While the evidence for instructional coaching’s effectiveness is compelling, translating this potential into widespread impact presents significant challenges, particularly when attempting to scale programs across schools or districts. A primary concern, identified by Kraft et al. (2018), is the potential dilution of quality as coaching programs expand. The personalization and strong relationships that underpin effective coaching can become difficult to maintain at scale. This challenge is amplified by the finding that instructional coach effectiveness varies considerably; ensuring consistent quality across a larger pool of coaches is inherently difficult.
Instructional coaching, with its intensive requirements for collaborative planning, rehearsal of instruction, relationship-building, and in-class time, exacerbates the scaling dilemma. It is a high-fidelity practice that cannot be rushed or implemented superficially across a large number of teachers simultaneously. A realistic caseload for a coach deeply engaged in co-teaching cycles might be only five to seven teachers per cycle, limiting the immediate reach of the model.
Successfully scaling high-quality coaching requires strategic planning that balances the need for personalization and flexibility with consistent quality guidelines. Strategies for achieving this balance include developing standardized coaching frameworks that outline core principles and practices while allowing for contextual adaptation, leveraging technology such as video platforms for observation and feedback to overcome logistical barriers, investing in rigorous training and ongoing support for coaches, and implementing robust feedback mechanisms to foster continuous quality improvement across the system. Soliciting feedback from teachers and coaches is crucial for refining the coaching model and ensuring its relevance and effectiveness as it scales.
Everett Rogers’ Diffusion of Innovations theory (1962) offers a valuable framework for understanding how new practices, like co-teaching coaching, spread within a social system, such as a school or district. Rogers identified distinct adopter categories based on their propensity to embrace change:
- Innovators (2.5%): Risk-takers who are the very first to try new ideas.
- Early Adopters (13.5%): Respected opinion leaders who adopt innovations early, influencing others.
- Early Majority (34%): Pragmatists who adopt once an innovation is proven successful by early adopters.
- Late Majority (34%): Skeptics who adopt only after the innovation becomes mainstream, often due to peer pressure.
- Laggards (16%): Traditionalists who are resistant to change and may adopt very late or not at all.
This model accurately reflects how instructional changes are often adopted in schools. Instructional coaching demands significant shifts in practice, collaboration, time allocation, and trust, likely represents a ‘high threshold’ innovation. Its complexity and the substantial commitment required mean that its adoption by the majority of teachers will heavily depend on observing the success of peers (social proof) and the presence of strong organizational support systems that lower the perceived risks and logistical barriers.
Therefore, attempting to establish and maintain an instructional coaching system-wide from the outset is likely to encounter resistance and fail. A more effective approach, informed by the diffusion of innovations theory, involves a phased rollout strategy:
- Pilot Phase: Begin with Innovators and Early Adopters—teachers who are already enthusiastic about coaching, collaboration, or the specific strategies being focused on. Provide them with strong support and resources.
- Showcase and Share: Document the experiences and successes of the pilot group. Highlight observable benefits for both teachers (e.g., increased confidence, reduced workload through shared responsibility) and students (e.g., improved engagement, achievement data). Share these stories and data widely through various channels (meetings, newsletters, video testimonials).
- Leverage Peer Influence: Empower the Early Adopters to become champions and mentors, sharing their positive experiences and practical strategies with colleagues. Peer-to-peer communication is often more persuasive for the Early Majority than top-down directives.
- Build Systemic Support: As momentum grows and the Early Majority shows interest, focus on embedding the necessary structural supports. This includes advocating for dedicated co-planning time in the master schedule, providing joint professional development for co-teaching pairs, and establishing clear expectations and guidelines.
- Acknowledge and Adapt: Recognize that the Late Majority will require more evidence and peer pressure, while Laggards may resist adoption. Focus energy on supporting those willing to engage, rather than forcing compliance, allowing the innovation to spread more organically and sustainably.
Moving Forward – Scaling Instructional Coaching
Scaling instructional coaching effectively requires patience, strategic planning, and a deep understanding of how change occurs within educational systems. By starting small, demonstrating value, leveraging social networks, and building supportive structures over time, schools and districts can foster the sustainable spread of this powerful professional learning model. Over time, this momentum builds and starts to diffuse throughout the entire school or set of schools where the instructional coaching is taking place. Therefore, it takes time for a culture of instructional coaching to permeate each school, especially if it has not been a part of that culture in the past.
Navigating the Present and Future of Education 