The Alberta Teachers’ Association

Learning coaches are all about teamwork, relationships and partnerships

The implementation of learning coaches is one strategy the Alberta government believes will build teacher capacity and increase the success of all students.

The model for learning coaches varies widely across Alberta and is tailored to meet local needs. Each school authority is responsible for deciding on implementation plans and structures when initiating a learning coach model. Regardless of the model that is implemented, however, a focus on job-embedded professional development is critical. The purpose of learning coaches is to support and enhance teacher professional practice to support the diverse learning needs of students. Teachers may choose to include these related activities in their professional growth plans.

Teachers in Alberta are masterful at making learning relevant. In turn, students are engaged and enthusiastic about learning. By using diverse approaches to teaching and learning, and changing, adapting or modifying their practices, teachers ensure that each student receives a high quality education. “Inclusive education in Alberta means a value-based approach to accepting responsibility for all students. It also means that all students will have equitable opportunity to be included in the typical learning environment or program of choice” (Alberta Education 2009, 5).

Teaching is a complex and challenging profession. Teachers who open their classrooms to a learning coach colleague are creating opportunities to share and build on each other’s strengths. In collaborative settings, strengths are brought to the table and teachers benefit from the help of learning coaches in building and enhancing their capacity to provide universal and targeted and specialized resources in response to the diverse learning needs of students.

Learning coaches are teachers who are knowledgeable about inclusion and the programs of study; they are skilled at teacher collaboration and sharing promising practices. Coaching is all about teamwork, relationships and partnerships that are based on listening, understanding, valuing, providing constructive feedback and providing support while remaining focused on strengths.

A successful learning coach model is about embedding coaching into the school culture. A common thread in recent literature defines coaching as a PD strategy in which coaches work with individual teachers or small groups, with the goal of improving practice and ultimately increasing student achievement. Alberta Education (2011, 2) believes that “the focus of the learning coach is on the success of all students and on helping to create a culture within the school for continuous improvement of practice.”

Two school divisions that have supported Alberta Education to develop a learning coach model and are committed to a change of practice are Battle River School Division (BRSD) and Greater St. Albert Catholic Regional Division (GSACRD).

BRSD principals and learning coaches commented:

• The learning culture is one where, as we work together, we are experts on a journey of learning, changing, experimenting and moving to new beginnings.
• The learning coach works collaboratively with the teacher to achieve student success.
• The teacher asks for help versus the coach being assigned or mandated by the principal to help the teacher.
• The teacher finds it easier to allow a learning coach into the classroom if the concern/challenge has to do with the student (classroom management) rather than because something is wrong with the teaching (instructional practice).

BRSD principals and learning coaches commented that “sometimes there is a stigma that having a coach is negative, but once this stigma is removed, coaching becomes more about professional growth. It is important for a coach to know where the teacher is hoping to go and (when asked by the teacher) to provide meaningful feedback to help the teacher get there.”

It is the coach’s role to be approachable, to be seen as a collaborative partner and to “facilitate professional learning to improve school staff knowledge of the curriculum, as well as student engagement, instructional strategies and positive and supportive learning environments” (Alberta Education 2011, 1). The coach works as part of the learning support team to build the capacity of the school. The coach works side by side with teachers to improve instruction and design learning experiences that are accessible, effective and engaging for all students. The coach is highly skilled at tapping into the teacher’s expertise when it comes to ensuring student learning, establishing classroom routines that enhance and increase student participation and creating stimulating environments that are conducive to learning. This partnership is based on trust, respect and understanding.

To be successful, the learning coach model needs the support of administration (superintendent, deputy superintendent, student services and principal) and teachers. All these players must believe that the learning coach model is important to student learning. In turn, “working under the direction of the school administration, learning coaches contribute to school plans and support the realization of school authority and provincial goals for student success” (Alberta Education 2011, 1).

While the learning coach and school principal focus on practices and strategies to support the learning environment, teacher supervision and evaluation remains the responsibility of the principal. The importance of the principal’s leadership role cannot be overstated. Principals set the direction to ensure that everyone understands the coach’s role and principals must address any resistance. The principal listens to the coach and has full confidence and faith in the coach’s decisions, never puts the coach in a position where the ATA’s Code of Professional Conduct is compromised and meets often with the coach. Alberta Education (2011, 2) believes: “For learning coaches to be successful and make a difference in building teacher capacity, it is essential that there is dedicated time for this role and collaboration.”

When the coach and teacher do the lesson planning together, the “willingness to give things a try” lends itself to a dynamic and innovative learning environment. According to principals and learning coaches in GSACRD, teachers typically ask for help when their toolbox is exhausted, and it is natural for teachers to turn to someone they trust and someone with whom they have a collegial relationship. The following example was provided:

The teacher expresses concern about not being able to reach the student. The coach is invited to help. The coach looks at benchmarks related to time on task, opportunities to respond and interaction (positive and negative). After gathering data from three different sessions, the coach then sits down with the teacher. The focus comfortably shifts from being only about the student to being about the classroom and little things that may need to be tweaked or paid attention to. The coach and teacher then collaborate about strategies to help this student. It becomes much more about professional growth and the teacher is able to not only help one student but all students.

With their knowledge and skills, and within a climate of trust, openness and honesty, learning coaches can offer various supports that contribute to teacher and student success, for example, modelling a lesson, sharing resources, providing literacy support, identifying instructional needs, being a curriculum specialist, co-planning and offering one-on-one technological advice. Learning coaches “can help teachers analyze the learner profile of their students, interest inventories, and ongoing formal and informal assessments to support instructional planning” (Alberta Education 2011, 2). Voice and choice is key—through listening and reciprocal communication with teachers, coaches understand teachers’ insights, experiences and perspectives related to teaching and learning. Coaches are responsive to the teacher’s needs and promote time for teacher reflection about what went well and where changes could be made.

According to principals and learning coaches in both jurisdictions, effective coaches honour confidentiality, have an open door policy, use open conversations, are not judgmental, ask for input and are perceived as colleagues or lead teachers, not administrators. Research tells us that effective coaches are flexible, so they can help teachers when and where it is needed and effective coaches benefit from PD to support their own abilities and growth.

For many, a successful learning coach model is when teachers respond positively, students are successful, goals are achieved and/or teachers come back asking for more help. When working with a coach, teachers are engaged in a mentoring relationship that can significantly affect their work, their ability for self-appraisal of strengths and their belief in themselves. Within the learning coach model, there is an unconditional commitment by all partners to ensure teachers have the knowledge, skills and attributes to design flexible, responsive and authentic instructional processes tailored to student needs in an inclusive and effective way.

References

Alberta Education. 2011. Interviews with Principals and Learning Coaches at J.J. Nearing Catholic Elementary School (Greater St. Albert Catholic Regional Division), Charlie Killam School (Battle River School Division) and École Sifton School (Battle River School Division). Audiorecordings: Not available for distribution

_____. 2011. “The Learning Coach in Alberta Schools.” Edmonton, AB: Alberta Education.

_____. 2009. Setting the Direction Framework. Edmonton, AB: Alberta Education.

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Leah Dushenski is the senior manager of Inclusive Learning Supports Branch, Alberta Education.