It is the beginning of a new school year, and I am tucked in a small private meeting room with my coaching colleague Heather, drawing timelines and outlines. I’m shifting how I’m coaching to try on a new structure. Diane Sweeney’s book, Student-Centered Coaching
“So, it seems like this is aligned to your building goals . . . what teams do you think would be comfortable trying this on first?” she asks.
“There is a reflective team who has begun exploring strengthening writing instruction. I think there is some depth there that could lend itself to this kind of team coaching.”
“Do they collaborate well together already, or will that be something you work into your coaching, time to build teamwork and trust? . . . How will dedicating this time be received, will it create a sense of more work, would they be willing to commit that extra time? . . . Will your principal be open to providing a substitute for release time to watch the lesson and debrief as a group? . . . How will you collect honest feedback about the impact on student learning to guide you with future cycles?”
When our thirty-minute appointment was over, I had a solid plan to present my principal that aligned with our School Improvement Plans for the year. We outlined what would be needed as far time, resources, and expectations for the work.
I was back to wagging, but with some trepidation. I felt an urgency to have each piece ironed out clearly so that my principal, Stan, could make an informed decision about what supports were possible.
Sweeney writes, “When the core practices for student-centered coaching are understood by the school leader, the leader can more readily articulate it as a valuable tool for helping teachers reach their goals for students, which, in turn, encourages teachers to fully engage in the process.” (p. 19)
I returned to my desk and typed up a proposal. With the clarity I’d gained, I was able to articulate the specifics.
The Plan
Stage 1 — Planning the Work
Teachers meet during a planning period.
No additional resources required.
Goals:
- What is the team goal for student learning?
- How does the goal connect with our school improvement plan?
- Choose what student work samples will look like — rough drafts of an entire piece, a lab write up, an exit slip checking for understanding?
- Do the initial teaching and learning of the concept we are focusing on to build background.
- Reflect briefly on trends you see in your students’ work prior to the next meeting.
Stage 2 — Learn from Student Evidence
Teachers will meet for two hours after school, and will be reimbursed for time with our District Professional Development Time (this is additional professional development credit, outside the contract day)
No additional resources required — I coordinate the two hours credited with the district office.
Goals:
- What can we learn from analyzing student work?
- What is our specific student learning goal now that we have examined work samples?
- Plan next steps:
- Who will teach the lesson, who will watch it?
- When will it happen? — organize substitutes and plans.
Stage 3 — Lesson Day
Our grade level teams have three people, so . . .
We need 3 half day substitutes paid for.
Goals:
- Prebriefing that day (30 min.)
- Background and context for the lesson.
- Observation norms and participant questions.
- Focused watch-for for each participant.
- Observation (60 min.)
- Observers take notes to share during debriefing session.
- Debriefing session (60 min.)
- What did you see? (from watch-for)
- What was the impact on student learning?
- Reflective questions collected and answered.
- Next steps (Group plan or individuals).
Stage 4 — Check Back to Gather Feedback
In two weeks, meet during planning
No additional resources needed
- Impact on teaching and learning.
- Reflection on process to improve future cycles.
Proposing the Plan
Since Stan and I limit our meetings to once a week, I usually come in with a mental checklist of ideas to process. Knowing this, he asks me what is on my agenda.
“I think I have a creative solution to increasing the focus on nonfiction writing while increasing the number of teachers I coach at once. I’m thinking of a grade level coaching cycle.” Hesitantly I added, “It will require some additional resources for substitute time, but I think it will increase teacher collaboration about student writing and aligning expectations so well.”
Stan smiles, “Well, let’s hear it and see what we can do.”
I read from the outline, sharing that the extent of additional support required was the funding for three half-day substitutes. I also share that the way the cycle is outlined; there will be accountability for the work in each stage. And, we would intentionally find out what worked for teachers and what didn’t so that we could hopefully replicate it with other teams.
“This sounds like a great plan. Let’s give it a try. You meet with the team, and I’ll find the money to pay for their substitutes once that time gets here.”
It’s go time and now I just need to plan how to approach the team.
In the next part of the series, I approach my busy colleagues with a new idea. Would they be open to taking it on? It would be work, it might be hard, and it could be wonderful.
