Happy New Year! As we embark on this new year, I bet we all have resolutions that if we are lucky, we haven’t broken yet! Several of my friends talk about getting in shape and being healthy. Of all the people who talk about resolutions, however, no one ever said to me that the goal was to work harder in school! Imagine that!!
But, I do get a lot of “What am I supposed to do” and “How do I do ‘it’ when so many other things cry for attention.
It’s all about priorities and a shared vision for school wide improvement. What do the stakeholders in your school think about student achievement and building teacher capacity? What do they think about the notion of teachers working together to plan, deliver, and debrief their instructional practices?
First things first… how do we define instructional coaching? Have we made our school staff aware that Instructional coaching is a sustainable teacher professional development model designed to help teachers get better at what they do? Have we reminded them that coaching is part of a whole-school improvement strategy that fosters collective problem-solving and offers highly targeted professional development embedded in teachers’ daily work. Have we demonstrated how Instructional coaches provide professional learning opportunities for teachers and school leaders focused on classroom practices to increase student engagement, build teacher capacity and improve student learning? It’s mid-year… take some time to remind your staff why instructional coaching is so important to the health of your school.
There is a joint ownership for student and staff learning. Coaches help create and support this idea. Changing perceptions can be challenging though and coaches need to practice and advocate how non-evaluative practices are collaborative, confidential, and critical to success. They must show that changing practice creates a change in belief. It’s a great time of year to re-adjust our thinking and actions.
How do you help the stakeholders in your school understand what you do and how you do “it”?