The S.I.M.P.L.E. Steps to Creating a Coaching Culture in My Building or District

Let’s talk about change. You know as well as I do that change in education isn’t just about new policies or tools; it’s about shifting mindsets. By now, we have established that every teacher DESERVES and NEEDS a coach. While we coaches know that is the case, teachers in your building or district may still be resistant to coaching. Imagine a veteran teacher who has been teaching the same thing for twenty years. They may believe that they know exactly what they need to do every day. You might also encounter a teacher with a few years of experience whose students continue to perform poorly. They may feel defensive, vulnerable, and sick of being told that they need to get better. Both of these teachers deserve to improve and need and deserve a coach. This is why creating a coaching culture is so important.

A coaching culture is one where every teacher believes that they are worthy of attention, support, and continued improvement. It is one where teachers, students, administration, and coaches share a growth mindset. 

Identifying a Toxic Culture 

Your school might have a toxic culture if:

You hear things like:

• “I don’t need to change, this is how I’ve always done it and it has worked.”
• “I tried that once and it was a disaster. I’m never trying it again.”
• “If the students just tried harder, my teaching would be effective.”
• “I can’t help it if their teacher last year did a bad job.”

If you notice that your school has some of the traits of a toxic culture, you won’t be able to change it alone. Doing so requires a systematic shift in mindset. The most critical aspect, as we’ve discussed in many blog posts, is to move from viewing coaching as an intervention for struggling teachers to recognizing it as an empowerment tool for all educators. 

Making the S.I.M.P.L.E. Shift™ to a Coaching Culture

The S.I.M.P.L.E. Shift™ is our roadmap, our guide to creating a culture where coaching isn’t just an add-on, but a vital part of our educational fabric.

Now, I know what you’re thinking. “How do I bring about this change? How do I convince my team that this is the way forward?” Believe me, I’ve been there. Let’s walk through this together, step by step, using the S.I.M.P.L.E. Shift.

S is for Supportive Leadership

Imagine a school where leaders aren’t just figures of authority but mentors, guides, and, yes, coaches themselves. We’re talking about a place where leaders not only understand the nuances of coaching but are actively involved in it. They’re the ones creating a safe environment where making mistakes is okay, where learning from these mistakes is encouraged. It’s about leading by example.

I is for Individualized Approach

Every teacher in your school is unique, with their own set of skills, experiences, and challenges. The ‘one-size-fits-all’ approach? Let’s toss that out. Our coaching needs to be as diverse as our teachers. Think about how powerful it would be if we tailored our coaching to each teacher’s specific needs. It’s about making every teacher feel seen and understood.

M is for Mutual Respect and Trust

This one’s crucial. We’re building a culture where teachers don’t just see coaching as a check-box exercise but as a valuable resource for their growth. It’s about forming a partnership where both the coach and the teacher feel respected and valued. Ask yourself, “Do my teachers trust the coaching process? Do they feel it’s a safe space?”

P is for Professional Learning Communities (PLCs)

Picture this: A school where Professional Learning Communities aren’t just meetings, but vibrant hubs of collaboration and shared learning. This is where the magic of coaching multiplies. In these PLCs, coaching isn’t a solo journey; it’s a group adventure. Imagine teachers eagerly sharing their experiences, challenges, and triumphs. Now, as a coach, think about how you can weave coaching into these communities. It’s about fostering an environment where peer coaching is as natural as morning coffee. Teachers supporting teachers, growing together – that’s the power of PLCs.

L is for Learning-Oriented Coaching

Now, let’s talk about keeping our eyes on the prize – learning. In our coaching conversations, it’s all about driving instructional improvement. This means our coaching is always looped back to one core question: “How is this impacting student learning?” It’s about practical, on-the-ground strategies that teachers can use in their classrooms. And remember, reflection and feedback are key. Regular check-ins, honest conversations, and a bit of constructive feedback can go a long way in helping teachers fine-tune their practices and truly thrive.

E is for Empowerment and Engagement

This is where we turn the tables. It’s not just about coaching teachers; it’s about empowering them to take the lead. How exhilarating would it be to see teachers stepping up to mentor their peers, leading PLCs, or even crafting their professional development paths? This is about celebrating each step forward and recognizing the hard work and progress. When teachers feel empowered, they’re more engaged, and when they’re engaged, the whole school benefits. It’s a ripple effect of positivity and growth.

Leverage the S.I.M.P.L.E. Shift™ to Gain an Administrator’s Support

As a coach in an educational setting, one of your key roles is to collaborate effectively with your principal to create a nurturing and effective coaching environment. Here are three strategic steps you can take to engage your principal in meaningful discussions about enhancing your school’s coaching culture:

1. Advocate for Scheduled Coaching Time

Action Step: Schedule a meeting with your principal to discuss the coaching timetable. Prepare a proposal that outlines possible ways to integrate coaching time into the school schedule. This could include suggestions like adjusting teaching timetables, using planning periods effectively, or even organizing occasional coverage for teachers.

Key Points to Discuss: Emphasize how dedicated coaching time is essential for the professional growth of teachers and the improvement of classroom practices. Highlight that when teachers have structured time for coaching, it leads to more effective implementation of new strategies and a stronger impact on student learning.

2. Foster a Growth-Oriented School Culture

Action Step: Initiate a conversation about the school’s learning culture. Share ideas on how the principal can lead by example to foster a culture that values continuous improvement and professional development.

Key Points to Discuss: Suggest ways the principal can demonstrate their commitment to learning, such as participating in coaching sessions or sharing their own professional growth experiences. Discuss the importance of creating an environment where seeking help and participating in coaching is seen as a positive step towards professional excellence, not a sign of weakness.

3. Encourage Recognition of Coaching Successes

Action Step: Bring forward the idea of recognizing and celebrating the successes of the coaching program. Propose specific ways these successes can be shared and celebrated within the school community.

Key Points to Discuss: Talk about the positive impact of celebrating coaching achievements on staff morale and motivation. Discuss how recognition can be incorporated into existing school communication channels, like staff meetings, newsletters, or special events. Share examples of successes that could be celebrated, such as improvements in teaching practices, positive feedback from teachers, or notable advancements in student engagement and outcomes.

By taking these steps, you, as a coach, can effectively engage with your principal to strengthen the impact of your school’s coaching culture. Remember, collaboration and clear communication with your principal are key to creating a robust and supportive coaching environment.

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