Learn

II. LEARN

Instructional Challenge

As a literacy coach that supports 22 elementary schools it is difficult to narrow a focus to a core of individuals. In addition, there is difficulty in making a sustainable impact as instructional coaching is focused to new teachers and teachers changing grade level bands. Professional learning regarding reading and writing is often provided by the literacy coaches or outside providers. When I first started teaching our ELA trainings were provided by teams of lead teachers. This gave a larger scale of experts in a large district. Currently there are few professional learning opportunities provided by lead teachers.

Different departments in our district have made considerable movements towards building teacher leadership. As a result, there is often more professional learning opportunities for these areas and more mentorship at the building level. Our math coach has built math cadres that build teacher's background on effective math instruction. Technology Integration Specialist have developed groups that support learning and exploration of creative technology integration. Both of these models have proved inspiration to develop a similar initiative with English Language Arts.

Addressing the challenge of supporting diversity, equity, cultural competence

With 22 different elementary schools ranging in socio-economic status, academic needs, school culture, and other demographics, it is critical that I have a method to reach out to all elementary schools. All schools were able to send a veteran 4th or 5th grade teacher if the teacher wanted to apply. Principals also received an invitation to encourage teacher leaders to apply to the cadre as well.

Implementation of a new program

Teacher leader groups have been in place for different curriculum, assessment, and program initiatives. Math and technology integration have had great success with teacher leader groups, however, ELA has not had a recent teacher leader group. There are several classroom experts that need the time and platform to share their expertise with others. ELA Cadre will allow for teachers to develop a group goal and work towards sharing their learning with other classroom teachers.

Overarching Competencies

My focus has been narrowed to the Adult Learning and Continued Learning and Education Competencies under the Overarching Competencies. The identification of these two competencies was specific to my position as an instructional coach in which my position requires me to provide professional learning opportunities to teachers.

With Continued Learning and Education I have been very immersed in designing learning opportunities for others. With the other coaches and members of our curriculum department I have been involved in leading sessions at conferences, both locally and at the state level. One major concern with this challenge that has led to my capstone was the size of our curriculum department in comparison with the size our school district. (Refer to Context Part I). In order to move from performing to transforming in Continued Learning and Education it is imperative that I work to organize learning events and include lead teachers as presenters. (Refer to Context Part II )

At the start of this process I decided to choose Adult Learning as I felt that an Instructional Coach should be moving towards transforming with this competency. In reviewing of the developing and performing targets I began to understand that I did not build participants' awareness of adult learning to better understand how to impact colleagues, nor was I at a place of implementing adult-learning strategies. (Refer to Context Part II). I was fortunate to be in attendance of a series of department meetings in which I learned the foundation of Andragogy. (EVIDENCE A). As I learned more it became evident that I need this background knowledge in order to promote teachers to utilize their expertise to positively impact adult learning.

Diversity-Equity-Cultural Competence

Under the Foundational Competencies of Diversity, Equity, and Cultural Competence I have decided to narrow my learning to focus on Collaborate Purposefully. I feel as though I have a rich background with Cultural Competency through my work with Indian Education for All. In studying the competency, however, it became relevant that I do not have enough ongoing self reflection. Nor do I regularly acknowledge the cultural groups that are present and absent in collaborative group settings. I feel this is difficult to do without have a model to follow as well as if I have specific time restraints during a professional learning opportunity. As much as I had initially believed I would be working in the Performing level, I soon found out that I am Emerging under this competency. (Refer to Context Part II)

Instructional Pathway

Coaching and Mentoring Competency is a critical component to the challenge of building more teacher leaders and more opportunities for teacher leaders. I feel much more confident in recognizing I am close in moving towards the performing level of proficiency as I often engage in formal roles of coaching through my current district position. I do have data that measures effective teaching and successful student learning, although this is an area where I always believe I can improve as a teacher resource. I need to be more efficient with data of student learning. I do recognize a strong need to promote colleague to become mentors and/or leader

Individuals and Resources Involved

Individuals that I might recruit outside of the team of teachers and administration that I regularly work with include teachers that I can recruit for teacher leadership groups. These stakeholders hold a certain amount of respect within the district as they are experts in the field. I have access to the input of these teachers through regular meetings regarding our district proficiency scales and common assessments. I also have access to graduates of our districts Year 1 and Year 2 L.E.A.P. (Learning, Engaging and Applying Practices) groups, professional development groups designed for teachers new to the district and/or new to a grade level band. I also have access to elementary administrators to understand what is needed at the different elementary schools in our district. (EVIDENCE B)

As an instructional coach I have access to training space and the accessibility of finding classrooms to observe. Approval was granted to provide days for lead teachers to be subbed out of their classrooms. This allows for teachersThe biggest challenge for resources will be recruiting teachers that are willing to commit to lead teams. Teachers of our district often do not want to be out of their classrooms due to the amount of work needed to prepare for substitute teachers. To approach this issue I plan to offer courses for credit needed for salary advancement. However, the teacher leadership groups are in competition of mater's programs , which progress teachers faster through the salary matrix, and the veteran teachers who do not need advancement.