How instructional coaches can break free from imposter syndrome

Instructional coaches can learn to overcome imposter syndrome with these seven strategies, writes Donna Spangler.

You just facilitated a professional development session that left teachers engaged and excited. Yet, you’re driving home replaying every word you stumbled over and wondering if anyone found it valuable. Sound familiar? You’re not alone. Welcome to the all-too-common world of imposter syndrome among instructional coaches.

As a virtual coach working with educators from Florida to Oregon, this recurring theme keeps surfacing: “Why do I feel like I’m faking it?” or “I’m not qualified to do this work.” It’s an internal struggle that often prevents many talented professionals I work with from reaching their true potential.

Why Imposter Syndrome Affects Instructional Coaches

The role of an instructional coach is inherently challenging. Unlike classroom teachers, coaches rarely have direct control over student outcomes, relying instead on influencing others to improve student achievement. Also, a lack of tangible metrics can make it hard to measure your impact and fuel feelings of inadequacy.

Schools often unintentionally position instructional coaches as experts, expected to have answers to a wide range of questions, from instructional strategies to navigating tricky interpersonal dynamics. The weight of these expectations can feel overwhelming, particularly when coaches are still learning and growing.

Coaches are neither administrators nor teachers. Instead, they operate in the space between the two. Coaches lack positional authority and only have relational influence to create change with teachers in their classrooms, and coaches often need to figure out their roles.

Finally, coaches often encounter resistance from teachers who may be skeptical of coaching. These dynamics can exacerbate self-doubt, making coaches feel unwelcome or unqualified.

Strategies to overcome imposter syndrome

Here are some actionable steps using a combination of mindset shifts, strategies and reflection to tackle imposter syndrome head-on:

1. Reframe your thinking

Shift your focus to progress over perfection. Coaches aren’t meant to have all the answers; they’re meant to facilitate growth. You don’t have to be the expert with perfect responses. That mindset not only puts unnecessary pressure on you but also undermines the truly collaborative nature of coaching. Instead, embrace the role of a partnership in learning, where asking the right questions and providing support can be more impactful than providing perfect answers.

Questions to Reflect On:

• What evidence do I have that I am making a positive impact?
• How can I celebrate small wins with my coachees?
• For the teachers I support, how do I model a growth mindset?

2. Build a support network

In many school districts I visit across the United States, just a handful of coaches are on each campus. Imposter syndrome thrives in isolation. Surround yourself with a community of fellow coaches who understand the unique challenges of the role. Virtual coaching or social media networks can uniquely combat this isolation by connecting you with diverse perspectives and experiences that enhance your practice and confidence. Peer coaching, professional learning networks, or informal group chats provide a safe space to share struggles and seek advice.

Questions to reflect on:

• Who can I turn to for support when I’m feeling uncertain?
• How can I build my current support network?

3. Engage in professional learning

Imposter syndrome often stems from the fear of not knowing enough. Regularly investing in your learning can boost confidence and equip you with new tools and strategies. Learning from peers across different regions or experiences, such as in a virtual coaching role, can enrich your practice and provide diverse perspectives that enhance your growth. You can also use video to improve your coaching practice.

Questions to reflect on:

• What areas of coaching do I feel least confident in, and how can I address them?
• What recent learning experiences have enhanced my practice?

4. Seek feedback — and use it wisely

Requesting feedback from teachers, administrators, or other coaches can provide a clearer picture of your impact. Positive feedback can affirm your contributions, while constructive feedback offers growth opportunities.

Questions to reflect on:

• What specific actions can I take based on their feedback?
• How can I use feedback to identify my strengths and areas for improvement?
• What metrics or tools can I use to measure my coaching success?

5. Embrace vulnerability

Being honest about your learning journey can build trust with teachers and model the openness you’d like to see in them. Share your challenges and growth experiences when appropriate. Remember to ask yourself: Is it about you, or is it about them? Focusing on best serving others can ease self-doubt and keep your work centered on its true purpose.

Questions to reflect on:

• How can I demonstrate humility without undermining my credibility?
• What personal stories can I share to connect with my coachees?

6. Document your wins

Keep a journal, list, or file of your accomplishments, including teacher notes. Reviewing these can be a powerful antidote to self-doubt.

Questions to reflect on:

• What recent successes can I document to remind myself of my impact?
• How can I create a system to track and celebrate progress regularly?

7. Practice self-compassion

Give yourself grace. Recognize that everyone makes mistakes and that these moments are opportunities to learn and grow. Celebrate the courage it takes to step into a challenging role.

Questions to reflect on:

• How can I be kinder to myself when things don’t go as planned?
• For my teachers, how can I model self-compassion?

Turning imposter syndrome into a growth opportunity

Imposter syndrome doesn’t have to hold you back as an instructional coach. You can build confidence and resilience by acknowledging its presence and actively working to reframe your thoughts and actions. So, the next time that voice of self-doubt creeps in, ask yourself: What evidence do I have that I don’t belong here? Chances are, the answer will silence your inner critic and help you focus on what truly matters –the meaningful impact you’re making, one conversation at a time.

Source: https://www.smartbrief.com/original/how-instructional-coaches-can-break-free-from-imposter-syndrome?utm_term=AEE6C64D-A551-4448-AC86-73E9EA97DDFE&lrh=286d9352d62fd57e4fed3250c88b0f8daf660a6cf28a1a542f1b6f7d4db58c17&utm_campaign=65FBA7DD-A78F-4185-A826-DB485198BE88&utm_content=4B1F8AFC-6A48-467F-AAC3-37008CE6B313&utm_source=brief