When Everyone’s Working—but the System Isn’t

Everyone’s working hard. So why isn’t the system getting better?

In most districts, coaching is happening—but in fragments. Teachers get support, but coaches don’t. Leaders are asked to drive change, but no one is developing them. The result? Dissonance. Confusion. Burnout.

True improvement doesn’t happen through isolated effort. It happens through alignment—and that starts with coaching every level of the system.

“Coherence making is a process, not an event. It demands shared depth of understanding about the nature of the work.” -  Michael Fullan

From Fragmentation to Focus: Lessons from the Field

In our work at Compass Edvantage, we’ve found that successful change only happens when all levels of the system are supported in alignment. This means:

• Teachers receive direct coaching tied to classroom practice.

• Instructional coaches are coached themselves to be the builders of capacity, not just messengers.

• Principals receive coaching in how to lead and support instructional improvement.

• District leaders engage in thought partnership to align resources and messaging.

When one of these pieces is missing, the entire effort begins to wobble and the goal becomes less attainable. Dissonance creeps in as:

• Teachers are told to implement new practices, but their coach wasn’t trained on it.

• Coaches try to support teachers, but the principal prioritizes compliance over learning.

• School leaders are all-in, but district leaders are sending mixed signals through unrelated initiatives.

And most critically, district leaders often get left out altogether.

The Real Coaching Gap: Central Office Leaders

In the last year, I’ve worked closely with several program directors and assistant superintendents. These are smart, passionate people who feel even more isolated than principals, and receive even less coaching support.

They’re responsible for aligning systems across schools, but no one is helping them process change, develop messaging, or design implementation structures. For these leaders, I don’t use the term "coach" as much as "thought partner," even though the goal is the same: reduce dissonance, increase clarity, and support coherence.

What Coherence Really Looks Like

Michael Fullan’s work on coherence and tri-level improvement has long guided our approach at Compass Edvantage. We know that the best systems focus on:

1. Focused Direction – Shared priorities across the system.

2. Collaborative Cultures – Trust and mutual accountability.

3. Deep Learning – Ongoing development, not just delivery.

4. Systemness – Each level of the system sees itself as part of the whole.

When we coach all levels (teachers, coaches, principals, district leaders), we create systems where:

• Everyone hears the same message.

• Everyone feels supported.

• Everyone moves in the same direction.

Modeling as a System Strategy

One of the most powerful tools we’ve found in system-wide coaching is modeling. When we work with districts, we don’t just coach teachers in isolation - we intentionally embed school leaders and instructional coaches into the process.

These shared coaching experiences become high-leverage learning events for adults. Leaders observe the same coaching practices we’re trying to develop in their own teams, and then we build professional learning around these experiences.

This approach offers:

• Real-time examples of effective coaching in action

• Shared language and practices among all stakeholders

• Opportunities for leaders to reflect on their own coaching role

By modeling the work we’re building, we increase the likelihood that new practices will stick, and that leaders and coaches will be equipped to replicate and sustain them.

How We Coach Differently by Role

While alignment matters, the method of coaching must be differentiated. Here’s how:

• Teachers – Classroom practice, student work, real-time feedback.

• Instructional Coaches – Tools for leading cycles, facilitation skills, adult learning.

• Principals – Observation calibration, building-wide PD structures, staff morale.

• District Leaders – Strategic planning, message clarity, implementation support.

Coaching works best when it’s part of a coherent system. That means not just supporting the teacher, but the people who support the teacher, and those who support them.

If we want lasting change, we have to move from isolated coaching efforts to system-wide alignment.

Reflection Question

Where is your coaching system strong, and where are the gaps that might be creating dissonance?