Clarity creates competence.
Richard DuFour
One of the first questions a new instructional coach asked me was “Who’s on my team?” Her question gave me pause because I was struck by the wisdom of it. In the quiet space she added, “I’m just asking because I need to know who my go-to people are. Who will I laugh with? Who will I talk with to find solutions to complicated situations?”
I thought for a moment. The transition from classroom teacher to instructional coach is significant. As I considered how to answer her question, I recognized not only were the people she considered her team going to change, but also the nature of the way the team functions will change. No longer would she be able to step out the door and encounter a teammate in the way she’s been accustomed to as part of a grade level team.
I answered her question. “I’m part of your team and the other coaches, but we’re not always in the building. The principal will be part of your team. You’ll also form some relationships with teacher leaders. It won’t be the same as a grade level team.”
“So who’s my go-to person?”
“The principal.,” I answered. Her next question move the conversation to another topic, but I was still haunted by the unease I had in answering her go-to person.
We know that the relationship between a principal and coach is critical. It’s one of the first things we learn as new coaches, however, like all relationships there are many variables that impact the quality. Because I’ve been a long time coach, I’ve worked with many principals. I was uneasy about answering the new coach’s questions because my secret is this: I don’t always experience powerful relationships with principals. In fact, in my experience, it seems to be a phenomenon to have a relationship with a principal that allows genuine change to unfold.
In the end, we do the best we can. Here are a few principles to help strengthen coach-principal relationships.
Understand the spectrum of relationships.
Just like you don’t expect every friend to be your very best friend, it’s unrealistic to expect every principal relationship to be profound. Take a moment and consider the strengths of your current relationship, as well as the things you would like to strengthen with the principals you work alongside.
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In what ways do you work well together?
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What are some of the significant things you have accomplished?
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What is one thing you would like to change?
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How can be more of a support to the principal?
Be willing to build trust.
One of the strongest relationships I have is with a principal who I didn’t trust initially. She was following a former principal who was conniving and dishonest. Her background wasn’t literacy, and she appeared to be authoritative. In reality I wanted to avoid her.
This wasn’t an option. We began meeting regularly, discussing the vision for coaching as well as literacy practices. Although uncharacteristic for me, I was hesitant to talk candidly. Over time, I realized my initial impression of the principal was skewed. Rather than being authoritative, she was relational. What she lacked in literacy practices, she compensated for by learning who to depend on for information. She treated people with respect and integrity.
I’m grateful I allowed my perspective to shift, because I have learned as much from her about instructional leadership as what I’ve offered her about literacy.
Be secure.
Confidence is crucial in strengthening the roots of a coach and principal relationship. When people are secure in what they know and honest in what they don’t know, then relationships grow. I work with another principal who is confident in his understanding of literacy practices, especially writing workshop. We share similar core beliefs and can talk for hours about student writers. At first I wasn’t sure I could offer anything.
However, he was also honest in what he didn’t know. “I need help with PD for the staff. I can talk for hours about conferring notes, but how do I boil it down and make it useful for everyone?” Because he was honest about what he didn’t know, I knew how to support him.
As a coach, I need to be just as transparent. Instructional practices are rarely an issue for me, however, there are some coaching situations that can be sticky. I often need help working through leadership scenarios to make best moves as a coach.
When we are confident in what we know and honest in what we need, then we develop a solid partnership. Our conversations become more natural and we can support one another in organic ways.
Understand your role.
As a coach it is important to support the principal’s vision for the school. Relationships go haywire if the coach has a different agenda than the principal. A good way to strengthen the relationship with the principal is to know and support the principal’s vision.
Take time to discuss the similarities and differences between the coach and principal roles as instructional leaders. Consider completing a venn diagram in order to develop clarity about the roles and responsibilities for the principal and coach.
As DuFour says, “Clarity creates competence.” Even without the perfect relationship, when roles are defined and the principal and coach are working in tandem, then they develop a solid partnership. They become change agents in their schools and growth is inevitable.
