In many schools, instructional coaches are seen as supporters, not leaders. They’re viewed as the bridge between the classroom and administration, a helpful resource when time allows. But let’s be clear: instructional coaches are instructional leaders. It’s time we name that without hesitation.
The truth is, many coaches are already doing the work of leadership every day. They help shape and carry out the instructional vision of the school. They attend data meetings, recommend professional learning, support curriculum shifts, and remain steady when teams are stuck, unsure, or overwhelmed. Instructional coaches are central to the work of teaching and learning. From shaping priorities to designing PD, coaches don’t orbit the work; they orchestrate it. That level of intentionality and influence is leadership in action.
Yet their leadership is often dismissed, even by those in formal roles.
Instructional coaches frequently wear multiple hats. They support teacher practice, manage initiatives, help coordinate building-wide planning, and serve as informal advisors. They often facilitate the same professional learning they co-develop, all while navigating delicate conversations that include support and feedback. Coaches are tasked with offering guidance that builds instructional capacity, but they must do so without compromising the trust of the teachers they work alongside.
This is the complexity of the role. To offer feedback that is both instructional and relational. To provide insight while protecting safety. To lead change without formal authority.
When people ask, “Why do coaches think they are leaders?” I ask, “Why would we think they are not?”
The skill set required to coach aligns closely with what research defines as effective leadership. Studies by Neumerski (2013) and others highlight that instructional leadership includes content expertise, strong communication, the ability to make sense of school priorities, and the relational trust to move teams forward. Jim Knight’s Partnership Principles affirm that coaching is built on mutual respect and shared decision-making—foundational elements of any leadership model that centers influence over compliance.
Coaches are already leading. They are guiding practice, shaping culture, and influencing systems. They need recognition, support, and development that reflects the full scope of what they carry, not just what appears on paper.
It’s time to stop treating coaching as preparation for leadership and start acknowledging it as leadership in practice.
References:
- Neumerski, C. M. (2013). Rethinking Instructional Leadership, a Review: What Do We Know About Principal, Teacher, and Coach Instructional Leadership, and Where Should We Go From Here? Educational Administration Quarterly. Link to article summary
- Knight, J. (2011). Unmistakable Impact: A Partnership Approach for Dramatically Improving Instruction.
