Adjusting the lens

Abstract

The purpose of this study is to investigate the ways literacy coaches develop and maintain positive relationships with the teachers and principals with whom they work. Seven elementary literacy coaches representing a variety of situations were interviewed. Findings reveal that a variety of factors influence the coaches’ relationships, such as district, state, and federal policies, and internal factors such as school culture. Coaches adapted to their unique situations in order to support teachers as best they could. Principals’ influence on coaches’ relationship was very strong. If principals did not understand the coaches’ role or were not supportive, coaches found it difficult to form strong relationships with teachers. Supportive principals could sway resistant teachers to begin to view the coach differently. Using the Coaches’ Relationship Lens can help coaches be aware of the influences at schools that may affect their relationships with teachers and principals, and thus their approaches to coaching. Considering the external influences on teachers, as well as the internal influences and the principal’s impact, can help coaches begin to plan ways that they can bring the lenses into focus.