Trust coaches to make decisions around coaching, granting autonomy while staying involved¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report's fifth action is giving coaches freedom to implement coaching with creativity and innovation. Its research suggests "when coaches are trusted to make decisions around coaching, they feel more confident in their skills, can more easily build and develop necessary rapport with teachers, and are better able to personalize the type of support that they provide." Autonomy also enhances trust and respect in the coach-administrator relationship. Administrators can celebrate successful coaching decisions and help coaches reframe mistakes as learning opportunities.

Design Implications¶

Context¶

Requirements¶

• Administrators remain actively involved through regular meetings even while granting coaches decision-making autonomy.

Constraints¶

• Providing autonomy does not mean coaches work in isolation; regular meetings remain an opportunity for feedback and recognition.

Target Learners¶

• Instructional coaches and school administrators

Target Learning Goals¶

• Coach confidence, rapport with teachers, and personalized coaching support

Related Strategies¶

• Meet consistently with the coach throughout the school year in dedicated one-on-one time
• Protect coaches' time so the majority is spent directly with teachers

Examples¶

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Key Sources¶

• Bakhshaei, M. & Hardy, A. (2021). How school administrators can serve as productive partners in teacher coaching programs. Digital Promise. https://digitalpromise.dspacedirect.org/items/a08ba4d8-72c1-4d8e-902c-c529eed160ac