Learn

II. LEARN

As an instructional coach, one of my jobs is to work with new teachers for the first two years in our district. My job is to deliver content specific professional development and lead professional learning activities to enhance the practice of others and get them going with all of our curriculum materials (Adult Learning). We were pulling teachers out of their classrooms 6 days a year to receive this training. We fell like it was so important to get them all the information that they needed to be successful as quickly as possible.

What we were beginning to realize, however, is that these teachers were not ready to take the information we were force feeding them and apply it in their classrooms. They had other basic needs that were more important and because they were not being met, the higher level content specific information was not being applied. The teachers were telling us in feedback forms that it was too difficult to be out of their classrooms the first year. They felt like it was too hard to plan for a sub when they didn't even know what they were doing to begin with. They thought the information was important and they knew they needed it but they felt like it was just too much too soon.

So last year we tried something different. We asked the new teachers to come for a "Boot Camp" training the week before school started. This training introduced the teachers to our district curriculum materials and resources and gave us a chance to introduce ourselves as coaches. We told them that we would leave them alone for the year and let them get acclimated to their new position. We offered our services if they needed them but told them that they would have to get in touch with us if they needed support. We told them that we would be offering another learning opportunity during the state teacher's convention (see photo below of course description) and highly recommended that they join us for those two day to further their learning on Billings Public Schools materials and procedures (Continued Learning and Education - Design learning opportunities for others aligned to professional learning goals). We also extended a few after school times to meet and ask questions or provide support in certain areas. Other than that, the teacher's were on their own for the most part.

When we asked for feedback at the end of the year we found that most teachers felt supported but they were totally dependent on their teaching partners at their buildings. This dependency causes stress and extra work for our veteran teachers who have new teaching partners. Most people are willing to help others out when needed but it wears on them and after time will burn them out. We don't want that to happen and knew that we had a need to support these new teachers. This is where my project begins.

After thinking about this for many months and remembering many failed attempts by others to try and get a formal mentorship program up and running, only to find out the funding was not possible, I knew I had to think of a way to provide mentorship without costing the district any additional dollars. I took my ideas to my Curriculum team and we brainstormed a few ways that would possibly work. I said that I would like to take on all the new teachers at my specified grade level (2-3) and meet with them at least once a month to provide support and mentorship. The meetings would take place on site at their schools and after the kids go home for the day so that they are not being pulled from their instructional time. My Curriculum Director liked the idea and the other Instructional Coaches stepped up and said they would each take on other specified grade levels so that each new teacher from K-8 will have a mentor assigned to them next year.

These informal meetings will be designed to meet the specific needs of each new teacher. If they need to talk about classroom management strategies, then we will support that need. If they need help figuring out report cards, we will provide that support. If they need just need some emotional support and a pat on the back, we will provide that as well. The idea is to be there as a mentor, not just an instructional coach. The more formal, content specific, training will come the second year of employment.

I feel very optimistic about this approach because it will keep the teachers in their classrooms, which is what they told us they wanted. It will also provide an assigned mentor at no extra cost to the district. We will be able to take the pressure off of teaching partners that were burdened for so long when trying to fill the void of a mentor as well as teaching full time and taking care of their students' needs. I know it won't be a perfect system but I hope that with some trial and error and plenty of teacher feedback, we will be able fine tune the system to be a good solution for all.

As far as implementing my Overarching Competencies (Adult Learning/Continued Learning and Education) in this project I have determined that in year 2 of this plan these new teachers will attend LEAP (Learning, Engaging, and Applying Practices) training. This PD will allow me to lead sessions where I share content research and best practice and take teachers to see these practices in action while observing classrooms around the district. Teachers are encouraged to bring and share new ideas to help each other grow professionally. Depending on what specific teachers need the first year, we may be building around some activities that deepen those competencies, but it will depend on need.

This project will help me develop the Foundational Competency of Collaborating Purposefully by giving these teachers a chance to build a relationship that will allow for opportunities to get to know more about their cultural background and needs. Once that is recognized and acknowledged then we can work on collaboration skills that may be a limitation. The first step is establishing that relationship.

The Instructional Leadership Pathway was perfect for me to utilize in this project. This plan will enable me to provide mentorship and formal coaching, if wanted, on a daily basis. I will be available to these new teachers for whatever needs they have. I will also be able to identify strengths and needs and help these new teachers connect with each other and learn from one another.

Below are pieces of feedback that we acquired from a teacher survey. It was loud and clear that teachers found it hard to be out of their classrooms during their first year of teaching so we needed to start by restructuring that format.

Below are pieces of feedback that we acquired from another teacher survey. It was clear that teachers felt supported even without pull out training, however, it also showed that they were relying heavily on their teaching partners to fill the void of a formal mentor.