What does “continuous growth” actually mean? To some it may mean taking a class to learn something new, observing someone else at their trade in order to gain new ideas or insight, or even thinking about something in a different way based on reflective conversation. To others, it could be refining a skill they have already acquired or practicing to get faster or more efficient.
Maybe to you it means these things or even something more. Coaching cycles are one way that teachers at Benton Community model continuous growth. Our coaching cycles at Benton Community are framed around the needs of our teachers and students. This means that a teacher can choose to use a coach for instructional supports or engage in a cycle driven more by student data or needs. Teachers may choose to choose work in either an individual or team cycle when engaging in this process. Instructional supports could be any of the following:
Teachers receiving instructional supports from a coach may determine this based on a goal they have set for either themselves or their students. As coaches, this may look very different based on teacher or student need, timeliness, school or district goals, or an area the teacher would like to improve upon or refine. A student-centered coaching cycle means just that. The data, goals, action steps, instruction, and assessments are centered on the students. Whether this happens with an individual teacher or with a team, student data and evidence of student growth are at the core of all decision-making in this framework. When a teacher is looking for support around strategy implementation, feedback on their practice, or working with a reflective partner, he/she would be taking part in a teacher focused cycle. The goal setting, action steps, and meeting design would be centered on an “Identify. Learn. Improve” structure to allow the teacher to refine and grow in their desired area. Coaching cycles can also look different depending on both the coach and the teacher. Just like teachers in the classroom, coaches bring their individual personalities and passions when working with teachers . They must differentiate their instruction and practices based on the needs of the teachers and students they’re serving Coaches have built a framework for our practice around a variety of models. This means we are able to meet the needs of our teachers using multiple methods and tools, just like they do when teaching students. Regardless of the direction the teacher decides to take their coaching cycle or what supports the teacher/students need, we know that at the heart of this work is the desire and push for continuous growth in order for our students to have access to a school experience that will foster characteristics of lifelong learners
17 Comments
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