Page 19 - EdViewptsSpring2020

but simultaneously, it was oddly relayed Diane Sweeney’s message in special education. Pull-out instruction
exhilarating. When you gather together that “Student-Centered Coaching is an is still used as an intervention but far
with colleagues who are committed to evidence-based instructional coaching less than before. This was met with
improving outcomes for students, you model that shifts the focus from ‘fixing’ less enthusiasm than our instructional
engage in rich conversations about teachers to collaborating with them to coaches, so it has certainly taken time
practice. You think, share, research, design instruction that targets student to train teachers on how to do this
practice, and reflect on where we are, outcomes. Taking a data-driven effectively, how to develop classroom
where we need to be, and how we get approach increases the learning and routines that allow for small group
there. We knew the work would yield efficacy of teachers, coaches, and instruction geared toward supporting all
better outcomes for students. As a most importantly our students.” students’ needs, and allow parents and
result, we became hyper-focused on Simultaneously, we moved away teachers to see the positive outcomes
improving teaching and learning. from sending one teacher to one-day of this model. It is a work in progress.
The team immediately identified professional development events. We We are still carefully placing the
our needs: finances, staff training, felt very little return on investment puzzle pieces together. In order for
and data to guide our decisions. We through this model. Instead, we our work to be purposeful and goal
were not in a financial position to add transitioned to a model where funds oriented, this year we established a
positions or buy new programming. were spent to bring in presenters so universal screener and adopted a data
Since we had adopted a new literacy that larger groups could hear one warehousing system for ease of data
program three years prior, we put message and work together to learn analysis. The work we have done for
all our efforts into enhancing literacy new strategies. These strategies could the last three years has established
instruction by utilizing our most trained be further developed and reinforced the foundation we needed and brought
staff, our reading specialists, in a new by the instructional coach for weeks the teachers to the right mindset to be
way. Our mission became abundantly after the professional development ready to embrace the redesign. These
clear. We knew our needs. Now it was day. Although teachers still ask to data tools have allowed us to make
time to act on behalf of our learners. attend out-of-district events, they highly informed instructional decisions
We began to phase out the role would not give up their instructional by working in academic teams to iden-
of the reading specialist and coach. These well-chosen, highly tify patterns and trends across schools,
transformed those positions into skilled individuals are the academic grade levels, and course rosters.
instructional coaches. That team of lifeline of the school. The success of Armed with that information, teachers,
people along with their supervisor instructional coaching in our district is coaches, interventionists, and supervi-
and building principals engaged in what has allowed us to move forward sors can develop instructional strate-
deep professional development to in our mission. gies that target the learning gaps and
fully understand and become well- Our next step was to redesign improve outcomes for students.
skilled in the role. Taking guidance the way we provided support and Never before has such an emphasis
from the work of Diane Sweeney, intervention. We have worked on this been placed on student learning, mak-
we carefully rolled out a student- a few different ways. Traditionally, ing this the Year of the Learner in our
centered coaching program across the students were receiving Basic Skills district. However, we acknowledge that
elementary schools, helping teachers instruction outside the classroom in a our work has just begun, and perhaps
understand the job-embedded, pull-out setting. We scaled that back we’ve embarked on a greater journey:
consistent professional development a and developed a push-in model very The Age of the Learner.
coach was going to provide them. We similar to our in-class resource model

References:
Sweeney, Diane Getting Started with Student-Centered Coaching, Diane Sweeney Consulting, www.dianesweeney.com

About the Authors

Kelly Weldon (@MsKWeldon) is the Assistant Superintendent of Teaching and Learning for the Township of
Ocean School District in Monmouth County, NJ. Prior to this position, Kelly served the district as a high school
English teacher, Supervisor of Humanities, high school Assistant Principal, and high school Principal. Kelly is
committed to cultivating a learning culture where teachers, students, and leaders feel empowered to create,
connect, and achieve.
Michelle Shappirio (@mrsshappirio) is the Supervisor of English Language Arts Literacy and Social Studies,
K-5 for the Township of Ocean School District. Prior to this position, Michelle taught 3rd, 4th, and 5th grades
for thirteen years, beginning her teaching career in Baltimore County, Maryland before relocating back to New
Jersey to teach for the Township of Ocean School District.

Educational Viewpoints -17- Spring 2020