Spring Book Study: Instructional Leadership in Student-Focused Coaching

Location: Online via Zoom

Dates: February 3, February 17, March 3, and March 17, 2026

Time: Tuesdays | 7:00–8:15 PM ET

Join us for a dynamic four-part virtual book study exploring key strategies from Instructional Leadership in Student-Focused Coaching—the new guide that helps educational leaders grow sustainable coaching programs that bridge the research-to-practice gap and cultivate student success. The four sessions are led by one or more of the book’s co-authors, providing a rare opportunity to engage directly with the author as you explore strategies for building impactful coaching systems.

Each 75-minute session takes a deep dive into a critical topic from the book. The first 60 minutes of each session will include guided discussions of book chapters, reflection prompts, and actionable insights. The final 15 minutes will be dedicated to interactive breakout discussions that connect you with fellow educators from across the country to strengthen your leadership and coaching practices.

Foundations of Instructional Leadership in Student-Focused Coaching

February 3, 2026
Facilitators: Dawn Brookhart & Daryl Michel
Reading League Host: TRL Pennsylvania

Join us in exploring the core purpose and role of instructional coaching. What does it mean to be an instructional coach, and how does Instructional Leadership in Student-Focused Coaching shift the paradigm toward enhancing student learning? We’ll discuss how to create the conditions necessary to implement and sustain an effective coaching model. And together, we’ll explore how to clarify roles, build trust, and establish a coaching model that enhances student learning and sustains long-term success.

Book chapters discussed:

Introduction
Chapter 1: What Is an Instructional Coach?
Chapter 2: Student-Focused Coaching

Leading the Learning — Building Trust, Vision & Capacity for Change

February 17, 2026
Facilitator: Dawn Brookhart
Reading League Host: TRL New York

Learn about strategies for leading complex change—not just managing it—by modeling expectations through shared leadership, collaboration, and continuous learning. Together, we’ll examine the supervisor–coach partnership, the SAILS instructional model, and key leadership levers for driving system-wide improvement.

Book chapters discussed:

Chapter 3: The Supervisor–Coach Partnership to Support Teaching
Appendix: The SAILS Instructional Model
Chapter 4: Leading Complex Change
Appendix: Growing Your Capacity as an Instructional Leader

Supporting Growth Through Communication & Collaboration

March 3, 2026
Facilitator: Dawn Brookhart
Reading League Host: TRL Oregon

Discover how to create professional learning systems that support the successful transfer of research- and evidence-based skills to the classroom. This session emphasizes the importance of well-designed, differentiated, and sustained professional development and learning. You’ll advance your knowledge of systems thinking and purposeful communication, and we’ll share practical strategies you can use to influence teams, foster collaboration, and drive results.

Book chapters discussed:

Chapter 5: Systems Thinking
Chapter 6: Effective Communication: Action-Oriented
Appendix: Communication Skills Practice Form
Chapter 7: Differentiated and Sustained Professional Development and Learning Plans

Sustaining Change Through Collective Leadership

March 17, 2026
Facilitator: Dawn Brookhart
Reading League Host: TRL Michigan

Our final session brings all the themes together, with a special focus on implementation science, collective leadership, and the Collaborative Problem-Solving Process. Learn how to monitor progress, align your systems with long-term goals, and sustain successful coaching systems over time.

Book chapters discussed:

Chapter 8: Collaborative Problem-Solving Process
Chapter 9: Team Problem-Solving Meeting Process
Chapter 10: Collective Leadership to Lead Complex Change Using Implementation Science

Chapter 11: Bringing It All Together

Spring Book Study: Instructional Leadership in Student-Focused Coaching