaching on teacher practice. However, this doesn’t have to be the case.
From two years of research on the Dynamic Learning Project, we know successful coaches deliver support that meets a teacher’s context, which means aligning support with overarching school goals and initiatives, including other forms of coaching and mentorship. When multiple coaches support the same teachers in a school, it is imperative that they understand the boundaries of one another’s work and consistently communicate with one another to ensure the support they provide teachers is complementary rather than contradictory.
As one DLP district administrator said, “We want all of the team, whether they’re a content-based coach or they’re a digital coach, to all pull in the same direction.” To foster a cohesive system of support for instructional growth, district administrators, principals, and coaches need to encourage an aligned vision and clear communication.
The Dynamic Learning Project is now officially open to all interested schools. To learn more, visit DynamicLearningProject.com and fill out the interest form.