Page 21 - EdViewptsSpring2017

tool they wish they had time to study. Supporting Teacher Growth [and]… [being able to] reflect on how I
This PDP goal turns into a Genius with Coaching Visits am implementing the program without
Hour project. Teachers have selected feeling anxious.”
a wide range of topics to study. Carly I aim to offer teachers as much feed- While formal observations evaluate,
Nacer, a sixth grade teacher, explains, back as possible. A few years ago, the coaching visits provide ongoing feed-
“I choose to read more young adult only vehicle for feedback was a formal back. During these visits, I am a par-
literature so that I could engage in rich observation, although I knew the ratings ticipant observer. We let students know
[book] discussions with my students.” and finality of the structure were coun- I am there to help the teacher learn. I
Kathleen Ruta, an ELA Cycles teacher, terproductive to the teachers’ learning join in to model, elaborate, or suggest.
decided to learn how to build a website process. Now, coaching visits are the The outcome resembles a co-teaching
“to display [my students’] work” and norm with my teachers when adding a lesson rather than an observation by
reach a wider audience than she could new program, revising curriculum, or an administrator. I jot feedback on the
“in a hallway or a bulletin board.” I, too, improving an instructional technique. lesson plan or share thoughts in a brief
use Genius Hour time to write both The genesis of the idea grew out of conversation before I leave the room.
professional texts and blog posts. the year our Special Education depart- The focus is on supporting the teacher.
Throughout the course of the school ment adopted a multi-sensory reading I continue to tweak the protocol and
year, I carve out five to eight hours of program. My teachers were excited but have expanded it to other initiatives.
professional development and meeting hesitant. Navigating the newness was Results of a mid-year survey indicate
time for Genius Hour work. My only overwhelming. I brought in a consultant some teachers want to watch me teach
rule is for teachers to dedicate the full to assist with the training. We visited a lesson. This is not the first time the
60 minutes to Genius Hour time. Do classrooms and provided informal idea has surfaced, but I have resisted it
not grade. Do not email. Immerse fully feedback during lessons. I quickly real- previously. However, the nucleus of my
in the exploration. ized that I had just as much to learn as guiding principles will not allow me to
Near the end of the school year, we my teachers and needed to do more. cast their feedback aside. This spring,
As teachers observed, I taught lessons
celebrate our Genius Hour projects at to students and even recorded myself I will try a blended model where I will
a department meeting. Some teach- a handful of times. The consultant and demonstrate a portion of the lesson.
ers prepare presentations while others I watched the videos together. The While the journey is less direct, I
show classroom examples. No matter feedback was particularly valuable be- wouldn’t have it any other way.
how they present their study, all teach- cause it was delivered as we reviewed
ers talk and listen to one another. Gina the lesson and was not tied to a score. Conclusion
Bakaj, a middle school ELA teacher, I shared my process with teachers and These are two of several leadership
states, “I loved the Genius Hour cel- was honest about the challenges. practices we utilize to honor the
ebration... It allowed me to share the recursive process of developing and
knowledge I gained this year as well As a learner, I grew my knowledge and cultivating reflective educators. These
as become inspired.” confidence. As an administrator, the practices, in turn, encourage our pro-
While we continually seek ways to visits informed me as to how the new fessional growth as leaders. At times,
initiative was taking root. I saw com-
improve the Genius Hour experience, monalities and addressed them during this process feels messy and intangi-
I am impressed with the teachers’ pro- department meetings. ble. However, those messy moments
fessional growth as well as the consis- often lead to wonderful “What if…?”
tent support they demonstrate for each While achieving the goal of learning ideas that spark engaging or original
other as learners. As English teacher, the program, I unexpectedly stumbled approaches to critical challenges.
Christina McCabe, explains, “It’s em- on a process that would become a Because we trust our teachers to
powering, and it’s a beautiful thing.” seminal practice. Peggy Herr, a Basic provide us meaningful feedback, we
Skills teacher, feels that the most also empower them to reflect on their
helpful aspect of the visits is “receiv- teaching and to hone their craft.
ing feedback without feeling evaluated
About the Authors

Kimberly Lanza, Ed.D. supervises the instructional support programs for preschool through Grade
5 in the School District of the Chathams. In addition to being dedicated to meeting the needs of all
students, she provides professional development on the teaching of writing. She credits her passion for
writing to her long-term relationship with the National Writing Project.

Heather Rocco serves as the K-12 Supervisor of English Language Arts in the School District of
the Chathams, NJ. She is also a consultant for The Educator Collaborative, LLC, and Chair for the
Conference on English Leadership, a constituent group of NCTE. Follow her on Twitter @heatherrocco.

Educational Viewpoints -19- Spring 2017