Three Coaching Models and Data-Informed Coaching

Directive - This coaching model most closely resembles the traditional definition of what a coach does. The coach gives direction and the client is expected to follow. This model of coaching is effective when the coach has the vision and the client has some skills to carry out a plan but possibly lacks the organization to develop a plan themselves. This may be most effective for new teachers or teachers in temporary positions: long term substitutes, teacher aids, etc. The downside of this type of coaching is that the client may not necessarily learn how to go off on their own since the coach is giving direction and the client is following.

Facilitative - Facilitative coaching comes from a coach who attempts to pave the way for a teacher to develop their own manner of instruction. Often this relationship can be cultivated through the coach asking questions that may lead the client toward a destination. The important part of this type of coaching is that the client should develop their own skills and become a more capable professional.

Transformational - This type of coaching is necessary when large scale organizational change must take place. This occurs when there are needs for the addition of new programs or programs must be reformed due to low performance or low enrollment. This type of coaching usually involves the administration receiving the coaching. An example of this would be when a district hires a new principle or superintendant who sees problem areas or areas that would benefit from a new way of thinking/planning.

When starting to consider data as a way to begin making coaching decisions, it is crucial to use different types of perspective to come up with "solutions". For example, in Massachusetts all students must pass The MCAS test to graduate from a public secondary school. School districts use the scores from these tests to determine what programs get more funding, which programs get more attention with regards to staffing from teacher aids, or whether certain extra-curricular programs will get to keep their funding.

As a music teacher, I am obviously sensitive to how music performance programs in my state have continually lost funding or been cut entirely in favor of additional MCAS support programs. The amount of time spent by classroom teachers teaching to the test and the amount of funding required to offer extra support is quite staggering. When the MCAS test was first made mandatory for graduation, the test cost between $6000 and $7000 per student depending on what town the student lived in. Twenty years into the MCAS process, some school districts are still struggling to produce passing scores despite all the extra funding. There are quite a lot of ways that a student could receive support for $7000/year. Seeing data from test scores and observing lower scores might trigger some to continually drop more money on that program expecting scores to improve but simply taking funding from another program to add support for another isn't always the way. Often, a transformational coaching model leads toward making choices about allocating funding.