To what extent should building coaching into the culture of the school be a desired outcome of instructional coaches’ and administrators’ responsibilities?
How can an instructional coach plan for and assess progress even when administrator support or system expectations are not present? Many schools experience ongoing changes in staff and teams, which can seem overwhelming for coaches who feel they lack the time, stability, or support to create real change. In these cases, I suggest that coaches focus on creating a ripple effect by enhancing individual teachers’ coaching experiences and increasing coachability.
Watch Simon Sinek's video on magic ripples here. 
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