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Tuesday, 09 October 2012 08:04 |
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"The primary purpose of professional learning is to improve educator practice and student results. Continuous improvement of individuals, schools, and school systems depends on high-quality professional learning (Standards for Professional Learning)." Instructional coaches are in a perfect position to provide ongoing, job-embedded professional learning for teachers and help them implement effective instructional practices. Of course, providing professional learning around the PA Common Core, SAS, PVAAS, Keystone Exams, CDTs, teacher effectiveness, and a plethora of other statewide initiatives are the content many coaches are asked to support. Don't despair...coaches and teachers can collaborate on a multitude of professional learning opportunities that all fit within the PIIC 4 quadrant framework.
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A recent article in the School Library Journal discusses the importance of building awareness about the Common Core State Standards (CCSS) in schools and with the voting public. 46 states and Washington, DC have adopted the CCSS but less than 25% of the general public population know about the standards and why they are so important in preparing students for college and careers. More importantly, 72 % of teachers support the standards. Those who are not familiar with the standards and their goals are more likely to have negative impressions about them (Debra Lau Whelan, July 2012). Those "in the know" need to share the knowledge with others.
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As you reflect on your work as instructional coaches this past year, we hope you recognize that every positive change, even a small one, is a reason to celebrate. Remember, everyone wants change; you go first! Although student achievement is not the only measure to consider, it certainly is the one that our key stakeholders look for first. So, what do we do about changing that philosophy? Not much... but what we can do is work towards establishing a culture of change that reflects several ways in which student achievement is influenced.
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This is the time of the year when reflection and introspection help define the year's progress and what areas of strength and need are identified for planning purposes. What were the goals for the year; how did we get from point "A" to point "B"; how do we know that the goals were accomplished; what do we do if the goals were not met; and for coaches, what is my role for next year? Although we do not have a crystal ball to see the future and to help anticipate the challenges we might encounter, the instructional coaches have an incredible opportunity to gather the collective wisdom of the practitioners in schools and to share that wisdom so all may benefit. As Confucius says, "By three methods we may learn wisdom: first, by reflection, which is the noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest."
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The Annenberg Institute for School Reform (AISR) at Brown University works with a variety of school districts that are engaged in the school transformation process. Many of these districts implement instructional coaching as an effective job-embedded professional development model. AISR has found that focusing on these four critical areas for school wide improvement is a promising practice: human capital; sustainability; equity and internal accountability; and connecting school and district (Professional Development Strategies That Improve Instruction). Instructional coaches are integral to providing continual professional learning that focuses on both content and process.
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