The Coach ADVenture. Amy Illingworth

Dedication

      I dedicate this book to all the teachers, leaders, and instructional coaches I have known, worked with, and learned from. Every teacher and leader I’ve learned from was in this profession to make a positive impact on students and change the world one learner at a time. Please continue to work hard on behalf of each and every student we have the honor and privilege to serve in our schools.

      I want to thank my family and friends for encouraging me throughout this process. Whether you asked me, “How’s the book going?” or you read a draft of the book and gave me feedback, I appreciate your love and support.

      Thank you to Shelley and Dave Burgess for their friendship, mentoring, and support before, during, and after the writing of this book.

Introduction

      Most coaching and leadership books begin with a focus on students. After all, they are the reason we are all here, right? Every school or district mission statement includes a line about meeting students’ needs, educating students, or building future citizens through our work with students.

      Yes, students are why schools exist. And the ability to serve students well is often the reason excellent teachers are recruited, tapped, or otherwise encouraged to pursue teacher leadership, coaching, or administrative roles. But expertise in the classroom with students does not always immediately transfer to working with adult learners. When an educator takes on a leadership role, whether through formal or informal positions, the transition from the discussion about our work with students to the reality of our work with adults seems to get lost in the shuffle. That’s why this book begins with a focus on leaders who want to enhance their instructional coaching skills.

      First, let me clarify whom I mean when I say leaders. If you are an educator, I mean you. Every one of us has the potential to lead from where we are no matter our position or title. Teachers lead every day, in their classrooms with students, in Professional Learning Communities (PLCs) with peers, in staff meetings, and one-on-one conversations. Administrators lead every day as well.

      Even though every educator is tasked with leading, few teachers or administrators receive formal training in how to coach other adults. Coaching for instructional leadership requires a skill set that includes knowledge of adult learning theory, an understanding of coaching models, clarity on educational pedagogy and student learning, and the ability to build trusting relationships with colleagues. I can say, from years of experience, that this is not an easy skill set to master. Each of these skills takes time, practice, and feedback. The plus side is that it can be quite an adventure! We will discuss each of these skills as we go on the Coach ADVenture together.

      I began my career as a middle school teacher. A few years into my career, I was blessed to participate in a district initiative around a new-to-us pedagogy, It was a completely new way of teaching that required intensive professional development. Along with workshops, our school had a full-time peer coach who worked with us to support our learning and practice. After a few more years, I became one of those peer coaches, working alongside my colleagues to learn and implement the new structure to support our students. Thanks to the encouragement of a principal who was my mentor and who is still my friend, I then stepped into an administrative role. Since that time I have served as an assistant principal, a principal, a director, and as assistant superintendent at the district level, working at the elementary, middle, and high school levels. I’ve also had the privilege to work at the university level in an administrative preparation program.

      In all my roles in education, I have always thought of myself as a learner first, then a coach, and finally a leader. It is my desire to share with you my successes, my missteps, and my learnings throughout my coaching and leadership journey.

      Throughout this book, you will find . . .