Instructional Coach

"Here we go TEACHERS - Here we Go!"

This year I stepped out of the classroom and into a new role as an instructional coach for my district.  I have been assigned to one of the high schools where I feel a little out of my comfort zone, but I'm embracing the discomfort. 

At first, I was worried that teachers would be wary of us coaches.  After all, they didn't really ask for this.  It is a requirement of the Q-Comp plan that the district adopted.  But the more I learn and practice coaching, the more I see the value that I can bring to dialogues with the teachers I observe, and the more I see teachers welcoming the support and encouragement they can get from a coach.

 "But what if all the teachers are found to be proficient?"  Awesome!  Shouldn't they be? Wouldn't that be a wonderful reflection on the district and the caliber of teacher that they hire?  I detest the bell curve model.  Teacher Evaluation & Development is not based on a bell curve which would force coaches and administrators to find a set number of teachers below proficiency.  No - we use a growth model.  We assume the positive.  I've observed ten teachers so far, and I am impressed with the passion, dedication, and expertise I've seen.  They all want the best for their students.  I see the job of coach as a sort of conveyance for the teacher - I help them get from where they are to where they want to be with their practice.  I just hope the ride's not too bumpy this first year.