Expectations for Instructional Coaches and New Educators

What are your expectations for your Instructional Coaches? Educators too often make assumptions that are unrealistic or unfounded. One of those assumptions is that Instructional Coach through some mystical process or through osmosis inherently knows the support New Educators need and how to provide that support. The most important job a Liaison has is communicating the schools expectations of their Instruction Coaches. If I were a coach at your school, what do you want me to do and how will I document that I have done it?

The following are some ideas about setting the expectations for Instructional Coaches (IC):
1. Ask Instructional Coaches, New Educators (NE) and Administrators for input in developing IC expectations,
2. Communicate expectations and commitment needed prior to assignment to New Educator,
3. Support Instructional Coaches professional development through training and learning communities
4. Monitor support provided by Instructional Coaches
5. Plan for worst case scenarios – IC or NE not performing or overloaded

New Educators are already overloaded with just doing their job. Guard against too many requirements for release time, extra workshops, no planning period, coaching etc., especially in the first months.

The following are some ideas to reduce the stress on New Educators:
1. reduce class sizes, number of preparations, number of difficult children,
2. eliminate floating the first year, second and third year teachers can float
3. assignments that are not the new teacher's strength
,
4. eliminate athletic or dramatic coaching, extra-curricular student activities or clubs
5. differentiate professional development to meet the needs of New Educator
Brainstorm with your Induction team ideas and processes for supporting Instructional Coaches and New Educators.

Source: Dr. Doug Miller, NESS Program Facilitator, HRD