Retaining High School Coaches/Advisers in Challenging Times

The end of athletic seasons gives time to celebrate accomplishments and reflect on results. School leaders can evaluate programs and set priorities for future years while coaches can work on assessing the current state of programs and set goals. It is also during these times that concerned parents, students and community members may report a variety of both positive and negative experiences that can either propel coaches to re-dedicate themselves to excellence or be a leading cause for them to leave coaching entirely.

High school coaches and advisers only last one to two years on average and school leaders need to be creative in finding ways to retain staff. Longevity does influence the success of programs, and school leaders can better solidify coach and adviser tenure by exploring incentives, providing meaningful professional development and celebrating success.

Incentives Through Community Partnership
The pay for coaching or adviser positions varies throughout the nation, but many coaches state that the pay they receive for coaching does not adequately consider the amount of time and effort needed for leading successful programs. Teachers nationwide mirror this concern as funding for educational programs is a constant source of scrutiny with emphasis being placed on how to get the most from each dollar.

Such a reality can be an opportunity to explore partnerships with community as not every benefit needs to come from financial gain. School leaders may want to see if they can partner with local businesses to provide benefits for those who lead athletic or activity programs. For example, a school may work with a local fitness club, partnering in free advertising at school events in exchange for allowing coaches or advisers to have free membership.

In another example, restaurants may want to partner on specific nights to support coaches by donating product for coaches’ appreciation events or allowing coaches to eat free or at a discount on designated nights in exchange for a “chalk talk” or office hours with coaches in exchange for promotion to have the local community attend.

Restaurants also may be interested in creating menu items, named after specific coaches or school personnel which allow the public to purchase the items with the understanding that a portion of the profits could go back to the specific program the coach or adviser leads on campus. These types of events can boost staff morale and help coaches and advisers feel more connected to the community.

Support Professional Development
As much as school leaders want to find the best personnel to lead their staff, professional development is a great way to increase coach and adviser personal investment. If school leaders create a climate where learning and improvement is valued and paid for, it lessens the financial strain of individual coaches and advisers. Whether it is conference attendance or online courses, school leaders who provide resources for professional development are more likely to see coaches and advisers report higher levels of job satisfaction.

Classes through various online platforms or even providing opportunities for coaches to complete NFHSLearn.com classes can become a facet of a school that supports professional development, and it causes coaches and advisers to become more vested in their school communities.

Meaningfully Evaluate for Growth
It takes time for coaches and advisers to fully understand and implement the vision and mission of schools. To improve alignment with coach/adviser philosophy and school vision and mission, school leaders need to be present, observe the coach/adviser in action, and provide meaningful, supportive feedback that helps candidates grow. School leaders may want to take notes during observations at games, practices and other times when they witness interactions with students, parents and community. The goal of such observations is not to “catch” coaches or advisers making mistakes but exploring how these opportunities may be reframed to improve outcomes.

For example, an athletic director may watch a coach address an individual athlete and parent after a tough loss. School leaders can help coaches lead conversations toward focusing on game outcome as a data point that can be used to drive team and individual growth rather than individual student errors. Giving honest, productive feedback takes practice and when school leaders help coaches and advisers learn how to better communicate, they are more likely to be successful and have more community and parent support.

Regularly Celebrate Contributions
Everyone appreciates recognition and school leaders who prioritize recognizing greatness create great cultures. School leaders need to make time to celebrate achievements and share successes. Presence at games is always a great way to witness game outcomes, but it’s equally important to share successes with all school programs to increase collaboration and pride.

For example, athletic directors can share successes and testimonials through a weekly email that calls attention to goodwill such as a team participating in a servant leadership event, a particular assistant coach who went above and beyond the call of duty, or even a student testimonial of how a coach positively affected their experience. These publicized stories become part of a culture of celebration and can help entire programs remain positive amid the challenges that schools face daily.

Final Thoughts
Longevity in coaching and advising can change the culture of a program. How school leaders foster coaches and advisors can have an influence on how long they will stay in their positions. Many coaches do not receive enough monetary compensation for the time, but school leaders can find ways to increase longevity by leveraging community and providing constructive feedback. Using incentives to show appreciation does not go unnoticed no matter how long a person has been coaching or advising and there is always opportunity to learn. Little things can often make the biggest difference, and when it comes to coaches and advisers, making them feel appreciated can go a long way to positively affect a school community.

Dr. Steve Amaro, CMAA, is principal of Freedom High School in Oakley, California, after previously serving as assistant principal, English content coach, athletic director and tennis coach for the school. He is a member of the High School Today Publications Committee.