Instructional Coaches Provide Key Teacher Support
The position of instructional coach was introduced in the Cedar Rapids Community School District during the 2007-2008 school year through the Reading First Grant. There were initially six coaches working in seven schools to provide job embedded reading strategy professional development to teachers.
The following year the role was expanded to include at least a half time coach in every elementary school. It was expanded again for the 2008-2009 school year to place a full time coach in nearly every school. (Grant-Wilson share a full time coach and Monroe has a half time coach.)
“While instructional coaches occasionally work with groups of students, their role is primarily that of coaching and supporting teachers,” explained Joy Long, Reading/Language Arts Elementary Curriculum Facilitator.
While the specifics may vary according to building needs, the primary focus of the instructional coach is to provide job embedded professional development and to support teachers in their efforts to deliver quality instruction to students in the classroom.
This is facilitated in a variety of ways. On any given day an instructional coach team might be teaching, modeling lessons, assessing students, or facilitating grade level meetings where classroom teachers analyze student data and work, discuss best practices, and plan for instruction.
In addition, coaches may play a key role in organizing differentiated instruction plans for students that may be struggling, maintaining, or excelling. Monitoring and coaching the paraprofessionals in delivering our PREP (Primary Reading Enhancement Programs) interventions is another focus for coaches.
Instructional coaches receive ongoing professional development and use a “train the trainer” model, taking their own learning back to the school to share with classroom teachers. The coach also serves as the communication link between schools and the District’s central office.
“This communication gives teachers a voice in decision making that impacts students at the classroom level,” noted Long.
The role of the instructional coach will evolve further for the 2009-2010 school year to align with the professional learning communities being implemented in the buildings. The focal point will expand from a reading/language arts focus to also include mathematics and science.
“The instructional coach role has proven to be a welcome addition to our elementary buildings,” Long said. “A recent survey indicated that 88% of classroom teachers believe that these staff members support the building focus on student and staff learning.”