Page 41 - EdViewptsSpring2019-web

Summer Coaching Academy surrounding the essential elements of these visits, instructional coaches are
The Elizabethan poet John Donne, instruction. The intent of this learn- afforded professional time away from
ing experience is to provide a shared
their normal responsibilities as facili-
wrote “No man is an island entire of definition of high-quality instruction tated by their supervisor or principal.
itself; every man is a piece of the conti- while building a culture that honors During their second year, teachers can
nent, a part of the main.” It is imperative professional learning as an institution- choose to opt-in for an additional year
that schools recognize this and seek to al imperative. At the culmination of the of additional coaching support.
empower new professionals, as the art session, the cohort has the opportunity
of teaching can so often feel like one to be paired with and speak to their Follow Up Support for
is alone on an island. To build internal individual instructional coach. Coaches
coaching capacity, the Northern Valley
runs a multi-day learning opportunity on During the first year of service, our On a seasonal basis, our consortium
best practices associated with instruc- newest teachers attend three addi- leadership team publishes a newslet-
tional coaching. Seasoned full-time tional workshops that delve into topics ter related to best practices associated
teachers across our schools apply to such as classroom management, ef- with the relevant body of professional
become a coach within our consortium. fective homework strategies, coopera- literature around coaching. To do so
A unifying force among the group is tive learning, brain research, growth we maintain relationships with orga-
sustaining the concept of being a “radi- mindset, and differentiated instruction. nizations such as Learning Forward,
cal learner” or one who lives to learn. These topics are selected based on Bergen County Curriculum Consor-
(Knight, 2011) The cohort analyzes survey data related to the greatest tium, the NJDOE Teacher Leadership
cognitive coaching and uses Lois Brown needs of new professionals. The Network, and NJPSA. We also hold
Easton’s definition of coaching as the follow-up to the learning is supported a biannual “Coaching UnConference”
process of taking another professional through individual coaching sessions where coaches can meet to share
from where they are to where they provided by our cohort of instructional dialogue around topics of individual
want to be. The intent of the program is coaches. interest, new learning, and strategies
assisting a colleague in building instruc- for success found within their particu-
tional capacity, fostering trusting part- Coaching Visits lar professional practice.
nerships, and customizing professional Each coaching visit is driven by the
learning to meet the individual needs needs of the teacher. The initial coach- The Results
of the learner. (Sweeney, 2003) The ing visit begins with a pre-conference Our instructional coaching model
cohort analyzes overt and covert ele- conversation that includes dialogue coupled with the Professional Learning
ments that define school culture and the around the instructional aims, strate- Academy demonstrates tremendously
means through which an instructional gies to be deployed, and areas of fo- encouraging results. 92% of teach-
coach can serve as a change agent. cus desired by the teacher. The coach- ers agreed or strongly agreed that
Time is spent on modeling collegiality ing visit is a scheduled experience the Professional Learning Academy
and focusing on collaboration as the where the coach observes a lesson positively impacted their instructional
shared vehicle of student achievement. and documents it in handwritten narra- practice while 78% agreed or strongly
All coaches are ultimately paired with tive form. The narrative (aka scripting) agreed that it positively impacted
a newly hired teacher for an ongoing is then jointly reviewed by the teacher student achievement. Similarly, 87%
coaching relationship throughout their and coach for the purpose of reflec- of teachers felt that the instructional
first year. This process is non-evaluative tion. The post-observation conference coach was valuable within their first
and the dialogue between coach and that follows is an open and transpar- year. 72% of instructional coaches
coachee is kept in the strictest confi- ent sharing of ideas predicated upon agreed or strongly agreed that their
dence. Clarity is provided around the the classroom observation data. The work added value to the teacher’s
confidentiality compact and coaches scripted narrative is left in the hands first-year experience. 86% of coaches
sign a pledge to uphold this promise. of the teacher for further reflection. believed coaching positively impacted
Principals are also provided with expec- Follow-up coaching visits can utilize their own professional practice. 97% of
tations regarding this confidentiality and the same format or may include activi- principals and supervisors agreed that
the need to always refrain from seek- ties such as co-planning, data analy- this model of support was beneficial
ing coaches’ feedback on a teacher’s sis, or a modeled, or co-taught lesson. to the new teacher experience while
performance. This understanding serves Subsequent coaching visits support a totality of administrators reported
as the bedrock of a trusting and honest the coursework of the ongoing profes- clarity in the confidential nature of the
coaching relationship. sional learning workshops and include arrangement. Coach and teacher,
data collection specific to the needs of Danielle Ruberto said, “Coaching is a
Professional Learning the teacher. Most frequently, the sec- school environment builder, it brings
Academy ondary coaching cycle relates specifi- together teachers and consolidates the
In late August, Northern Valley runs cally to best practices associated with building. Everyone has something to
a three-day professional learning classroom management. Confiden- bring to the table.” In short, rather than
program required for all newly hired tiality and trust between both parties crabs in a bucket, coaching facilitates
teachers. Many topics are addressed are crucial to the process. To conduct an environment of lifelong learners.

Educational Viewpoints -39- Spring 2019