Do you have an Instructional Coach At your School?
What if I told you that teachers can receive their own support system. With the use of today’s technology, it is now possible! Everyone needs a coach! Coaches provide an outside perspective and can see things that we may be doing wrong, or need to do better, which can help us perform at a higher level. When we are successful, coaches pat us on the back, but they refocus our efforts, so we do not take too much time to rest on our laurels.The current technology allows us to visually stream and record classroom content while providing timely feedback to anyone anywhere in the world. According to Harvard “teacher-controlled video can improve the observation process.” Video Capturing allows teachers, to watch themselves, while working with a coach to help them identify best practices and support them in areas of growth. That’s what we do here at Educational Innovation 360. We allow the teachers to select the day and time they would like to be observed and support them along the way. Although you may think this is an expensive process, it takes the guess work out of teacher professional development and funding can come from title I and II.Did you know, many schools are starting to use their title II funding for school Coaches? We know and understand this funding is used to increase student achievement through strategies such as improving teacher quality and using metrics. Instructional coaches and teachers improve their practice while receiving extra funding. Title II, Part A funding can really move student learning forward and really impact teachers and students. Funding can be used to support differential pay for teachers in high needs districts signing bonuses, salaries, and stipends for teachers. Allocating funds to support coaches is much better then some of there things are currently being done in K-12 schools. Here are a couple of things I’ve heard teachers complain about before, during, and after professional development.According to Cindy Strickland, here are the statements and in quotation marks my various experiences:
Drive-by workshops- “When the principals says to the coach, develop a one day workshop for Tuesday”
One-size-fits-all presentations “When you have the whole staff on Tuesday and decide to create a PD on a broad topic such as Literacy”
"Been there, done that" topics “Third of using Lucy Calkins, Lets brainstorm ways to implement”
Little or no modeling of what is being taught “Well, we have the curriculum… I guess we should use it”
Focus on rotating fads “QR Codes are trending, lets use them everywhere”
Lack of follow-up “Why didn’t we use this curriculum again? We received training right... some didn’t “
This tends to happen more often then you think, but some are opting for more Effective Teacher Professional Development which uses methodology, and incorporates most, if not all, of the following elements:
Is content focused: PD that focuses on teaching strategies associated with specific curriculum content supports teacher learning within teachers’ classroom contexts. This element includes an intentional focus on discipline-specific curriculum development and pedagogies in areas such as mathematics, science, or literacy.
Incorporates active learning: Active learning engages teachers directly in designing and trying out teaching strategies, providing them an opportunity to engage in the same style of learning they are designing for their students. Such PD uses authentic artifacts, interactive activities, and other strategies to provide deeply embedded, highly contextualized professional learning. This approach moves away from traditional learning models and environments that are lecture based and have no direct connection to teachers’ classrooms and students.
Supports collaboration: High-quality PD creates space for teachers to share ideas and collaborate in their learning, often in job-embedded contexts. By working collaboratively, teachers can create communities that positively change the culture and instruction of their entire grade level, department, school and/or district.
Uses models of effective practice: Curricular models and modeling of instruction provide teachers with a clear vision of what best practices look like. Teachers may view models that include lesson plans, unit plans, sample student work, observations of peer teachers, and video or written cases of teaching.
Provides coaching and expert support: Coaching and expert support involve the sharing of expertise about content and evidence-based practices, focused directly on teachers’ individual needs.
Offers feedback and reflection: High-quality professional learning frequently provides built-in time for teachers to think about, receive input on, and make changes to their practice by facilitating reflection and soliciting feedback. Feedback and reflection both help teachers to thoughtfully move toward the expert visions of practice.
Is of sustained duration: Effective PD provides teachers with adequate time to learn, practice, implement, and reflect upon new strategies that facilitate changes in their practice.
All in all, if you incorporate much of the list above then you are at least attempting to sustain effective professional development throughout the year. At Educational Innovation 360 we use a hybrid model to support coaches, and teachers throughout the United States. We use teacher standards, rubrics, and best practice modules. We support teachers for professional learning that enhances reflection on students, curriculum, and pedagogy for more effective decision making in the classroom. [embed]https://www.youtube.com/watch?v=81Ub0SMxZQo[/embed]