As the "OG" on our instructional coaching team at Benton Community, I have often wondered how I would have responded as a teacher in the classroom when the teacher leadership program rolled out in Iowa. Although I was willing to jump in with both feet to try out this new job of instructional coaching, I hypothesized that I might have been a little less than receptive to working with a coach. This hesitation has nothing to do with not wanting to collaborate, but instead, I think it would have been seeded in not knowing what to do with a coach. Five years later, I find myself back in the classroom teaching one section of Exploratory Spanish and so excited to collaborate with my co-worker. I have so many ideas of how I can use my instructional coach.
As I rolled out my first exploratory Spanish class, I really needed a reflective partner. My instructional coach was there to reflect with me over the ideas of what I wanted my 30-day course to include and all the ideas I had for my students. Like always, I had way more than 30 days worth of material; my instructional coach helped me narrow my focus to determine what to keep and what to let go. My instructional coach was there to help me think about how to set up my gradebook, my learning management system, and my communication home to parents. All of these conversations happened naturally when I was ready to receive her advice. Many were quick conversations before, after class or school that left me thinking and reflecting more at home to help me determine my next best move. As the first 30 days rolled out, I found myself wanting to try new ideas, but in all honesty, I was nervous about implementing. I found several technology tools over the past five years that I felt could help my students. I just needed a little encouragement and there again was my instructional coach. Willing to lend a helping hand and give me the encouragement I needed to make the leap, my instructional coach came into the classroom to support my next moves. She joined a small group to help support and then provided technology support during another lesson. Each time she helped in the classroom, she made me feel more comfortable and confident in the classroom. Finally, my instructional coach was a supportive accountability partner. When I told her something I wanted to try or something I was struggling with in the classroom, she would check back in with me to see how things were going. Did I implement the new seating chart? How was the Spain research project? How are you planning to end your course? All of these questions followed up on something I said I was going to do. When she checked back in, she reminded me of what I said I wanted to do. If I gave it a try, I could share my success or my next steps. If I didn't, it reminded me of my intentions and often encouraged me to think about it again. All this was done with a supportive tone that reminded me that I was not alone. I will never know how I would have responded to instructional coaching, but now I will never be at a loss for what I could do with an instructional coach. Feeling the support and encouragement reminded me of the importance of teacher efficacy. A teacher's level of confidence about their own abilities greatly impacts student achievement. For me, having the support of an instructional coach was the added confidence I needed to help me impact my students. - Laurie
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