In the online February 17, Professional Learning News brief from Learning Forward, a study by researchers at the University of Utah and Brigham Young University concluded that when teachers participate in professional development, students do better in assessments.  These researchers examined math and reading scores for students before and after teachers in their schools began using an online professional development program. This study took place over a two-year period, one the year prior to the adoption of a PD tool and the year the teachers began using the tool.

Although this study took place over a short period of time, I think what this confirms is what we know... teachers who regularly engage in effective professional development benefit. Having said that, let me clarify... teachers who regularly engage in ongoing professional development with the opportunity for support and follow up benefit the most. The expectation that effective professional development yields effective professional learning is what makes a difference in the classroom.

Professional learning occurs after the professional development has been provided and teachers have an opportunity to engage in professional conversations about what they learned. They need time to talk with one another and discuss what they think students need to know and how they will engage students in that process. Teachers need time to talk to their colleagues about instruction. If the professional development is online, every effort must be made to support that learning by having face-to-face conversations, both one-on-one and in small groups, to ensure that the content is understood, the goals are met, and learning is differentiated and can be adjusted to meet the needs of all involved.

Sounds easier said than done but one thing is certain…instructional coaching is the vehicle to build effective instructional practices, skills, and knowledge so that all students are in classrooms with highly effective teachers.

During the last week, my conversations with coaches revolved around the evaluation process for coaches. This is still a relatively new concept for instructional coaches and their administrators. One key idea to keep in mind is the similarity between the confidential conversations in which coaches engage with teachers and the kinds of confidential conversations in which counselors engage with teachers and their students. In both situations, administrators are not privy to the content of the conversations nor are other teachers privy to those conversations unless there are extenuating circumstances.

This process can be challenging. For instance, what exactly should administrators know about the conversations coaches and teachers have or counselors, teachers, and students have? Of course, administrators need to know that those conversations take place even though the nature of the conversations must remain private. At which point do counselors or instructional coaches share their discussions with their administrators?

In the Pennsylvania Department of Education job description for coaches, it clearly states that the roles and responsibilities of the coach include… “Building and maintaining confidential relationships with teachers. The conversations and interactions that the coach has with teachers must always remain confidential so that a high level of trust is created and maintained between the teacher and the coach.”  So, how is this accomplished without breaching confidentiality?

First, we must help administrators understand that coach “advocates for, facilitates, and supports the work of the teacher, but never performs supervision or evaluation.”  So, the administrator needs to  know that the teacher is being supported but not ask the coach if the specific teacher was receptive to the support or the coach’s opinion about the teacher’s practice.  If the administrator engages in instructional learning visits (ILVs), s/he will be sure to see evidence of ongoing professional learning in classrooms. Second, coaches should share with administrators the kinds of support provided, e.g., various evidence-based literacy strategies, understanding and using data, student engagement strategies, etc., but not the specific teachers’ names working with the coach or the substance of that support. Thirdly, administrators can allocate time for coaches and teachers to collaborate in PLCs and then visit those PLCs to participate in the shared learning.

These are just a few ways that administrators can become part of a transparent learning environment without asking coaches to breach confidentiality and share details about conversations between and among teachers and their coaches.

I took a quick poll from some newer coaches to ask them for a few questions they had about their practice which would have been helpful if answered before they began to coach. Some said that they didn't even know the questions to ask prior to becoming a coach. They made an assumption that their colleagues would just "open their doors" and welcome them into the classrooms. Once they began talking, the rest would follow. Unfortunately, this did not happen as often as expected. Several coaches commented that if they had a chance to start anew, they would focus on building awareness of the instructional coaching model for their faculties rather than jumping in with both feet and expecting to gain access to classrooms from the very beginning.

This is extremely important. First, the coach and the administrator(s) need to discuss the vision for school wide improvement and how instructional coaching can help the school achieve the goals for improved teaching and learning. Then, this shared vision must be communicated to the rest of the leadership team and the staff. The school staff must know the expectations about instructional coaching, understand the role of the instructional coach, and recognize how instructional coaches are on the side of helping teachers implement effective instructional practices.

Coaches and administrators need to work together to build awareness that instructional coaches are not "fixers" and instructional coaching is not a deficit model where coaches are "assigned" to work with teachers who have been identified by administrators as needing help. Instructional coaches provide a differentiated support system for teachers, administrators, and students to go from "good to great." They help teachers and administrators make instructional decisions that influence learning and help build sustainable structures. They must clearly communicate that instructional coaching is a non-evaluative process that fosters collaboration, collective problem-solving, and creative solutions to school wide challenges. The sooner this vision is shared, the sooner instructional coaches can work with their faculties to reinforce the plan for improvement.

So, it seems that blogs are best when they are short, sweet, and to the point. Having said that, I will make every effort to shorten my blog entries starting with this one!

Last week, we met with ~140+ instructional coaches at our multi-day professional learning conference. While many professional development/learning sessions were offered, what stood out for me were the incredible conversations about teaching and learning. Coaches and other school leaders engaged in conversations about relevant pedagogy, teacher practice, and collective problem-solving. They talked about planning and preparation, reflection and feedback. They talked about how collaborative coaching helped identify areas of strength and need, and helped strengthen their own instructional habits. They shared stories of growth and problems of practice, each adding to one’s own repertoire of rituals.

What is abundantly clear is that instructional coaching provides a different approach to the typical professional development model for teachers and other school leaders. Instructional coaches help teachers identify goals and help them implement effective instructional practices. They help teachers create an evidentiary trail (and create one for themselves as well) of their work as they apply powerful practices that yield positive outcomes. Coaches really help teachers rehearse the classroom “lesson” in a no-risk environment where the only expectation is for teachers to get better at what they do with a little help from their friends!

Instructional coaching is intended to reinforce teachers’ and administrators’ practices in ways that support schools so that instruction is rigorous, the delivery effective, and the assessment appropriate for student learning to improve. In some cases, instructional coaching helps expand both the teachers and administrators’ knowledge base; sometimes, the coaches help teachers and administrators use what they know and provide support about more effective instructional strategies, techniques, and delivery of instruction. Whatever the reason, instructional coaching influences what students learn, increases student engagement, builds teacher capacity, and helps both students and their teachers become more successful learners.

Instructional coaching should never be a, “What do you want to do today?” type of conversation. Coaches plan, prepare, sometimes “prescribe” and most times, practice, with their teaching colleagues in ways that are non-evaluative, non-threatening, and really not reportable. That’s the good news/bad news story… coaches work with teachers to change practice and because the work and the relationships are non-evaluative, teachers and coaches are in a unique position with each other. Coaches are not supervisors; they are not substitute teachers; sometimes they are not even classroom colleagues. So what are they?

Coaches are experienced teaching professionals who can understand the process of instruction, can recognize effective instructional practices, can assess data, and can engage in ongoing conversations that ebb and flow depending on “where” the participants are at the time of the conversation. They also understand that they are not experts; they are willing participants in a collaborative process that takes much time, consistent relationships, great leadership, and lots of humor!

Receptivity and responsiveness are situational. Not every person is reflective every time and thinks about his/her thinking. Nor is every person willing to engage in thoughtful problem solving. It can be a scary thing to confess that you don’t know something or to admit that you need help. After all, teachers went to college… why do they need help in teaching their students… they have a degree that says they are ready to teach??

As a coach, I think the single most important quality is the ability to build strong, collaborative relationships. No one knows everything about content even in one’s own area of certification; no one knows every strategy or instructional technique that promises to improve student outcomes; no one knows all there is to know about his/her students or school wide community. What a coach knows, however, is the power of collaboration and the tremendous influence collective problem solving has to improve the ongoing teaching and learning that must be present in order for students, the teachers, the administrators, and their schools to be successful and help prepare our students for society. Maybe it’s instinctive or intuitive; maybe it’s just the ability to talk, learn, laugh, and share together. Whatever it is… coaches have “it” and I’m glad they do!

At the end of each month, I look back at what I accomplished and either hang my head or give myself a “high five” (more the former than latter). I tend to make long “to do” lists that sound very doable at the time of creation. I then reflect and say to myself, “What was I thinking??” When I review my lists, I notice that my original list has multiplied into about 10 additional lists, each subsequent list becoming more and more detailed about what I want to accomplish. This reflection is perfect for December as we think about the inevitable… what’s this year’s New Year’s resolution and how will I sustain the momentum as I move forward personally and professionally?

Looking back, I want to remind myself what I’ve learned about teaching, learning, and coaching… teacher quality is the most significant factor affecting student achievement; teachers who are supported by instructional coaches are more likely to implement newly learned instructional strategies; follow up support to effectively implement new learning and scaffolding encourages reflective practice and instruction; teachers want to talk to their colleagues about effective instructional strategies; collaboration and open communication make a difference in teaching and learning; teachers and coaches who collectively problem solve around problems of practice are more likely to identify effective strategies that work to address those issues; and most importantly, teachers really like to talk to other practitioners who are non-evaluative listeners with a shared vision about how to help their students grow while improving their own instructional practices.

As I move forward in my practice, I am also reminded about the daily questions coaches, mentors, and administrators must ask themselves: what am I doing as a coach, mentor, or administrator to help teachers change and improve their practice, and what am I doing to help teachers improve student engagement and outcomes? I ask myself the same questions about helping others improve their coaching practices. How can I help coaches and mentors work one-on-one and in small groups to support teachers, coaches, and other school leaders? Providing ongoing opportunities to engage in professional learning and to share new learning with others is fundamental to my own learning.

Janus, the two-faced (in a good way) ancient Roman god of beginnings and transitions, looks to the future and to the past. He looks after passages, causes actions to start and presides over all beginnings. I think the role of the coach mirrors Janus’ role. Coaches certainly disrupt the status quo and foster conversation. Remember your journey and the goals you have set out to accomplish. Celebrate the small accomplishments and remember that Rome was not built in a day…look behind you to see how far you have come and look ahead to see what innovations are possible. This is a journey of change and it takes courage, tenacity, diligence, frustration, and acceptance to stay the course.

Best wishes for a wonderful holiday season. Rest, relax, and rejuvenate your body and soul. All good things in the New Year!

Susan Scott (Fierce Inc. and contributing columnist to Learning Forward) says that “honest conversations are the cornerstone to building a culture of excellence” (JSD, December 2013). She believes that the most powerful practice to transform schools comes from ongoing conversations, the dialogue that either makes or breaks what happens in schools.

As an instructional coach, honest and open communication and ongoing conversations are what makes the difference between heavy and light coaching. Of course, a coach is a resource provider and often provides articles, templates, reports, and other useful items to teachers who do not have the time to peruse google or other search engines to find the latest in research or current trends to inform practice. This, however, is not coaching if there is no follow up about using those resources. The issue is not only about which resources to use; it’s about how to transform the written word into action and then discuss how that action influences learning.

“Shoulder-to-shoulder” support makes a difference when there is conversation about the practice. That’s one of the shortcomings of consultant driven support that occurs at the introduction of the resource and not again until the resource has been used for a period of time. I don’t think it’s a very effective model to provide all the bells and whistles of wonderful resources with no one onsite to help plan how to use the resources, or to work together at the time the resources are used, or to reflect after they are used to determine how useful the resources were to help the teachers reach a specific learning goal with their students. In fact, offering this kind of support without training or sustained conversation is what Dennis Sparks calls, “educational malpractice.” (That’s why so many beautiful PowerPoint slide presentations stay hidden and unused; without talking about the context, the materials are useless.)

Talking about one’s practice makes a difference. It’s like the dress rehearsal before the grand opening. It makes such good sense for teachers to talk to each other about what they want to teach, how they want to teach “it,” how they will know if the desired outcomes are reached, and what to do in the event that the instructional goals are not met. These kinds of conversations must occur in deliberate and intentional ways. That being said, I think the conversations can occur through a blended approach… they must be face-to-face and may have an electronic component as well, e.g., virtual or written conversations. I am not convinced that the conversations can be effective via electronic communication alone although I do recognize the constraints of time and location.

If we want to make a difference in the way students learn and help them become lifelong learners, we need to ensure that every student is taught by a highly qualified teacher. That’s not just through a teacher earning a degree from a college or university. It’s through offering the teacher the ongoing support needed to ensure that every student benefits when teachers talk to each other, learn together, and regularly engage in collaborative practices. We need to offer teachers the opportunities to nourish their own professional growth through talking with other practitioners, seeing how they practice, and collectively problem solving about things that impact student growth.

It sounds like such a common sense approach to encourage teachers to talk to one another about effective instructional practices and how to help each other reach their full potential so they can help their students reach their fullest potential. But, then again, common sense is not so common, is it?