Running head: INSTRUCTIONAL COACHING: A FOUR FRAMES ANALYSIS

Instructional Coaching: A Four Frames Analysis

Jenny Gieselman

Oakland University
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Abstract

This piece examines instructional coaching in Brandon Schools. Instructional coaching was

implemented as a result of trying to improve student achievement and teacher practice. Using

the book Reframing Organization: Artistry, Choice, and Leadership by Lee Bolman and

Terrence Deal (2013), instructional coaching has been broken down into the structural, human

resource, political, and symbolic frames. This paper unveils that there are some areas for

improvement in all frames. While instructional coaching has many benefits and began with a

goal in mind, roles are unclear, resulting in instructional coaching not being as successful as

intended. Clear communication of roles and visions of instructional coaches would benefit

Brandon School employees, as well as the ultimate goal of improving teacher practice and

student achievement.
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Introduction

Currently in the Brandon School District, located in Northern Oakland County, there is a

total student population of about 2,900 students K-12. About 35% of the total population are

considered economically disadvantaged, and both of the elementary schools qualify for Title One

funding.

The dynamics have brought focus to the at-risk population at the elementary levels for

many years, and continues to be an important aspect of the elementary schools. Interventionists

are in place along with intervention programs. Coaches push in to classrooms to help implement

guided reading and math groups, and assist with meeting the needs of struggling students, while

working with and alongside the classroom teachers.

While instructional coaches are being pushed into the classrooms to assist with

intervention, there is much more that could be done with instructional coaching in Brandon.

While there are willing participants to work with in the district, there are also many employees

that are unwilling to work with coaches, making the mandate difficult. After this analysis it is

clear to see that a lack of knowledge on the roles of coaches and administrators, along with an

unclear philosophy/ vision about instructional coaching makes coaching not as impactful as it

could be in Brandon Schools.

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The Structural Frame & Instructional Coaching

“Rules, policies, standards, and standard operating procedures limit individual discretion

and help ensure that behavior is predictable and consistent” (Bolman & Deal, 2013, p. 52). In

Brandon Schools this vision seems to ultimately be the drive of the curriculum department. One

of the district’s number one goals is to raise test scores. It appears it is the belief that “Limited

discretion and a more standard operating system” in Brandon will help make our instruction

more vertical, ultimately allowing less gaps in the children’s education (Bolman & Deal, 2013).

This belief can be seen in a number of policies clearly communicated from Brandon’s curriculum

director. The drive for these policies is ultimately framed around the goal of raising test scores.

One point that was stated by Bolman and Deal “Action planning specifies methods and

timeframes for decisions and actions,” clearly defines what an action plan should contain

(Bolman & Deal, 2013, p. 54). When looking at Brandon Schools it is clear that actions are in

place in the area of curriculum. There is a new math program implemented kindergarten through

8th grade. Word study is in the process of being aligned in kindergarten through 5th grade. A

handwriting program is being used kindergarten through third grade. All other subjects and

grades have been directed to teach the MAISA units provided in ATLAS. There has even been

directive in kindergarten through fifth grade to teach math, reading and writing for specific

amounts of time each day. This is all to achieve the goal of raising test scores, more specifically

having Brandon’s test scores in the top quartile of the state, by 2025.

“An inevitable risk in action planning is that the link between action and outcome may

fail” (Bolman & Deal, 2013, p. 54). This is something Brandon Schools should consider.

Teachers could easily start feeling overwhelmed with all the “rules” being placed in such a small

amount of time. Bolman and Deal point out “There are good rules and bad ones. Formal
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structure enhances morale if it helps us get our work done. It has a negative impact if it gets in

our way, buries us in red tape, or makes it too easy for management to control us” (Bolman &

Deal, 2013, p. 48) While many of the policies put in place in the area of curriculum in Brandon

are helping test scores, there is still a lot of growth to be made, that pressure along with the down

to the minute planning of the day, could easily make a teacher feel controlled, which according

to the reading could impact morale (Bolman & Deal, 2013).

How does all this tie into instructional coaching? Instructional coaching could quite

possibly be seen as “another mandate.” This is when lateral coordination could prove to be very

valuable for the success of instructional coaching in Brandon (Bolman & Deal, 2013, p. 54).

Instructional coaches in Brandon do tend to be a part of the lateral coordination brought on by

Brandon’s superintendent. There have been numerous meetings, task forces, networks, and

coordinating roles where instructional coaches are involved (Bolman & Deal, 2013). With the

two different coordination efforts between Brandon’s administration, instructional coaches are

left to either advocate for themselves or have a principal advocate for them. The instructional

coaches’ roles may not be clearly defined to all employees that are being made to follow many

rules. With so many already having to prepare new materials and curriculum this is where

instructional coaches could help the cause and make the directives less stressful. However, the

perception to many seems to be that it’s one more thing to do.

“Organizations divide work by creating a variety of specialized roles, functions, and

units. They must then use both vertical and horizontal procedures to lash the many elements

together…The right structure depends on prevailing circumstances and considers an

organization’s goals, strategies, technology, people, and environment” (Bolman & Deal, 2013, p.

67) While Brandon has many procedures in place to obtain the major goal of raising test scores
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there may be some things being overlooked, it may be beneficial to define roles more clearly and

clarify how those roles can work as a network, not be seen as another person to meet with or

another thing to do.

“In practice, coaching roles often involve a delicate balance between peer coaching or

mentoring responsibilities and whole-school improvement or system-wide professional

development. The balancing act may depend on how districts position the

coach, either as district-level or school-based personnel, and on how districts envision

using the coach position within their reform efforts” (as cited in Gallucci, DeVoogt Lare,

Yoon, & Boatright, 2010, p. 922). After reading this definition, it is clear that Brandon Schools

has all the structures to make instructional coaching successful. In Brandon there has been a lot

of restructuring over the last couple of years, which was needed. It was the perfect time to do so.

“Organizations typically embark on that path when they feel compelled to respond to major

problems or opportunities” (Bolman & Deal, 2013, p. 86). The new superintendent saw the

opportunity to reorganize and has. The restructuring is still occurring so it seems like a good time

to reflect on how instructional coaches can fit into this restructure and ultimately be a part of

reaching the goal of raising Brandon’s test scores. Coaches could be the perfect link for

sustainable leadership in Brandon. This is a moment where Brandon Schools could structure and

represent its best effort to align internal activities (the relationship with teachers, administrators,

and coaches) with outside pressures (raising test scores) (Bolman & Deal, 2013).

“As work becomes more complex or the environment gets more turbulent, structure must

also develop more multifaceted and lateral forms of communication and coordination” (Bolman

& Deal, 2013, p. 112). While there certainly is need in curriculum for vertical coordination, it

seems that there might be a need to look at ways to incorporate some lateral communication.
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This is an opportunity to look at the role of coaches, and how teachers can use them to help

relieve some of their pressure, while ultimately building their practice, which should eventually

raise Brandon’s test scores.

The Human Resource Frame & Instructional Coaching

The “lean and mean” approach discussed in Bolman & Deal’s book may be the way

many employees have viewed Brandon over the past six years (Bolman & Deal, 2013). This

certainly is true, Brandon has cut many jobs over the years, increased class sizes, and decreased

pay, all of these falling under the category of “lean and mean,” Brandon administration has

chosen to call it “right sizing.” This seems to have contributed to some negativity and

resentment among teachers and staff.

In recent years Brandon has begun to invest in people again (Bolman & Deal, 2013).

While most have focused on small monetary increases it may be beneficial for Brandon to

highlight the investment they have made toward providing resources and developing their

employees. “Employers often fail to invest the time and resources necessary to develop a cadre

of committed, talented employees” (Bolman & Deal, 2013, p. 133). While time will always be

scarce there are resources in Brandon, specifically at the elementary levels. With two literacy

coaches, a technology coach, and a math coach, along with one to one devices, resources are

abundant. The issue is not all employees take advantage of the resources, perhaps because what

to do with the resources hasn’t always been a focus, unless a building principal sees it necessary.

Brandon may have some repairing to do before it can get to a “good fit” (Bolman & Deal,

2013). “Downsizing, outsourcing, use of temporary and part-time workers-have been widely

applied to reduce costs and increase flexibility. But they risk a loss of talent and loyalty that

leads to organizations that are mediocre, even if flexible” (Bolman & Deal, 2013, p. 135). Over
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the years Brandon has lost a number of very talented employees and due to the nature of teaching

many might have felt stuck. Brandon has everything it needs to make a good fit, but an unclear

vision for how to utilize the resources given and the leftover resentment from the “lean and

mean” approach, that had to be done, quite possibly is preventing Brandon from moving

forward. It would be very beneficial for Brandon to start highlighting their resources, offering

time to utilize them, and highlighting those employees that do, and are a “good fit” (Bolman &

Deal, 2013).

“Trust is an integral part of the coaching culture because through a supportive climate,

teachers begin to take risks as facilitators guide them in self-reflection” (as cited in

Range, Pijanowski, Duncan, Scherz & Hvidston, 2014, p. 257). While already established

relationships make it a fairly easy task to establish trust, the challenge comes when relationships

are not established. Brandon Schools could benefit from promoting coaches and assuring

teachers that coaching is not meant to be an evaluative process, but a professional growth

process, with room to reflect on practice. This is not something that is clearly stated by all

Brandon administrators and could quite possibly be the biggest reason not all teachers are

working with coaches.

Brandon Schools could empower their employees by encouraging autonomy and

participation in the area of instructional coaching (Bolman & Deal, 2013). So, why is this not

happening in all buildings? Brandon Schools could benefit from building and implementing an

HR strategy for coaches (Bolman & Deal, 2013, p. 140). Philosophies of managing people seem

to be left to the principal’s discretion in Brandon. So, if a principal doesn’t necessarily see all

the potential coaching can offer their employees, there is a chance it won’t be encouraged;

ultimately leading to resistance to coaches being in employee’s rooms. A shared philosophy on

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the purpose for instructional coaches district wide, might make reasons for using them and how

they can benefit Brandon’s employees more clear.

The Political Frame & Instructional Coaching

Brandon Schools’ focus is very much revolved around student achievement. However,

it seems that there are many different points of view on how to get there, this certainly falls

under the political frame written about in Reframing Organizations. The Brandon School

District tends to be very data driven, and most initiatives have been brought on to improve the

data of student test scores. All of these initiatives have been put in place by coalitions with

enduring differences (Bolman & Deal, 2013). Legislators, parents, community members,

administrators and teachers all have different views and beliefs on how children succeed and this

is evident in Brandon, with the many initiatives in place, many beginning because of legislation,

funding, and ultimately student performance on standardized tests. All of these views lead to “A

confusing multiplicity of goals, many in conflict” (Bolman & Deal, 2013, p. 193). Elementary

instructional coaches certainly fall under this umbrella, and play a role in all aspects mentioned

above: the instructional coaching positions are funded by Title I and II funds, instructional

coaches are looked upon as interventionists to many, the positions were created as a plan to

improve teacher performance and student outcomes, and ultimately were approved by the school

board. While the reason for funding academic coaches and beginning the roles was justified the

beliefs of how this should look, was not communicated and discussed among all involved,

leaving room for many views and goals.

“Coaching in the context of mandated reform can often fall short of its ideals, therefore,

leading to hurried, anxious, and one-sided interactions in required time periods that draw

teachers away from compelling classroom concerns in a system where even basic job security
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can no longer be counted on (Fletcher & Mullen, 2012, pp. 130-131). Coaching is a mandated

reform at the elementary level in Brandon Schools, and while it works with the willing, there are

many unwilling participants. Many times the interactions with the unwilling are one-sided and

don’t lead to the original outcome of why academic coaches are being funded in Brandon, which

is to enhance student and teacher performance. The unwilling employees don’t see benefit to

giving up a special to plan with a coach or opening up their classroom for more feedback. Later,

in the Fletcher & Mullen text it discussed that perhaps the reason for teachers not being

interested in coaching is because it is a way for teachers to “Dig in their heels to assert a contrary

will that opposes the enforced transportation of unwanted programs and practices into their

classrooms” (Fletcher & Mullen, 2012 p. 131). With all the many programs, initiatives, and

reforms happening in Brandon Schools it makes sense that when given a little flexibility and

choice with how the mandate is carried out resistance will be encountered, which seems to be

occurring with some employees in Brandon Schools.

“A principal’s chief role is to improve teaching and learning and, as a result, improve

student achievement” (Trach, 2014, p. 17). Here is where coaches could be a valuable asset to

principals, and would ultimately lead to Brandon’s main focus of student achievement. While

there are some buildings in Brandon where principals do see this as their chief role. Most, have

to put it on the back burner due to many other demands being placed on them by teachers,

parents, and administration above them. “The political frame stresses that the combination of

scarce resources and divergent interests produces conflict as surely as night follows day”

(Bolman & Deal, 2013, p. 201). This quote emphasizes what is happening among not only

administration, but also teachers in Brandon. The scarce resources of time and funding, lead to

overstretched teachers and principals. Instead of Brandon highlighting that coaches could help
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with this limited resource, it seems that coaches, teachers, and administrators are in conflict,

because of the many different goals and views. There is a very delicate balance between the

coalition of principals, coaches and teachers and one Brandon could benefit from spending time

on enhancing.

Symbolic Frame & Instructional Coaching

Trach states, “Together, principals and coaches work to create a balance between clear

direction and support that is both evaluative and non-evaluative. To maintain this equilibrium,

the roles of the principal and coach must be clear and distinct, with responsibilities differentiated

for all staff. The principal is the instructional leader
 of the school and also an evaluator, while

coaches are shared instructional leaders who support teachers but do not evaluate them” (Trach,

2014, p. 16). Unless this is clearly stated to all employees in Brandon Schools, because of the

symbolic frames created in public education, many are under the assumption when one enters a

classroom they are there to evaluate. Bolman & Deal state that, “Myths, values, and vision bring

cohesiveness, clarity and direction in the presence of confusion and mystery” (2013, p. 270).

While all the elements of mission, vision, and values are clear when applied to Brandon Schools

as a whole, they begin to become unclear when looking at instructional coaching, leading to

unclear knowledge of what a coaches’ role is and why they are in classrooms.

“Too much emphasis on sorties flown or quarterly numbers can divert attention from

sustaining and revitalizing culture” (Bolman & Deal, 2013, p. 283). Brandon Schools has spent

years focused on student achievement, which seems to be diverting attention from other critical

components of Brandon’s success. Instructional coaches have potential to highlight what

Brandon Schools has to offer to help teachers grow their practice, and can even help take
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workloads off of teachers. This has never been highlighted to teachers as a whole, creating the

belief that an instructional coach will require more time, which is already scarce.

“Organizations devote considerable time, energy, and resources to appraising individuals,

even though only some believe that the procedures connect closely with improvements” (Bolman

& Deal, p. 295, 2013). Brandon School administrators spend an absorbent amount of time on

evaluation of individuals. Often there is a misinterpretation of what is evaluative and what is

not, for example, walk-throughs verses evaluations. Currently in Brandon Schools walk-

throughs are being done not only by building administrators, but also central office

administrators. This has become the main reason a teacher in Brandon Schools sees their

administrator in their classroom, promoting the belief that when one comes into the classroom

they are there to evaluate. “When principals describe instructional expectations in detail,

coaches then have a clear instructional target for which to help all teachers aim, and this helps

grow teacher practice accordingly,” principals in Brandon could help teachers’ practice by

utilizing coaches (Trach, 2014, p. 17). Placing less emphasis on the ritual of evaluation and

more emphasis and time on growing teacher’s practice could prove to be beneficial for Brandon

Schools.

Conclusions and Recommendations

Brandon School District as a whole has done a nice job making the goal of improving

students’ performance clear to all. While many resources have been given to teachers and

students to make this happen, the follow through on how those resources should be used and are

being implemented seems to be where Brandon Schools could benefit from improving. The lack

of fidelity makes the resources feel like more mandates. When looking at the resource of
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instructional coaching there were two areas for improvement that seemed to be a theme

throughout the four frames analysis.

1. Roles are not clearly defined in Brandon Schools leading to misinterpretation of what an

instructional coach is intended to do in Brandon.

2. There is not a shared philosophy on the purpose for instructional coaches district wide.

It would be extremely beneficial for all instructional coaches to meet with all

administration involved to establish roles and a philosophy about the purpose of instructional

coaches. As well as a plan to execute that philosophy.

It would be absolutely imperative that all stakeholders know the purpose of an

instructional coach and how they will contribute to the overall goal of improving test scores.

The plan should also be shared with stakeholders to see how instructional coaches will be

implemented to help improve test scores, but also how their role will help benefit both teachers

and administrators.

“Instructional coaching is a highly effective, job-embedded development strategy”

(Trach, 2014, p.16). In order for Brandon Schools to get the most out of instructional coaching

administration needs to consider all involved. Keeping the goal of raising student test scores in

mind, the question should be asked: How can instructional coaches, teachers, and administrators

work together to improve test scores, and what will their roles look like? Also, it might be time

to look beyond raising student test scores and look at the breakdown of spirit in Brandon

Schools. By having the philosophy about coaches focus on the employees and how instructional

coaches can help them may be a small step, among many that have already been taken to

improve Brandon Schools overall.

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References

Bolman, L.G. & Deal T.E. (2013). Reframing Organizations: Artistry, Choice and Leadership.
5th ed. San Francisco, Jossey-Bass.

Fletcher, S.J. & Mullen, C.A. (2012). The Sage Handbook of Mentoring and Coaching in
Education. Sage Publications Ltd.
130-131. doi: http://dx.doi.org/10.4135/9781446247549

Gallucci, DeVoogt, Van Lare, Yoon & Boatright (2010). Instructional Coaching: Building
Theory About the Role and Organizational Support for Professional Learning. American
Educational Research Journal, 47 (4), 919-963. doi: 10.3102/0002831210371497

Range, B.G., Pijanowski, J.C., Duncan, H., Scherz, S., Hvidston, D. (2014). An Analysis of
Instructional Facilitators' Relationships with Teachers and Principals. Journal of School
Leadership, 24 (2) 253-286.

Trach, S.A. (2014, November / December). Inspired Instructional Coaching: Stimulate teaching
by structuring meaningful observations and feedback that will improve instruction
schoolwide. Principal. Retrieved from http://www.naesp.org