The School-Based LEARNING-FOCUSED Coach

Debbie Cargill
Jun 09, 2008

The days of "one size fits all" professional development are gone. The No Child Left Behind Act states that professional development activities must be high-quality, sustained, intensive, and classroom-focused, not one-day or short-term workshops or conferences. Implementation is the most important piece of the professional development puzzle. How does a school ensure that theory, knowledge, and skills translate into change in instructional practices?

Learning-Focused coaches can provide the support and encouragement needed to bridge that gap. In the 1980s, Joyce and Showers (1988) reported that on-site coaching resulted in the highest level of implementation after significant professional development. In this day of continuous improvement and constant change, schools must focus on ways to get the most from their professional development dollars. Providing for school-based coaches can be a way to bring about the classroom change and movement needed to increase student achievement.

Researchers and evaluators have found that in exemplary schools there are two conditions present - high accountability and high support. High accountability means that not only are there clear expectations for the implementation of exemplary practices, but also consistent monitoring. In other words, teachers know what is expected and administrators check for implementation. Administrators make classroom visits a priority with a clear focus on exemplary practices. High support means that while expectations are high, support for implementation is also a top priority.

The Learning-Focused coach can provide that support by assisting teachers with implementation through planning, collaborative relationships, and reflection. The coach's focus is on moving the teacher to more efficient and effective instructional decision making. This collaborative effort may include demonstration/modeling lessons, co-teaching, individual/team planning, conferencing with individuals or teams, collecting and analyzing data, reviewing student work, and presenting to small groups and faculty. Most importantly, the coach can help in sustaining ongoing learning-focused conversations about exemplary practices. According to Anne Propst, Assistant Principal, "School-based coaching is a must for teams of administrators and coaches who truly wish to create a Learning-Focused school. It clearly defines the interactive roles and common language necessary to implement and sustain exemplary practices within a community of educators whose level of experience and subject matter may be extremely varied."

Professional development alone will not bring about the change needed in schools. When the school culture becomes a culture of learning for all - students and adults - the opportunities for improvement will increase. An ongoing dialogue about exemplary schools and practices will move teachers in their thinking and change instructional practices in the classroom.