Coaching in the Classroom: Preparation is Key

This is part 3 of 3 in my “coaching in the classroom” series.  To learn more about my mindset change about coaching in the classroom, check out Part 1, How I’ve Come Around to Real-Time Coaching.  To dig into the practical strategies for coaching in the classroom, check out Part 2. 

In order for coaching in the classroom to be successful, we have to be intentional about how we prepare for the experience.  Coaching in the classroom is a powerful tool to help teachers grow quickly, but it can also be disastrous if not done well.  

Before we get into the 4 tips for preparation, I’d like to add some clarity around what coaching in the classroom is and is not.  Consider what ideas you currently hold about coaching in the classroom (aka. “real-time coaching”), whether based on your experiences or opinions. 

4 Tips for Preparing for Coaching in the Classroom

1. Agree on what coaching in the classroom will look like: Coaches should determine exactly what coaching in the classroom should look like, whether a full-on co-taught lesson or live coaching with a given signal.  (See Dr. Jo Lein’s Edutopia article, How Instructional Coaches Can Use Co-Teaching to Support Teachers, for some clear guidelines to help select which form of coaching in the classroom is most appropriate given the context.)

Then, at the end of the coaching meeting, plan with the teacher what coaching in the classroom will look like.  Make sure to provide a clear rationale for the coaching move.  Be as specific as possible in your planning.  For example, if you are supporting the teacher with a goal of positively narrating student engagement five times after each set of directions, you could use a hand signal of five fingers up as a silent reminder.  Or, if you will be co-teaching a lesson, make sure to be very clear on what parts each person is responsible for and what the teachers should be looking for as you lead the class. 

2. Focus on one or a few actions: While it is tempting to cover as much as you can while coaching in the classroom, it is really most effective when highly focused.  Narrow in on exactly what you will be supporting as a coach and avoid supporting in other areas that you haven’t previously coached on.  

3. Schedule it: Agree on a particular day, time and class that you will be providing in classroom support.  Clarify the duration and frequency of your coaching in the classroom support.  For example, you may fully facilitate the warm-up and entry procedure on Monday for a teacher to model what the process looks like, then you may be present during the same period for the next three days switching to a live coaching stance to support the teacher greeting students at the door and getting everyone engaged right away. Remember, coaching in the classroom should never be a surprise for the teacher. 

4. Framing to students: Make sure to discuss an age-appropriate framing for students about why they are seeing the coach joining the lesson (especially for when modeling or co-teaching).  This framing should be positive, growth-oriented, and share an excitement to work with the students. For example, the coach might say before modeling a portion of the lesson, “I asked your teacher if I could share this part of the lesson because I really miss teaching and I want to share about my favorite hobby with you. I’m excited to be here!”

When done effectively and with strong preparation, coaching in the classroom is an effective strategy for helping teachers grow quickly and feel less isolated in their classrooms.