In a recent Learning Deeply Education Week blog entitled, “What’s Behind the Plateau in Test Scores?” Robert Rothman comments on the reasons why test scores have remained stagnant despite the multitude of instructional practices implemented at all levels. Of course, trends are identified over a period of time and practices can be adjusted to address those trends. We just have to collect the appropriate data that gives us the information we need. Then, we must identify ways to appropriately apply the data that we collect.
So, test scores plateau… what about teacher practices?
According to Jane Hannaway, an Urban Institute researcher, teacher performance plateaus at four years. “Teachers work in isolation. They learn what they learn and then they plateau. They get no valid input.”
In the same opinion piece, the director of PISA for OECD said what is needed to sustain a steady pattern of growth “… is a greater investment in improving teaching.”
Mr. Rothman further states that “To improve performance overall, schools need to enable more students to demonstrate deeper levels of learning--to be able to apply their knowledge to think critically and solve complex problems. That takes a different kind of instruction--one that provides students with opportunities to reflect on their learning, to take part in extended projects, and to produce real products for real audiences.”
Instructional coaching provides multiple opportunities for teaching colleagues to collaborate and talk about promising practices that help teachers focus on continuous improvement. Coaches encourage their colleagues to continuously reflect and engage in conversations that focus on teaching and learning, not just on one activity or one tool that is a means to an end. “Attaining high levels of learning for all students is not a matter of doing more of the same. It will take a different kind of teaching.” I believe that it takes instructional coaching working with colleagues and reflecting in, on, and about practice that will make a difference in classrooms.
So, how can instructional coaches and mentors be proactive and prevent the plateaus that impact both student and teacher performance?