This is the second in a three-part series of posts examining my evolving understanding of the “transformational/instructional coach” role that is new in our district, based directly on conversations I have had.
Parent Friend: So what do you do in this new job?
Me: Right now I’m going to all the buildings, observing different teachers doing a new reading program and working with them to figure out what works and change what doesn’t work in it.
Parent Friend: (laughing) So you’re like “big brother”?
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Me: (not laughing) Not at all.
This comment reminded me how little outsiders know of education and how toxic their misconceptions can be. Evaluating is an administrator’s responsibilty, not mine. So what is the role of coach as observer?
Coaches are teachers observing how students learn, then reflecting on that with other teachers. Coaches are teachers examining instructional inputs and student outcomes, then analyzing those with other teachers. Coaches are teachers looking at how classrooms operate and how they could operate better and easier for kids to learn and teachers to teach. Coaches are teachers, students, researchers, community liaisons, resource coordinators, and project managers. Coaches are co-learners and collaborators.