You are here

Coaching: the Hodag Way

Thursday, May 18, 2023


It all comes down to trust and relationships. You’re likely to see this when you dig into any of the coaching models developed by educational coaching experts. Each has their unique and varied approach to facilitating conversations, working through change and stretching towards goals. However, when it comes to the importance of relationships, the conversation becomes less nuanced and much the same; trusting relationships are the cornerstone of coaching. This doesn’t seem like an earth-shattering revelation. However, few people want to partner with someone they don’t trust to do the work, let alone the hard work. Relationships do matter–the experts hit the mark on that. But, Rhinelander’s coaching team shared that when it comes to establishing leadership/coach partnerships, developing strong systems of support and advancing equity; the role of relationships becomes much more expansive.

Leadership

Given the robust research on the positive effect coaching can have on improving adult practice, many well-intended leaders hire coaches–but aren’t sure what a coach's role is following the job offer. In their work, Diane Sweeney and Ann Mausbach noted, “building rich partnerships with coaches requires attention and deliberate effort. When working as a team, a principal and coach will complement, not compete with, one another to accelerate student learning.”

The impetus for Rhinelander’s strong coaching program came from recognition that coaching was a valued support. Meghan, Rhinelander’s middle school coach, shared the district had dabbled in coaching for years. She recalls some district specialists in part-time coaching roles, while interventionists were wearing coaching hats. Leaders recognized the opportunity to shift and worked with the board and budget to support a full-time coaching model. In doing so, they cemented the important role coaching plays in the district’s culture and vision. Kelly, one of the three elementary coaches, added that, from the start, the district supported the team in pursuing learning opportunities. As new coaching positions were added, a schedule which allowed for coaches to cohesively grow as a team was developed in tandem. .

The School District of Rhinelander (SDR) learned that research reflects the importance of the immediate supervisor not being the building principal. They took that into consideration from the start! Jenny shared, “the immediate supervisor [of coaches] is the director of instruction, not the immediate building principal. This helps to protect our time and stay true to the district focus and mission statements. It builds a united front.” By having the curriculum director act as the supervisor, coaches and building leaders are better positioned to partner as leaders of learning. This positionality also circumvents the all-too-common practice of using coaches to fulfill other building roles.

Systems of Communication

At the district level, the coaches met with all district leaders twice this year. The first meeting in the fall was focused on defining the roles of the coach in alignment to the district strategic and building plans. In spring, coaches met with the K-12 administrative staff to share data on the time spent in their roles in alignment to building goals and planned next steps.

To maintain a united front at the building level, systems of communication were key with coaches meeting weekly or bi-weekly with the building principal. Meghan shared that she will listen for trends. She states, “When I hear something that has come up in several places, I take it as a pulse point. I take these to the administration in a way that is confidential.” Rhinelander’s high school instructional coach, Jeff, echoed the sentiment–, “there is a deep sense of trust and respect from administration. We use our time together to ensure we are connecting to district goals.”

The day after meeting with the coach team, I was able to connect with Rhinelander superintendent, Eric Burke, and ask why he thought the team had been successful in building relationships. He said he truly believed that this was part of the overall district culture and that it came from working side-by-side in partnerships. He also spoke to his personal experiences connecting with the coaching team, “They work hard, they are good to others and they get things done in a positive way. These attributes are key to the success of any organization and the coaches are models of this.”

Collaborative Structures

Listening to the group’s discussion of leadership support, I noticed that there were intentional systems and structures established to continue this connection. Outside of leadership, I asked the team to consider the role of systems in supporting their work. The crew quickly acknowledged that relationships were still the central key, but that systems of support were necessary for these relationships to flourish.

Kelly acknowledged that part of their role is to focus, “at the system level so we can ensure that this work has longevity.” All the coaches agree that one integral component of the system of support is the teaming structure. Another elementary instructional coach, Mandi, shared that the coaches meet biweekly as a K-12 coaching group, weekly as elementary and secondary coaches, and once a month alongside leadership and content specialists. Part of this time is structured to attend to system considerations: connecting the work to the mission, defining roles, developing a coaching instructional playbook as well as continuing learning to strengthen coaching skills.

Kelly made it clear that this important system work was successful because of the strong relationships the team had developed, “Even though we are individuals in our buildings, and it can feel like a lone wolf, we come together. We come from different backgrounds which pushes us, affirms us and supports us in continued learning.” Meghan echoed this sentiment, “It’s the strength of the we that makes this program so strong. We have to be in the learner moment as coaches to have empathy when others are in their learning moment.”

The Impact on Educators and Students

All these rich and layered relationships within a system of support are truly in service to supporting educators and students. While Rhinelander follows a student-centered approach to coaching, Jeff acknowledged that direct connection to educators as well, “we can also be teacher-focused to create spaces for both teacher and students to heal when harm is done. By doing that for our teachers, they are better able to do that for students. In everything we do, we remind ourselves there is a human in front of us.”

Meghan jumped in to point out that the success was bubbling up beyond the classroom level too, “Who we are pulling in for coaching really speaks to our reach-principals, teachers, librarians. Our impact has that ripple effect. We think about empowering others and not rescuing them. It’s about building collective efficacy.”

The team also lifted up that keeping equity central to their work has been instrumental in developing and sustaining relationships. Jenny shared, ”We remind ourselves to stay curious and refrain from judgment and coach others to do the same.” Jeff noted, “We, as coaches, make sure the system is asking the questions for all teachers and all students to come in with worth, value and belonging.” Mandi added that equity work has been an intentional focus of the systems-level work the team is taking too, “when creating our instructional playbook, we determined that equity isn’t a bucket that stands on its own. It is embedded in all of our work. We continue to build our capacity to build, extend and share the learning around having conversations around equity.”

This intentional attention to relationships appears to be paying out in dividends. At the start of the year ⅓ of one building’s staff was new and at the time of writing only one educator will be leaving that building due to retirement this year. In a recent staff meeting a teacher stood and shared, “This is the most supported I’ve ever felt as an educator.” Through cycle work, coaches are able to encourage and support teachers in practicing high impact instructional strategies. Even the students are feeling the positive effects of coaching. Middle school students giving tours were overheard telling other students that coaches are here to help teachers and students meet their goals.

It’s All About Relationships

Rhinelander coaches continue the work of supporting a community of lifelong learners. Their work in fostering these partnerships began with relationships and it is sustained in relationships. If you are interested in learning more about the Rhinelander coaching program, please contact Eric Burke at burkeeri@rhinelander.k12.wi.us.

A special thanks to Casey Gretzinger, Associate Director of Continuous School Improvement at CESA 9, for lifting up Rhinelander coaching. Additional thanks to the district superintendent and coaches who took the time to share their story. 

Elementary Coaches - Mandi Olson, Kelly Meyer, and Jenny Prom

Middle School Coach - Meghan Retallick

High School Coach - Jeff Rauworth

Superintendent - Eric Burke