Page 40 - EdViewptsSpring2019-web

Coaches, Colleagues, and

Collaboration

By Kathleen O’Flynn, Director of Curriculum and Instruction, Northern Valley
Schools Consortium, and Jon Regan, Principal, Demarest Middle School

Why Coaching? entire staff. The research is conclu- This unique and supportive model
It is a little-known fact that a bucket of sive that instructional coaching, study aides new teachers in their develop-
teams, and peer visits have a statisti-
ment and moves the needle from a
crabs does not require a lid. The crabs cally significant impact on awareness, desire to survive to an environment in
will instinctively hold down any other skill attainment, and the application of which novice professionals can thrive.
crab trying to climb to the top. Far professional learning among teachers.
too often public schools can exhibit (Joyce & Showers 2002) Implemen- In support of new teachers, Northern
a “crab bucket culture” as a result of tation of new instructional strategies Valley Regional Schools operate a
innate structural forces. (Duke, 2008) can rise from 10% to as much as 85% three-year Professional Learning Acad-
Instead of holding one another down when comparing traditional in-service emy that aims to couple individualized
we should seek to support colleagues professional development with the instructional coaching with time-tested
in finding their best pedagogical presence and follow-up visit of an professional learning. The intent of the
selves. Individualized and supportive instructional coach. (Knight, 2007) following is to serve as a blueprint for
professional learning for new teachers Instructional coaching provides non- other schools to consider in supporting
is a crucial element of teacher reten- evaluative peer-to-peer feedback that teachers in their early development as
tion and pedagogical growth of the builds collegiality and collaboration. educational professionals.

Educational Viewpoints -38- Spring 2019