As a principal new to a school, trust has been a priority in my first year. Trust is defined in a number of ways. It is doing what we say we will do. Trust involves speaking the truth while having the tact to say it thoughtfully. When literacy leaders hold others accountable, as well as helping others hold themselves accountable, trust can flourish. Building trust in the schoolhouse is a prerequisite for professional learning.
Once trust is built, it needs to be sustained. I am learning that a critical part of this work is having clarity about the purpose and goals of a school. Defining the expected outcomes for student learning in a given year and how a school will get to that point is important. Equally important is having time to discuss these goals at length as a faculty. This ensures everyone is on board and questions and concerns have been addressed.
For example, our goal as a school is for at least 90% of our students to achieve proficiency in reading by the end of the year. Our professional learning plan in order to reach this goal involves professional literacy learning in a variety of forums, including an online video series, book studies, and instructional coaching.
Trust is developed, clarity is achieved: now the work can begin. In his book Unmistakable Impact, Jim Knight suggests a partnership approach to this work. “In a true partnership, one partner does not tell the other what to do; they discuss, dialogue, and then decide together” (29). What this looks like is different in every school. Yet I think we can apply any instructional coaching initiative to a broader frame. The mental model I offer here is one frame to consider when thinking about the principal-coach-teacher partnership.
In a triangle of trust, each person is an essential part of the system. No one person is more important than another, although duties and responsibilities might look different in each role. Between each person is a specific focus that is relevant to the relationship (trust) and connected to the building goal (clarity).
- Between the coach and the principal, the focus is on identifying opportunities for professional learning.
- Between the principal and teacher, the focus is on setting high expectations for students achievement and growth.
- Between the coach and teacher, the focus is on exploring possibilities for collaborative inquiry.
Next is an example in my school that describes this partnership approach to professional learning.
Between the coach and the principal
I get together with our instructional coach once a week to discuss current coaching cycles, student data and application of schoolwide literacy initiatives. We had concluded previously that some of our students were lagging in their reading fluency. The data supported this. The results were attributed to classrooms not allocating enough time for independent reading. It wasn’t necessarily the teachers’ fault; the current schedule is choppy, plus faculty had not received training in this area in the past. We discussed opportunities for professional learning while we prepared for the mid-year data meetings…
Between the principal and the teachers
Grade level teams met with the instructional coach, lead interventionist and me to look at student data and discuss placement of reading intervention at the mid-year point. During these discussions, the conversation inevitably ended up where teams were ready to consider new strategies to continue increasing reading fluency.
At this point, I would share an article on independent reading. It was accompanied with assessment tools that teachers could use when conferring with students. The expectation was clear. However, multiple pathways were offered in which teachers might better facilitate independent reading in their classrooms…
Between the teachers and the coach
While a few teachers connected with me after the meeting about more resources regarding independent reading, I realize that not every teacher is comfortable with this. Being a professional learner demands vulnerability and mistake making. This requires a safe setting. An effective instructional coach can provide this necessary environment.
One teacher reached out to our instructional coach, wanting to explore the tenets of independent reading. After a brief observation, it was decided that students need to first work on stamina and on selecting best fit books. The coach agreed to observe students while the teacher demonstrated for them these skills. Data over time, including tallies noting student engagement levels, showed that improvements were made. By directly seeing the impact that this coaching cycle had on student learning, the teacher came to see what was possible.
Frames have their limits. In this example, both the coach and the principal set the expectations for the building through the use of data and an identification of a better practice. Also, some teachers sought out the principal for guidance on independent reading. Yet within this framework, trust and clarity were a priority. These two critical elements are the foundation for professional learning in a school.