As educators, intentionality with our time, resources, and goals is essential to create a balance that not only benefits ourselves but those we lead. From meetings to budgets and all the important decisions in between, and especially those that directly impact our scholars, our focus must remain in the right place.

It’s an ambitious task but not impractical.

To remain focused on our goals and keep scholars at the forefront, we must be intentional about how we not only use our time, but where. In order to do that, we must identify one singular priority and the best way to accomplish the desired outcome. Moreover, as leaders we must invite others into the work to focus on that one priority. 

Through coaching and the coaching relationship, we can narrow in on a specific topic or need and support priority setting. Coaching allows us, as leaders, to improve our capabilities, enhance our effectiveness, and maximize our personal and professional potential within our organizations (Nicolau et al., 2023). 

Whether it is needing more time in the day, improving communication, or maximizing workflows, identifying the specific need is the first step to solving any problem and aligning priorities. Coaching our team to identify problems is an essential part of leading schools. By leveraging our lived experience and collective expertise, we are better equipped to address the whole problem and not just a piece of it. 

Are we diagnosing the problem or symptom? 

I remember a specific moment during my time as an assistant principal when a highly respected teacher shared that she would not be returning to our campus in the fall. It was shocking. In my office, I prompted and, of course, wondered why. Ultimately, she wanted more uninterrupted time at home with her family. She felt that teaching did not provide the balance she was seeking. Her story is not unlike many other educators who choose to leave the profession. Limited capacity and resources is a common pain point in education, so how can we leverage coaching to address a need that seems insurmountable?  

For starters, we must identify the root cause – the area we should prioritize in order to solve the problem. Her desire for balance was not inherently about teaching or being a teacher, rather, it was about a lack of time. How, as the school leader, could I have supported her in finding more time during contract hours for her to accomplish the tasks she was taking home? What shifts in our practice could we have implemented to help create the balance she was seeking? 

Going beyond addressing the symptom

Understanding the underlying priority means that we’ve identified the correct problem. Through a coaching relationship, identifying the specific priority of focus can be less challenging, even when there seem to be multiple priorities demanding attention. Coaching conversations allow for open and fluid discussion. While a technical response to identifying a problem is helpful, using coaching to identify a problem reveals other essential insights. 

But determining the priority can be challenging. It’s in our nature to respond directly to a symptom – rather than the root cause. Imagine a headache caused by a lack of sleep. Instead of taking a break, our immediate response is to take an aspirin to treat the symptom – the headache. 

Treating symptoms works in the short term because we can alleviate the headache and continue with our day. However, if we’re not resting enough over time, the pain compounds. In the same way that aspirin won’t result in more rest, only addressing the symptom of a problem won’t result in resolution. Identifying and addressing the root cause allows you to create a plan that focuses on the problem and not simply the symptoms. 

How can you leverage coaching to identify the problem?

I invite you to lean into coaching to identify that singular priority. Use the questions below to guide your thinking toward identifying the root challenge you are facing instead of just the symptom. 

This realization may be different than your original thoughts, or there could be multiple priorities that are causing the same less-than-desirable pain point. It is helpful to understand your true priority of focus because you can begin addressing it with your team. Once there is clarity around that singular focus, having support through coaching for a specific priority can help achieve the desired outcome.

1. What are the primary challenges or obstacles you have encountered recently related to your priority of focus?

2. How are these challenges impacting your daily and long-term goals?

3. What outcomes or changes would you like to see as a result of addressing these challenges?

Tools to identify your priority 

It can seem natural to start solving a problem before truly identifying the cause. There can be a fear that too much time spent identifying the problem can be wasteful when the opposite is true. By rushing to solve a problem, we may be addressing the wrong issue (Spradlin, 2019).  

Shifting from a mindset of addressing the symptom to the underlying problem can involve a strategic and pragmatic approach. Allow identifying the symptom to serve as the first step toward addressing your problem and identifying a pattern to be the next. 

What other trends related to the symptoms are revealing themselves? As you begin identifying your priority, it may be helpful to employ tools that are already familiar such as a Strengths, Weakness, Opportunities, and Threats (SWOT) Analysis. 

Using a problem-solving tool is a place to collect data as it relates to the symptom and identify the potential root cause. Once the data is collected and the root cause is identified, it is time to prioritize the challenge.

Through coaching conversations and reflection, the true priority is identified. Solutions for problem solving and next steps are created with your team, and desired outcomes become tangible practices. Eliciting the support of individuals who can guide you through the process of identifying the actual problem maximizes time and resources. 

Works Cited

Nicolau, A., Candel, O. S., Constantin, T., & Kleingeld, A. (2023, May 9). The effects of executive coaching on behaviors, attitudes, and personal characteristics: A meta-analysis of Randomized Control Trial Studies. Frontiers. https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1089797/full 

Spradlin , D. (2019, August 23). Are you solving the right problem?. Harvard Business Review. https://hbr.org/2012/09/are-you-solving-the-right-problem