Coaching Experience A partnership for ongoing learning

Throughout the coaching experience, I relied heavily on the notion that an instructional coach is to act as facilitator, partner, and sounding board for the growing teacher - not a mentor, not an advisor. Not an expert nor instructor. Rather, a true partner who advocates, supports, listens and challenges the other member of the partnership, resulting in an increased awareness and sense of urgency in progressing forward.

In developing this philosophy, I also grew and developed in my sense of understanding of life-long learning and "failing forward". The reality of the coaching experience was that it was extremely messy, and each element of the project provided insight to the myriad of ways a learn and grow alongside teachers.

Productive Struggle

PART A: Create recommendations to sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for all.

  • School Improvement Goals: A vision for school and district
  • Celebrating Diversity: Student-centered voice and choice
  • Personalized Learning: school programs and activities
  • Content Curriculum: How to use the resources
  • Communication to Build Trust: Ideas for communicating with stakeholders
The Cultural Iceberg; Culture was an imperative part of our conversations

PART B: Draft a recommendation for the subject or grade-level team or the school to provide a more comprehensive, rigorous, and coherent curricular or instructional program.

  • Personalized Learning Plan: Understanding Curriculum
  • School-Wide Data: SIP Goals driving curricular and instructional decisions
  • Classroom Data: Identifying strengths and needs to guide instruction
  • Formative Assessments: Leads to student goal-setting
  • Next Steps: Utilizing learning progressions and pre-/post- assessments
Data-driven decisions is a necessity in the fast-paced school environment. Learning to effectively monitor student progress is vital.

PART C: Develop and supervise the instructional and leadership capacity of the school.

  • Teaching and Learning: The core of the classroom; patterns and trends this year
  • The Craft of Teaching: instructional strategies, curriculum, materials, and technoloiges
  • Recommendations: Transfer of work from teacher to student
I'm Basically Just Winging It

PART D: Make recommendations to promote the most effective and appropriate technologies to support teaching and learning in a school-level environment.

  • Integrating Technology: SAMR, TPACK, ISTE, E-Framework
  • Tech Help: Tech Lead Teacher, Elementary Tech Coach, Teacher Learning Academy
  • Performance Management: We have a "Matt"; also NWEA
  • Recommendations: Start small and work from there
The goal of tech is to enhance and enrich learning, leading to transformative opportunities for students.

CONCLUSION: In the end, I learned as much as my mentee teacher through this process, and am grateful to have had a positive experience due to her willingness to learn, collaborate, and communicate effectively. Her desire and eagerness to grow, self-confidence and self-awareness, motivation, and identity provided a wonderful opportunity for both of us to make progress this year. I continue to wonder what this might be like in the future with teachers who may not be so willing.

Made with Adobe Slate

Make your words and images move.

Get Slate

Report Abuse

If you feel that this video content violates the Adobe Terms of Use, you may report this content by filling out this quick form.

To report a Copyright Violation, please follow Section 17 in the Terms of Use.