Student-Focused Coaching (SFC) is a highly effective way to improve educator professional development and learning and student outcomes—but to succeed, coaches need to be empowered to lead alongside supervisors and other teacher leaders. Building on Hasbrouck & Michels widely used guide, Student-Focused Coaching, this book shows educational leaders how to develop and lead a sustainable coaching model. It emphasizes that leadership isn’t defined by a title—anyone with insight, commitment, and a student-focused mindset can serve in a coaching role and make a lasting impact.
Aligned with Implementation Science and developed by two internationally known consultants, this is the practical guidebook educational leaders need to build their knowledge of coaching and master their critical role in the coaching system as instructional leaders. Administrators, supervisors, and other leaders will gain expert guidance, actionable strategies, purposeful exercises, and engaging activities for supporting the transformative work of coaches. As more states mandate coaching as part of their reform efforts, this thought-provoking book will help a wide variety of educational leaders grow sustainable coaching programs that bridge the research-to-practice gap and cultivate student success.
LEARN HOW TO:
Create the conditions and culture to implement and sustain a coaching model
Establish clear and open communication about roles and responsibilities
Prioritize de-implementation of outdated or ineffective practices before introducing new initiatives
Plan and execute professional development and learning to ensure the successful transfer of research- and evidence-based skills to the classroom
Lead complex change—not just manage it—by modeling expectations through shared leadership, collaboration, and continuous learning
Use a structured Collaborative Problem-Solving Process to strengthen teamwork and prioritize foci
PRACTICAL FEATURES: Instructional leaders will strengthen their skills and take confident next steps with the reflection prompts, application exercises, and action items in each chapter.
Daryl Michel, Ph.D., is the founder of Be A Change, LLC, an educational consulting firm dedicated to fostering professional learning and student success. With nearly three decades of experience in the field, Dr. Michel has made significant contributions, nationally and internationally, as an instructional coach, teacher educator, and curriculum designer. Dr. Michels expertise encompasses a wide range of educational areas, including disciplinary literacy, lesson study, and instructional coaching. He has worked with numerous school districts, state agencies, and educational organizations to design and implement strategies that enhance both teacher effectiveness and student outcomes. Through Be A Change, LLC, Dr. Michel advocates for the inclusion of diverse voices, promotes continuous professional learning, and works to build educational systems that support the success of all students.
Dawn Brookhart, M.Ed., M.A.T., is an educational leader, consultant, coach, and national speaker with nearly 30 years of experience working alongside educators to foster positive change in education. Driven by a deep sense of service, Dawn’s career has been focused on helping schools, districts, and state agencies bridge the gap between research, policy, and classroom practice. Her work aims to create sustainable, evidence-based improvements that prioritize the success of every student. As co-founder of Ed Cap Consulting, LLC, Dawn works alongside her husband to help educators build capacity, foster systemic change, and continue growing in their ability to serve students. She also serves as the Vice President and co-founder of The Reading League Pennsylvania, where she works to advocate for evidence-based literacy practices and to support all learners.
About the Online Materials
About the Authors
Acknowledgements
Introduction
Chapter 1: What Is an Instructional Coach?
Chapter 2: Student-Focused Coaching
Chapter 3: The Supervisor–Coach Partnership to Support Teaching
Chapter 4: Leading Complex Change
Chapter 5: Systems Thinking
Chapter 6: Effective Communication: Action-Oriented
Chapter 7: Differentiated and Sustained Professional Development and Learning (PDL) Plans Appendix 7.1
Chapter 8: Collaborative Problem-Solving Process
Chapter 9: Team Problem-Solving Meeting Process
Chapter 10: Collective Leadership to Lead Complex Change Using Implementation Science
Chapter 11: Bringing it All Together
