During World War I, the US Air Force started using a wingman pattern for their fighter jets. The wingman flies off the right wing and slightly behind the lead. The job of the wingman is to watch for danger, protect, support, and encourage the lead pilot. The Air Force soon found they became better both on offensive and defensive fronts with the addition of a wingman.
It appeals to my adventurous side to think of myself as a wingman for teachers. Check out the definition again: to watch for danger, protect, support, and encourage the lead pilot. This is the nature of an instructional coach. When I think of myself as a wingman, I remember I’m not the one in the lead; rather I follow beside the teacher and hold up my end of the “wingman detail.”
Watch for Danger
Often teachers make different instructional choices than I would make. I’ve learned that this is usually a good thing. It’s how we learn from one another, and it provides diversity and creativity among a staff. Sometimes, though, there are interactions that wave a red flag. I’ve learned to watch for danger.
- Observe—The longer I’m a coach, the more I value observation as a primary coaching tool. Observation allows me to see how teachers put their core beliefs into action. When I observe, I’m mainly looking to offer positive feedback. There are times, though when I spot danger. Sarcasm, patronizing, and disengagement are all warnings to me as a coach.
- Reflective Practice—When I sense danger, I depend on the power of reflective practice. It’s not enough for me to sense danger, because the teacher must learn to tune in as well. Instead of focusing on the teacher behavior, I focus on student behavior. For example, if a teacher is sarcastic, I don’t say, “It was rude when you told Jim he has an ant brain and notices only small details. He better try to think bigger to find the theme.” Instead I say, “Jim was leading the group discussion before we stopped by to talk with the group. After we left, Jim moved away from his group and put his head down on his desk. Why do you think his behavior changed?” When reflective practice is based on student behavior, it is a powerful tool to identify behavior.
Protect
As an instructional coach, my wingman detail includes protecting our school’s core beliefs. We have adopted a framework that insists on reading and writing workshop, empowering students with choice and practice, and a commitment to best practice instruction. When I notice core beliefs being sacrificed, I know it’s time to turn to reflective practice to find our way back.
Support
I have almost unlimited resources. It’s not supportive to dump them all on a teacher’s desk. In order to support, I must know each teacher’s point of need and then match resources appropriately. I also consider it my wingman detail to connect teachers via social media to help them create a learning network beyond our school walls.
Encourage
Wingmen get to encourage, keeping the fighter pilot’s head focused and mission clear. Instructional coaches get to do the same. I look for ways to make my availability predictable. I set and keep meetings. I find routines throughout the day that allow me to intentionally cross paths with teachers. I also find ways to give both oral and written encouragement. In addition, I’m aware of shifts in emotions with teachers so I know when more encouragement is needed.
Above All Else
The wingman never leaves the lead pilot. No matter the situation, the wingman doesn’t bail. In all the ways an instructional coach can be like a wingman, this is the most important. Teachers are on the frontlines, fighting a hard battle each moment of every day. It’s our job to hang close, beside, and slightly behind to protect, support, and encourage.
