Coaching at PVJH is a partnership; it’s about teachers and coaches working together as equals to reflect and to respond to student work in order to raise the achievement of all of our students.
” Coaching supported me in pushing my teaching through collecting, analyzing, and responding to data, in being more creative, and in refining my craft; I wanted to be part of this process for others. I’m looking forward to partnering with teachers from different disciplines, getting down in the trenches with them with student work and instructional planning, and creating things more amazing than any of us could do on our own.”
“I wanted to be a coach so I could help increase the amount of innovative thinking that was happening in PV. I love working with students on how to problem solve and use technology in their everyday life and this was a way to do that full time. As far as this year goes, I’m looking forward to working with teachers and students to get deeper into learning in order to help students become 21st century citizens with 21st century skills.”
“My favorite part of coaching is in the work of partnering with a teacher who has an idea how to stretch their craft and seeing the excitement in both the teacher and students when it comes to fruition. I am not sure which is more fun to observe- the success of the students or happiness of the teacher in the reward of their hard work!”
There were two major ways that coaching impacted my students and I positively. First, questions to get me going in the right direction were asked, and I had someone to talk them out with that had that time put aside for me. In other words, I didn’t feel bad about taking another teacher’s precious time away. Second, the data collection gathered during the unit combined with purposeful looks at progress and growth by students and myself allowed us all to come up with a plan of attack to better ourselves at the skill we were tackling.
At the end of a coaching cycle focused on social studies standards about crafting solid claims supported by credible, well-reseasoned evidence, student assessment data collected before and after the project demonstrated that 33% of my first period students who were previously non-proficient achieved proficiency by the conclusion of the project.