As the New Year begins, all of us think about the many ways in which we can make changes and amend our practices both personally and professionally. The same 10 pounds are still here even though I’ve promised myself that with each new year, I’d shed those pounds instead of keeping them around like an old, comfortable pair of shoes. Although I have lost some and gained some over the course of several years, one thing remains constant – my attempts to keep those unwanted pounds forever at bay are hindered because my “implementation” of a healthy life style is sporadic, choppy, ineffective and relatively unsupported. As I get older, I clearly understand why weight loss “buddies” are more successful than me just talking to myself. After all, no matter how many times I get on the scale, the weight does not come off any faster or with any less stress, especially if I do not have a champion who understands the process and has some experience with the challenges that thwart sustainability.

“Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment”  as per Standards for Professional Learning published by Learning Forward. As coaches practice their craft, they are the conduits for learning across all content areas. They are in a perfect position to promote collaboration and collective problem solving by creating an environment of learners and a community of practice via a professional learning community. This collaboration can occur before, during or after school. The timing is not as critical as the regularity with which colleagues meet and discuss student learning.

Providing ongoing professional development when dedicated time is not scheduled can certainly be challenging. As a result, instructional coaches need to think creatively about providing ongoing professional learning opportunities to teachers and other staff members in sustainable ways. Catching those few minutes in the hallway or in the parking lot is not enough time to brainstorm what is needed, plan the delivery, and reflect on what effective professional development looks like.

Gaining access to classrooms is not as easy as it sounds. For some, inviting anyone, especially coaches, into their classrooms is a risky venture. Of course, from a coaches’ point of view, learning together with teachers is a collaborative endeavor, one that emphasizes collective problem solving and mutually respectful sharing. This is not a natural process for most; after all, teachers are practitioners who do not always practice with each other. So, coaches have a triple process to navigate: they need to develop relationships with teachers; they need to demonstrate their content knowledge; and they need to create a non-threatening environment conducive to sharing and learning instructional practices that help improve student learning.