Instructional coaching is a popular school district role, with four out of five educators reporting some form of coaching. While the role of a coach can vary widely from school to school, they are generally seen as a person who supports teachers by observing classrooms, providing feedback, and helping with instructional planning.
The problem is that coaching often lacks structure and clear expectations. Some coaches I encounter have too many teachers to support and little time to build meaningful relationships. Relationship builds trust, and the higher the trust in the coach, the more valued their coaching. Other coaches provide significant support but lack alignment with district or positional goals. With no clear definition of what a coach’s role should be, coaching can feel like a mysterious process, something to take with a grain of salt.
Coaching differs from mentoring in that it’s more structured and focused on short-term goals, such as improving specific teaching strategies or implementing new standards. Mentoring, by contrast, focuses on long-term relationships and personal development. Both require strong listening skills, reflection, and the ability to ask meaningful questions.
Despite its potential, I see plenty of coaching accomplish very little if the right conditions aren’t in place. Coaches may not receive enough professional development themselves, and time constraints and extra duties placed on them can hinder their effectiveness. Coaches risk burnout if they’re overworked, serving multiple schools or taking on additional roles like substitute teaching or evaluations. Without administrative support, these challenges can make coaching feel more like a burden than a transformative benefit.
For coaching to be effective, schools need to invest in proper training, label clear expectations, and ensure manageable workloads. Without these elements, coaching can become just another well-intentioned initiative that doesn’t move the needle. But with them, coaching can boost teacher efficacy, foster collaboration, and ultimately drive student success.