COACHING
at GDS by Jordi Rozenman
time they’ve felt like they’re growing, or that there are tangible developments in their practice they can meaningfully point to,” she said. Laura emphasized, as well, that although this “huge shift” may understandably produce some hesitation in teachers, at its core this model “allows teachers to be more seen.” She continued, “you don’t evaluate kids into being better students, and in the same way, you don’t evaluate teachers into being better teachers. You have to coach.”
Because the teachers are the ones driving the content of each meeting, they can maximize the benefits of the program. The sessions may range in focus from curriculum and assessment design to teaching philosophy and values, and often to topics of self-care. “This year especially,” remarked Cara, as we return to some sort of life as we knew it, “meetings have focused on work-life balance.”
“ You don’t evaluate kids into being better students, and in the same way, you don’t evaluate teachers into being better teachers. You have to coach.” Attending to growth requires consistency, and, as Cara highlighted, “building trust between teacher and coach” that happens over time. In the Middle and Lower Schools, meetings with the coaches take place on a voluntary basis, and there is a great deal of enthusiasm around the program. Kyle Money, a 7th-grade English teacher new to GDS this year, keenly praised the work he has been able to do with the help of Jana this year. More than once, he mentioned that the effectiveness of this coaching model comes in large part from its immediacy. After a lesson via direct instruction (i.e., a lecture, which Kyle says he does not often employ as a teaching method), he emailed Jana for some guidance. He felt the lesson had not been as clear or as engaging as he would have liked. He was able to meet with Jana during his planning period directly following that lesson. They talked through its strengths and weaknesses, and she gave him on-the-spot feedback— which he promptly put into practice in the next period. “An hour later!” he exclaimed. “There was no waiting a week. Within an hour, I was able to deliver the same lesson more effectively to the next classes, and I can revisit the material with the first class. And it wasn’t just verbal feedback. Jana followed up with emails and hand-picked, handdelivered resources.” Beyond the fact that his students will receive vibrant, compelling instruction, Kyle is thrilled that they are able to see him demonstrate exactly the kind of learning habits he would like them to develop. “I want to learn, I have the energy, but I am not a master of anything. Taking that feedback and responding—I can model this for them.”
High School instructional coach Cara Henderson with science teacher Greg Dallinger
Frequently, this includes discussions of grading and of how to strategize to best plan the week so that teachers and students feel energized and invested. Cara explained that the coaches see themselves “not as supervisors, but as guides.” Azureé, the Lower School coach, added that part of the goal is to help make teachers aware of “what they can’t see from where they stand.” It’s a strengthsfocused and growth-oriented process. Whether teachers are working with coaches on developing units, integrating self-care, or reflecting on some new part of their practice, the enthusiasm shared by the coaches across the divisions and by Laura is infectious. The mission, to ask teachers “to consider their decisions intentionally” (as Laura put it) so that every student can benefit, is clear, and has already begun to spark new ideas in classrooms across GDS. “I’m so grateful to the administration,” Laura said, “and I’m so excited—I know the research, and I know it’s going to work.” From the way teachers are talking, it’s working already.
GEORGETOWN DAYS FALL/WINTER 2021—22
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