Collaborating, learning, and supporting the coaching process in underserved districts.

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Using Core Competencies in Your Curriculum Planning Process

Using Core Competencies in Your Curriculum Planning Process

Core competencies in business are typically “soft skills.” Core competencies in academics have potential too. This year, I have the opportunity to facilitate curriculum writing through the lens of core competencies. I define core competencies as the 10-15 essential skills a student can expect to […]

Tracking Professional Development Hours with Certify’em

Tracking Professional Development Hours with Certify’em

Tracking professional development can be a huge headache. It doesn’t have to be. A simple add-in for Google Forms can save hours of work. It is called Certify’em. Other bloggers such as Alice Keeler and Free Technology for Teachers have written about this awesome little […]

[Instructional Coach Chronicles] Working With a Teacher You Don’t Like

[Instructional Coach Chronicles] Working With a Teacher You Don’t Like

Have you ever worked with a teacher who didn’t want to work with you -at all? I did and I promise it almost broke me mentally and professionally. All of our disagreements came to a head as we set in the office ready to have a meeting with the principal.

Before I get to that, let me start at the beginning of the story.

I was hired to work as an Instructional Coach halfway through the first month of school. So when I arrived, I was nervous, scared and hopeful that I could bring my previous work as a teacher into working with other teachers. Two days into the job, I had to run my first Professional Learning Community and go over the principal’s expectations for the team. Everything was going well and teachers were asking good questions until we came up to the line-When are lesson plans due?

I started, “So Mr. Cunningham* wants all lesson plans turned in by Thursday evening so that we- the coaches- could have feedback ready to you by the time you leave on Fri-”

Before I could get the last of the word out Mr. Fox* interrupted me.

“Why Thursday? I like to sit down on Friday after the students leave, go to an early dinner and write my lesson plans well into the evening.”

Taken aback, I explained again what the principal wanted, but with that came 20 more questions about why Mr. Fox thought this was unfair. Obviously exasperated, he left the meeting vowing to meet with Mr. Cunningham to plead his case. I could tell by the look on all of the teacher’s faces that they were not amused by Mr. Fox and I immediately knew that he would be quite different to work with.

Now, based on that interaction, you’d think that Mr. Fox was a veteran teacher, but no, he actually a second-year teacher who had decided that he knew everything there was about teaching history to high school age children. Upon observing his class, it was clear that there were issues- specifically around classroom management and instructional strategies, specifically, he lectured the entire class period and if a student didn’t do what he said at that moment, he put them “out” of the classroom. However, Fox decided he didn’t need anyone’s help.

That belief posed a major problem with the vision of our principal Mr. Cunningham who had a clear instructional vision about the school that directly in contrast to how Mr. Fox operated his class. So for the next couple of months, I attempted to build a relationship with him, but to no avail. Despite his reluctance to work with me, I still had to visit his class several times per week and offer feedback and try to get him to embrace a more student-centered classroom. Nothing worked. He relied strongly on his summer training of teaching and recoiled if anyone suggested that he use anything other than the textbook.

All of this came to head, after a visit from the state where they witnessed Mr. Fox demean a student because they didn’t have the right type of paper and lectured the entire class period. Immediately after the observation, I was called into the office and there was Mr. Fox waiting.

Not knowing what was going on, I knocked on my principal’s door and he quietly opened the door and pointed for me to sit since he was on the phone. After about five minutes, he hung up and before I could ask him what was going on, he called for Mr. Fox to sit down.

The next fifteen minutes were interesting- to say the least. There was a lot of tense moments with the principal laying out his concerns one-by-one and Mr. Fox sticking to his guns that everything he was doing was right. The entire time, I just sat in my chair and listened- this was not my meeting and despite what I personally felt about him, this entire exchange was awkward and unwarranted. In the end, the principal gave Fox and ultimatum- make your teaching more center-focused or his evaluation would show that. Begrudgingly, Mr. Fox agreed he’d work with me and we’d meet again in two weeks to reassess his progress.

We all left that meeting feeling pretty ‘beat up’ but I couldn’t just go back to my office- I needed to have a follow-up conversation with Mr. Fox- not to beat him up, but to let him know I was really there to help him. During our quick meeting, I reiterated that as a second-year teacher it was normal for him to struggle and that if he needed help with what he had to do let me know.

I left feeling better and I apparently he did also because later that night I received an email asking if he could meet with me during his planning to see how he could organize his planning better. Our work relationship got better once he realized I could help him and I did.  He ended the year feeling much less like he had a target on his back and he even sent me a nice note thanking me for working with him despite his ‘bad’ attitude.

5 Instructional Coach Books You Should Read This Summer

5 Instructional Coach Books You Should Read This Summer

In March of every year, the whispers start about if available Instructional Coach positions will be available the following school and year and in attempt to be “ready” many aspiring (and current) coaches begin to look for reading that can give them a “leg up” […]

The Anxieties of Coaching Displaced Teachers

The Anxieties of Coaching Displaced Teachers

by Shawnta S. Barnes It takes hard work to build up teachers and improve their practice, but the work is even harder when teachers are displaced.  This school year is my third year as an instructional coach and this year has been the most challenging. […]

The Instructional Coach File: Starting With a Purpose in Mind

The Instructional Coach File: Starting With a Purpose in Mind

You clear your throat. “Today we’re going to learn how to monitor data in our classrooms..” You look around the room and 20 pairs of eyes are looking at you waiting for you to finish your sentence. “..and how to increase student achievement at our school.” As you turn around to grab your handouts you can feel the collective sigh from your co-workers.

They HATE to discuss data.

As you turn around to pass out your handouts, the first question comes up.

Teacher A: “Didn’t we just look at data at our last meeting?”

Teacher B: “I couldn’t give my diagnostic exam because the computer lab was being worked on.”

Teacher C: “Can we make this short? I have papers to grade!”

As you struggle through the professional development you literally feel yourself failing as a coach. After training you just sit in your office and replay the events in your head. How in the hell did you even get to this point?

That right there ladies and gentlemen is the typical day in the life of an Instructional Coach. I experienced it and many times these types of experiences literally put you through the Instructional Coach Ring of Fire. By the time you are finished with your presentation, you have sweated out all your deodorant and your throat is dry and scratchy and you are counting the hours until you can go home and crawl in a fetal position on your couch.

The Instructional Coach Ring of Fire is an experience (or set of collective experiences) that every coach goes through despite your years and experience in education and as a result, makes you question your role and/or effectiveness of being a coach. These experiences are usually had at either the beginning of the year or as a result of a professional learning gone rogue. During this experience, many Instructional Coaches just want to go home and not come back for several days. When (and if) they do get over this initiation and make it to the other side, almost nothing else can harm them.

However, the result of this proverbial “ring of fire” is to make coaches question their position within a school. For many first-year coaches, they continue to question their purpose at the school level well into the school year. Are you there to check lesson plans and give feedback? Are you there to work with new teachers and support them? Or has your principal pulled you for more menial tasks to complete around the school? Quite simply the purpose and role of an Instructional Coach is to support teachers. Sometimes that support involves modeling classroom lessons while other times it may mean working with a struggling teacher one on one.

Finding your purpose as an Instructional Coach is a process that’s both complex and (at times) political. There may be teachers in your building who are resentful of one of them giving them feedback and seeing them at their most vulnerable moments.  However, there are some things Instructional Coaches can do that establish their presence in the building as help not more eyes for administration such as:

  • Conducting a professional learning survey for all teachers in the school. Tools such as Survey Monkey and Google Drive make it easy for you to create a simple 10 question survey about what areas teachers feel they are experts in and what are their areas of growth. Any survey given out should be specific enough so that you can gain insightful data, but it shouldn’t take the teachers 30 minutes to complete. A good “rule of thumb” is to make the survey less than ten minutes.
  • Have a discussion with your administration team of their expectations for your job. Being an Instructional Coach is not the same as an Assistant Principal or Principal, instead your role is all about support of teachers. At the beginning of the year, sit down and ask of the expectations the administrative team will have for you. When I was an Instructional Coach I was required to observe one teacher a day and offer feedback to that teacher. In addition, I was expected to deliver professional learning once a week in collaborative planning. However, after speaking to other Instructional Coaches their duties differed greatly. Some were being used as Assistant Principals while others covered classes all day. In order to see improvement in struggling teachers, it’s critical for the administrative team realize that you are there for support.
  • Meeting with teachers 1:1 about the results of their survey. Once you have data from the survey, make a face to face to all teachers you support and just let them know your role in the school. This is a great time to reinforce the data you have already had and a great way to meet each teacher and determine the teachers who may be most resistant to your role.
  • Offer genuine help to struggling teachers. During these 1:1 meetings with teachers, it will become clear who needs help and who doesn’t. Sometimes the teachers who are struggling will come to you, but many times you will find them during your routine visits. Listen to them when they tell you the areas they are struggling in and give them real help. So many times, principals suggest for teachers to read and article and expect for the teachers to become better just by reading. In reality, these teachers may need some modeling and some explicit help in overcoming their areas of growth.
  • Stay out of all administrative decisions- you are not an assistant principal. I remember when one of my principals asked me to sit in a meeting he was having with a struggling as he was about to put them on a professional development plan. I politely declined. Instead, I suggested for him to send the teacher to me afterward so I could console her and give her a plan to get off of the plan. Instructional Coaches should not take place in anything punitive (or viewed as punitive from teachers) directed toward their teachers. Instructional Coaches should be impartial and should focus on what the best for instruction at their school sites.
  • Make professional development timely and job-embedded. No one likes professional development that is a “sit and get”.  If you don’t believe go to any session at an education conference where a  PowerPoint is the center of learning. Instead, we love learning that’s relevant, timely and job-embedded.  So during every professional learning I created an activity that allowed teachers to learn through the activity.

Coaching is one of the hardest jobs in the building, but with careful planning you can help teachers tremendously  and find your purpose in your building. Now tell us how you defined your role as an Instructional Coach in the building!

 

The Missing Piece in Professional Development

The Missing Piece in Professional Development

What is the missing piece in most professional development sessions? Why is it so hard to change teacher behavior in learning new knowledge? What can we do to make teacher learning stick? We’ve all asked these questions. No matter how thoroughly we prepare or how […]

The Power of Modeling

The Power of Modeling

By having your students become a part of the process, they begin to understand the concept quicker because they are able to explain and communicate the learning concept.

The Coach’s Role in Teacher Self-Care

The Coach’s Role in Teacher Self-Care

Coaches have a vital role to play in teacher self-care. That statement almost sounds counter-intuitive. Honestly, I kind of hate the term ‘teacher self-care.’ I worry it puts the onus of caring for teachers only in their own hands. As coaches, as schools, as districts, I believe we should share responsibility for the care of teachers.

Perhaps, instead of encouraging teachers to learn to say no, we ought to focus on not asking too much of them. As coaches, we have an opportunity and a responsibility to take an active role in caring for teachers. There is always too much to do in schools; however, there are steps we can take to support teacher self-care.

Coaches can establish a culture of shared accountability. We can learn our teachers strengths, weaknesses, and boundaries. Instruction improves when we can help teachers divorce responsibility from blame to focus on student growth. We can clearly establish our own boundaries and stand firm in support of reasonable expectations. Mostly, we can avoid some common pitfalls.

We are, or at least I am, often guilty of asking those we know will say yes. In a pinch, when I need help, I ask teachers who are willing. The unfortunate side effect is that we unintentionally contribute to the overburdening of certain teachers. Partly, we do this out of desperation. Partly, we do this because it is easier. And partly, I think, we do this out of fear.

Not unlike our teachers, we as Instructional Coaches are frequently overworked and overwhelmed. When last-minute tasks with impossible deadlines loom, we are often desperate for help. We reach out to those we trust. We depend on those whose abilities we trust. It feels impossible not to depend heavily on the dependable.

In addition to desperation, asking those likely to say yes is So. Much. Easier. It is difficult to confront the insecurity of asking someone for help when we are unsure of the answer. It is hard enough to ask for help. Pressure makes it infinitely harder. Formulating a plan for approaching those who are less apt to pitchin takes valuable time and effort.

Asking for help is also terrifying. It makes us vulnerable. How can we balance being an instructional authority with needing to ask for support? We fear the potential loss of respect or authority or validity. It can feel like we are sacrificing our standing instead of standing on our own. We are worried about appearing weak at nervous about failure. Compounding those issues is the fear that the help we seek may be inadequate.

Despite all those issues, we can care for our teachers and ourselves by creating a culture of shared responsibility. A culture of collaboration as a positive choice that leads to success rather than a mandate. Taking the time and effort to invite every teacher to participate in shared tasks builds confidence, respect, and success. It can lead to the sharing of ideas.
Of course, teachers have different skill sets and levels of contribution. Knowing and respecting those strengths and limitations is part of the job. Accepting each other, even as we push each other to improve, is a vital part of a healthy school culture.

Teachers who fail to care for themselves eventually fail to care for others effectively. Coaches have a role in ensuring teachers take care of themselves and each other. Just as we encourage students to develop shared accountability and mutual respect, we need to encourage teachers to do the same. Maybe it would be fair to say that the coach’s role in teacher self-care is coach self-awareness and coach self-care.

Slowing Down During the Holidays

Slowing Down During the Holidays

It seems like things are slowing down a bit during this time of year. It never fails. Teachers are finishing up last minute to-dos before finals, crafts are being created, and the school has turned into a sea of red and green. All the while, […]

My First Step to Self-Care: A Balanced Schedule

My First Step to Self-Care: A Balanced Schedule

In the life of an Instructional Coach, we are there to support teachers. We love seeing teachers continue to grow. We want to be there for them, provide feedback and do all we can to help facilitate their development. However, we often put our all […]

How Soon Is Too Soon to Observe Teachers?

How Soon Is Too Soon to Observe Teachers?

How soon is too soon to visit classrooms? Maybe that is the wrong question. How soon is too soon to start observing teachers and providing feedback? This is my struggle.

Of course, as a coach, I want to get into classrooms as soon as possible. But I am fearful. If I push too hard, I run the risk of damaging the relationships my job requires. The start of the year is an overwhelming, busy, stressful experience and it takes time to establish a routine. Teachers are skittish and visiting too soon can seem pushy. For insecure teachers or in schools with a poor culture, it can seem like the ultimate gotcha. Then there are the schools where 1st week, five-minute visits are the only time anyone comes into classrooms. As you can see, most of us have a lot of baggage from bad experiences when it comes to classroom visits.

Even the terminology is problematic. ‘Observation’ has a connotation of formality and evaluation. And ‘walk-through’ was always a junk term. ‘Learning walk’ can be better depending on the implementation though it doesn’t really mean anything to most teachers. Like, who is learning? The walker or the teacher or the students? I try to say “visit”or pop-in”…and I am still not satisfied with those either.

If I wait too long, a whole different set of problems can arise. Teachers won't find me visible and will wonder what exactly I do all day. Click To Tweet

Anyway, how soon is too soon? If I wait too long, a whole different set of problems can arise. Teachers won’t find me visible and will wonder what exactly I do all day. Administrators will want immediate data I won’t have yet. I run the risk of allowing questionable practices to go unchecked and allow my staff to feel complacent. Teachers are myopic. If it seems to be working from their own perspective, and I am not there to offer another, they are too busy to dig deeper to improve.

Teachers hate feeling judged. This is cultural–societal. We are everyone’s favorite scapegoat and most convenient target. We also push and punish ourselves for factors well beyond our control. The thought of another teacher being sanctioned to judge our teaching is unlikely to be eagerly anticipated.

So I keep wondering: How soon is too soon? My current compromise isn’t ideal and I hope time will help me develop more strategic ways to handle this question. For now, I simply pop-in to offer assistance and ask how things are going for each teacher. I don’t sit down or hang around unless I am asked to help. I don’t take notes or send feedback or do any of the anxiety triggering things that set teachers off.

Week three, all that must change. Two weeks is enough to get it together. The start of the year excuses centered around teaching rules and establishing routines have mostly expired. Students and teachers are easing from the first date to honeymoon and the instructional patterns set now will likely echo across the school year. Out comes the note-taking, questioning, feedback, and formal conversations. Well, for most teachers. A few will need an extra week or two, or perhaps another tactic.

I don’t know the answer, but I constantly wonder: How soon is too soon to visit classrooms?

Steps to Becoming an Instructional Coach

Steps to Becoming an Instructional Coach

A typical response when I tell other educators that I am an Instructional Coach is, “Wow! That sounds awesome. How do you become a coach?” The response that I give them is usually the abbreviated version of steps I had taken to become a coach, […]

Creating Partnerships in Uncomfortable Situations as an Instructional Coach

Creating Partnerships in Uncomfortable Situations as an Instructional Coach

As a coach, there comes a time when you are asked to work with a teacher who has not been one of the ones banging down your office door. This situation can cause feelings of discomfort for you and the teacher. Sometimes it is not […]

Evaluating Instructional Materials: An Integral Part of Being an Instructional Coach

Evaluating Instructional Materials: An Integral Part of Being an Instructional Coach

Evaluating materials is often a part of the coaching gig, even though it isn’t in the typical coaching job description. We are often called on as experts to evaluate a variety of instructional materials, books, and programs.

There are so many things to consider when evaluating materials. It can be overwhelming and frustrating and hard to know where to start.

Below is a process I have started using. So far, I am finding it useful. If you have suggestions, I am all ears.

The first thing I do is define what I am looking for and why.

What problem am I trying to solve? What features are essential to success? Why is something new being considered?

At this point, I usually create a spreadsheet with those essential features listed. I make sure to leave a space to list the product. I also leave room for features I might not know about yet. Just recently, I started including a place to link the relevant website.

Next, I gather possibilities. I research as many options as I can find. I eliminate those that are obviously not a good fit. The first couple of times I did this, I included every source I found. It was a colossal waste of time. I had to learn to trust my professional judgment. I also had to stop automatically dismissing anything expensive. Unless there is a specific budget, it is worthwhile to consider all the products. Sometimes the most expensive option really is the best fit.

I enter information for each strong option into my spreadsheet with as much accuracy as possible. Depending on what I am looking for, I might have Y/N columns in my spreadsheet. I always write as many descriptive notes as possible.

Many companies, especially for textbooks or software, provide limited pricing information. Once I have gathered as much as possible from available sources, I reach out to sales representatives.

Contrary to popular belief, Educational Sales reps are NOT the enemy. Despite the need for them to achieve sales, they are the most helpful people you are likely to encounter. Many are former teachers. Though some will attempt a bit of a hard sell, they appreciate directness and honesty. If I am not a lead that will lead to a sale and I say so clearly, that benefits both of us.

Most websites have a contact page that will allow you to submit a request for more information or contact a regional rep directly.

Any spaces left on my spreadsheet can almost always be filled in by a sales rep for the product. In some cases, they will even research competitors to ensure the information they provide is relevant.

Asking for quotes is easy. The first few times were really awkward for me. I felt like I was wasting someone’s time and who was I to demand information. I had to get over that too. Once I felt and acted more confident, I got better results anyway.

Sales reps can also provide demonstrations of products in several ways. I can request a single copy of texts. I can ask for a demo account for software programs. The reps can set up live webinars or provide videos of the product. I have found that it is worth the time to thoroughly explore all the options and use the demos. If possible, I try to get as many teachers as possible to voice an opinion as well.

Many questions about the product can really only be answered by using something.

  • How user-friendly is the setup or interface? How similar or different is this to something teachers have used before?
  • Will my teachers be open to it?
  • How much training will be needed?
  • Who will administer the program (set up electronic accounts or manage physical copies)? How quickly can this product be up and running?
  • What will my administrator(s) love, hate, or question?

Investing time in 5-10 products that you’re really interested in so you really know their value is much more useful than trying to overview everything.

When all the legwork is done, then, and only then, I present my findings to the decision-maker(s).

In my experience, people appreciate the depth of my knowledge. Teachers like being included in the process of reviewing different options. Administrators like knowing the pros and cons. I like feeling like I know my stuff.

There are times, of course, when time doesn’t permit such an elaborate process.

There are times when the materials I am seeking to evaluate are too narrow in scope or potential use to bother with this process.

When that happens, I have to rely on my professional judgment and make a choice.

In places where I have used this process, my choices have been viewed more favorably. I am rarely accused of making an arbitrary or ill-informed decision. This type of process for evaluating materials does more than help you determine a wise course of action. It also builds credibility and trust.

If for no other reason, that trust makes evaluating a variety of materials using a time-consuming process worth it. It helps that my teachers are also using quality products.

Though it isn’t usually in the job description, finding and implementing curriculum solutions is a part of the job. It can be rewarding. I believe that giving teachers the best tools possible for the goals they are trying to achieve makes everything else about coaching easier and more meaningful.

 

Gossip and Gripes: The Instructional Coach Chronicles

Gossip and Gripes: The Instructional Coach Chronicles

People talk. They gossip. They gripe about their colleagues. As a coach, I feel like I hear it all. To be successful, though, I can’t participate, no matter how tempting. It isn’t because I don’t enjoy gossip. And certainly, it isn’t because I have no […]


The Intimates of Being a Coach

The Instructional Coach File: Starting With a Purpose in Mind

The Instructional Coach File: Starting With a Purpose in Mind

You clear your throat. “Today we’re going to learn how to monitor data in our classrooms..” You look around the room and 20 pairs of eyes are looking at you waiting for you to finish your sentence. “..and how to increase student achievement at our school.” As you turn around to grab your handouts you can feel the collective sigh from your co-workers.

They HATE to discuss data.

As you turn around to pass out your handouts, the first question comes up.

Teacher A: “Didn’t we just look at data at our last meeting?”

Teacher B: “I couldn’t give my diagnostic exam because the computer lab was being worked on.”

Teacher C: “Can we make this short? I have papers to grade!”

As you struggle through the professional development you literally feel yourself failing as a coach. After training you just sit in your office and replay the events in your head. How in the hell did you even get to this point?

That right there ladies and gentlemen is the typical day in the life of an Instructional Coach. I experienced it and many times these types of experiences literally put you through the Instructional Coach Ring of Fire. By the time you are finished with your presentation, you have sweated out all your deodorant and your throat is dry and scratchy and you are counting the hours until you can go home and crawl in a fetal position on your couch.

The Instructional Coach Ring of Fire is an experience (or set of collective experiences) that every coach goes through despite your years and experience in education and as a result, makes you question your role and/or effectiveness of being a coach. These experiences are usually had at either the beginning of the year or as a result of a professional learning gone rogue. During this experience, many Instructional Coaches just want to go home and not come back for several days. When (and if) they do get over this initiation and make it to the other side, almost nothing else can harm them.

However, the result of this proverbial “ring of fire” is to make coaches question their position within a school. For many first-year coaches, they continue to question their purpose at the school level well into the school year. Are you there to check lesson plans and give feedback? Are you there to work with new teachers and support them? Or has your principal pulled you for more menial tasks to complete around the school? Quite simply the purpose and role of an Instructional Coach is to support teachers. Sometimes that support involves modeling classroom lessons while other times it may mean working with a struggling teacher one on one.

Finding your purpose as an Instructional Coach is a process that’s both complex and (at times) political. There may be teachers in your building who are resentful of one of them giving them feedback and seeing them at their most vulnerable moments.  However, there are some things Instructional Coaches can do that establish their presence in the building as help not more eyes for administration such as:

  • Conducting a professional learning survey for all teachers in the school. Tools such as Survey Monkey and Google Drive make it easy for you to create a simple 10 question survey about what areas teachers feel they are experts in and what are their areas of growth. Any survey given out should be specific enough so that you can gain insightful data, but it shouldn’t take the teachers 30 minutes to complete. A good “rule of thumb” is to make the survey less than ten minutes.
  • Have a discussion with your administration team of their expectations for your job. Being an Instructional Coach is not the same as an Assistant Principal or Principal, instead your role is all about support of teachers. At the beginning of the year, sit down and ask of the expectations the administrative team will have for you. When I was an Instructional Coach I was required to observe one teacher a day and offer feedback to that teacher. In addition, I was expected to deliver professional learning once a week in collaborative planning. However, after speaking to other Instructional Coaches their duties differed greatly. Some were being used as Assistant Principals while others covered classes all day. In order to see improvement in struggling teachers, it’s critical for the administrative team realize that you are there for support.
  • Meeting with teachers 1:1 about the results of their survey. Once you have data from the survey, make a face to face to all teachers you support and just let them know your role in the school. This is a great time to reinforce the data you have already had and a great way to meet each teacher and determine the teachers who may be most resistant to your role.
  • Offer genuine help to struggling teachers. During these 1:1 meetings with teachers, it will become clear who needs help and who doesn’t. Sometimes the teachers who are struggling will come to you, but many times you will find them during your routine visits. Listen to them when they tell you the areas they are struggling in and give them real help. So many times, principals suggest for teachers to read and article and expect for the teachers to become better just by reading. In reality, these teachers may need some modeling and some explicit help in overcoming their areas of growth.
  • Stay out of all administrative decisions- you are not an assistant principal. I remember when one of my principals asked me to sit in a meeting he was having with a struggling as he was about to put them on a professional development plan. I politely declined. Instead, I suggested for him to send the teacher to me afterward so I could console her and give her a plan to get off of the plan. Instructional Coaches should not take place in anything punitive (or viewed as punitive from teachers) directed toward their teachers. Instructional Coaches should be impartial and should focus on what the best for instruction at their school sites.
  • Make professional development timely and job-embedded. No one likes professional development that is a “sit and get”.  If you don’t believe go to any session at an education conference where a  PowerPoint is the center of learning. Instead, we love learning that’s relevant, timely and job-embedded.  So during every professional learning I created an activity that allowed teachers to learn through the activity.

Coaching is one of the hardest jobs in the building, but with careful planning you can help teachers tremendously  and find your purpose in your building. Now tell us how you defined your role as an Instructional Coach in the building!

 


From Behind the Lines

The Missing Piece in Professional Development

The Missing Piece in Professional Development

What is the missing piece in most professional development sessions? Why is it so hard to change teacher behavior in learning new knowledge? What can we do to make teacher learning stick? We’ve all asked these questions. No matter how thoroughly we prepare or how […]

The Power of Modeling

The Power of Modeling

By having your students become a part of the process, they begin to understand the concept quicker because they are able to explain and communicate the learning concept.

The Coach’s Role in Teacher Self-Care

The Coach’s Role in Teacher Self-Care

Coaches have a vital role to play in teacher self-care. That statement almost sounds counter-intuitive. Honestly, I kind of hate the term ‘teacher self-care.’ I worry it puts the onus of caring for teachers only in their own hands. As coaches, as schools, as districts, […]

My First Step to Self-Care: A Balanced Schedule

My First Step to Self-Care: A Balanced Schedule

In the life of an Instructional Coach, we are there to support teachers. We love seeing teachers continue to grow. We want to be there for them, provide feedback and do all we can to help facilitate their development. However, we often put our all […]

Steps to Becoming an Instructional Coach

Steps to Becoming an Instructional Coach

A typical response when I tell other educators that I am an Instructional Coach is, “Wow! That sounds awesome. How do you become a coach?” The response that I give them is usually the abbreviated version of steps I had taken to become a coach, […]