Teaching is not for the faint of heart. As rewarding as the profession is, it can also be overwhelming to be the caretaker of dozens of young minds while juggling planning, assessments, and trying to keep up with the best new trends in curriculum within your classroom.
Enter the instructional coach. From analyzing student data to mentoring and planning professional development, these teacher leaders have a terrific positive impact on the schools they work in. “Our staff who fill these roles are the most talented, patient and invested individuals,” said Assistant Superintendent Keith Morin. “They make it their job to increase student achievement by working with incredible staff.”
RSU #18 has four instructional coaches – two at the elementary level and two at the middle school level. Shelly Moody covers Atwood and Williams as an instructional coach and Literacy Specialist while Pam Prescott works part-time with Belgrade Central. Jenny Barry is a part-time teacher/part-time coach for MMS while Dean of Students Meagan Murphy fulfills the instructional coach role at CMS. While a typical day looks a little different for each of them, the main focus of the position is always to support teachers around particular goals for student learning.
Coaches spend time in teachers’ classrooms at their request or based on coaching cycles. They offer feedback and support, present direct instruction to students or co-teach with the classroom teacher. They offer planning support, assist teachers in developing their SLOs and growth plans, and assist with the implementation of new curriculum. “Teachers have a place to go,” said Atwood Principal Jennifer McGee, “a non-evaluative and safe arena, to question, probe, analyze and improve the teaching practices they are delivering to children each day.”
Instructional coaches also work with students on reading and writing intervention. “The best part of every day is the time I spend in classrooms collaborating with teachers,” said Shelly Moody. “There’s nothing better than watching students apply their strategies to solve math problems or sitting beside a student to conference on his/her reading or writing. As a classroom teacher, I was able to have an impact on 20 students during the school year. In my role as an instructional coach, I’m able to support teachers in the growth of students in twenty-four classrooms.”
At the elementary levels, coaches facilitate weekly grade level meetings to help teachers examine data and plan across content areas. All of our instructional coaches help the administration make curriculum and instruction decisions based on student data and instructional practices. They also spend time developing and leading professional development focused on analyzing data, exploring instructional practices, and developing interventions. “Our instructional coaches ensure we have the best practices and most recent research regarding instructional practices in our teachers’ hands,” said Principal McGee. “They are always reaching out, to a broader state-wide and national platform, about best practices, and then bringing those back to our schoolhouses and classrooms.”
This year, RSU #18’s coaches have also been working closely with Assistant Superintendent Morin on supporting new teachers across the district. “This is new to our job,” said Jenny Barry, “and as far as I can tell it has been a wonderful addition to what we already do to support the teachers within our buildings.”
For each of these coaches, it’s hugely rewarding to be able to collaborate with and support other teachers. “My most favorite part of the job is when a teacher expresses their enthusiasm and excitement when they either try something new or focus on a particular strategy and see the success of it,” said Barry.
That’s key for all our coaches. These are experienced educators who understand all the struggles that teachers face and want to use their expertise to help.
“After spending 35 years in the classroom, I am well aware of the precious little time teachers have to procure new resources, communicate with their colleagues and specialists, or talk with each other about curriculum, instruction, and interventions,” added Pam Prescott. “I love having the time and opportunity to make this happen. It benefits our entire school.”
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