Welcome back from what I hope was a wonderful, relaxing summer vacation.

In June, I commented about coaches not being experts but having lots of expertise. I wonder if the same is true for principals. We’d like to think that principals are experts in organization, curricula, instruction, and research. But, is that a reality and is it fair for us to expect one person to “do” everything in the school? In actuality, principals do not have the time to do all of these things.

Coaches are not experts… so what does that mean? If coaches are not experts, what is the perception of their skill set?

This is a very good question and one that has raised many an eyebrow… after all, why would I ask someone for advice if I didn’t think that the person to whom I directed my question was either an expert or very experienced in the content I needed?

In the December 2013 issue of JSD, authors Victoria Duff and M. René Islas’ article “Partners in Learning”  talk about how the new teacher evaluation process demands a growing emphasis on effective teaching and teacher professional growth. It makes sense… the greater the emphasis on promoting professional learning, the greater the impact on teaching and learning. So, the more teachers are engaged in high quality, relevant professional development, the better the chance that the professional development leads to professional learning that transforms their teaching. And, of course, that professional development must effectively address the needs of the students so that the teaching transformation effectively reaches all teachers and the students they teach.

Coaching is confidential… or is it? Instructional coaching needs to be confidential and non-evaluative. In some places, the coaches, teachers, and administrators must be reminded that the relationship between a coach and teacher is built on trust and confidence; what is discussed remains private. Without the security of knowing that conversations are not shared, a strong relationship cannot be established and teachers will not choose to work with a coach. Teachers are more likely to talk about addressing problems of practice, trying innovative ideas, and strengthening their professional needs if they think their innermost thoughts remain behind closed doors.