How to Convince a School Board to adopt a coaching leadership style

In this edition of 12 Action Steps to a Coaching Classroom, I look at what a school board needs from you if they are to consider adopting a coaching leadership style.

• Put me in front of a class of teenagers, I know what to do. I'm a teacher.
• Put me in front of a school board, I know what to do. I'm a practical Visionary.

Coaching leadership from School Board > Coaching in the Classroom > Teachers coach students

Often, the school board's leadership style will affect the teachers' leadership style and that affects what happens in the classroom. In turn, this affects the students' academic results as well as teachers' wellbeing and likelihood of continuing to teach at that school.

Convincing a School Board to adopt a coaching leadership style

When a school board is considering adopting a coaching leadership style, they will be looking for evidence that supports the effectiveness of this approach.

Sharing personal experience, is necessary, but not sufficient to sway people.

Some of the types of evidence that a school board may ask for include:

• Research studies: There is a growing body of research that demonstrates the effectiveness of coaching leadership in education. School boards are happy to receive this literature so they can understand the potential benefits of coaching, especially when there are signs of increased teacher retention, reduced days off work, improved student engagement, academic achievement, and student self-directed learning. Ask, "Would you like to know what results other schools achieve ?"

• Case studies: School boards seldom want to be the first to try out something novel with their teachers or their students. They want proof first. They will ask to look at case studies from local schools or nearby districts that have successfully implemented coaching leadership styles. This provides practical examples of how coaching has been implemented, and the results that have been achieved. Most of all, it provides a well-trodden path to walk along. Ask, "Would you like to know how other schools achieve those results?"

• Feedback from teachers and students: School boards love to hear about feedback from teachers and students who have been actively involved in coaching programs. This can provide valuable insight into the practical implications of coaching, as well as any challenges that have been encountered and solved. Ask, "Would you like to hear from teachers and students how they solved the challenges of implementing a coaching program?"

• Cost-benefit analysis: School boards always want a cost-benefit analysis so they can understand the financial implications of implementing a coaching leadership style. This can help to determine whether the benefits of coaching outweigh the costs. Ask, "Would you like to know how the much the coaching program cost, and how much it saved?"

• Professional development and support: School boards want to ensure that teachers have ongoing access to professional development and support to help them implement coaching strategies in their teaching practice. This will be critical to the success of any coaching program. Ask, "Would you like to know how to continue this development, in house, at minimal cost?"

• Evaluation metrics: School boards will naturally want to measure and monitor what is happening in their schools. They need to establish evaluation metrics to track the progress and effectiveness of the coaching program. This can help to identify areas for improvement and ensure that the program is meeting its intended goals. "What metrics are you most interested in?"

Signs of the Ice Melting

The school board will be more ready to proceed when they have no more questions to ask you. The have a clear understanding of the research on coaching in education, practical examples of how coaching has been implemented elsewhere, plus feedback from those who have been involved in coaching programs.

Signs of Acceptance

You will hear discussions on ownership, how to bring the development program into the school, measuring and controlling the impact and cost.

One of the first things they will want to develop is a plan for professional development and support, as well as evaluation metrics to track the progress and effectiveness of the program.