Send Me In Coach

Instructional coaches provide curriculum guidance to campuses and teachers.  They have a wealth of knowledge and have often been successful teachers themselves. Sadly, it is sometimes hard for instructional coaches to transfer their skills to other teachers because other educators often resist their support.  When I was moved to fourth grade I was asked to be a model teacher for the district.  This meant that other teachers could come observe or lesson plan with me.  I experienced much of the same resistance that this article mentions.  However, conflict is a part of growth and I always kept student success at the heart of every discussion that I lead with fellow colleagues.  

I also think that it is critical that instructional coaches are not seen as administrators.  Instructional leaders need to be seen as experts of their content and as a person to guide and answer instructional questions.  When their role entails evaluation or administrative duties, trust is lost between the leader and staff members.  This loss of trust hurts the process of instructional collaboration.

In order for coaches to truly make an impact on the instruction taking place at their campuses, relationships with their colleagues must be built.  The relationship between the coach and teachers allows them to accept the coach into their classroom to receive positive and critical feedback.  I have found building relationships to be the most critical element in learning to coach others.  

I believe that good instructional coaches embody leadership skills such as:  leading by example, listening to others, being open minded, and a willingness to collaborate.  When a teacher sees the instructional coach as someone that is hard working and willing to listen to the voices of others, the staff is more likely to respond positively to the suggestions being made by the instructional coach.  Collaborating and valuing the opinion of others also plays a vital role in instructional coaching.

Hinn, A. (2017, June 26). Seven Characteristics of Effective Education Leaders.  http://inservice.ascd.org/7-characteristics-of-effective-education-leaders/

Central Office Supervisor

A central office supervisor is responsible for the oversight of principals and teachers across the district.  Their role is to meet with colleagues regularly, perform observations, and evaluate staff.  They hold monthly meetings at various campuses to provide staff development and communicate the vision of the district. Supervisors actively participate in the school’s instructional programs and understand the needs of the diverse campuses.  It is through their interactions with staff at each campus and conducting evaluations that they truly understand the needs of their district.  

Their role includes leading teachers in instruction to make them as effective as possible.  When making decisions they should consider teacher input, listen to and empathize with teachers concerning their problems, and effectively communicate.

Central office supervisors must also be able to respond to difficult situations and adapt to meet the needs of each individual campus. They need to be able to respond to problems according to the environment in which the situation arises, rather than see solutions as a one size fits all.  Supervisors should be flexible when dealing with situations and should maintain a good relationship with their staff. 

Nebor, J. (1987, August) The Role of the Supervisor as an Instructional Leader.https://eric.ed.gov/?id=ED296474