Tales of a First Year Instructional Coach

July 17, 2019.  My first day as a math coach for my district.

My first day consisted of me rearranging furniture, creating a wall collage of picture frames with inspirational quotes.  Getting rid of tables.  Making the space my own.  You know... the usual.


I began to work with teachers during PLC times, watch how teachers across the district taught, offered any type of assistance I could, monitored student learning through assessments, etc.  Throughout all of this, I was trembling just thinking about when the math scores would be released in July for state tests.  I mean, yea, I support teachers.  I help students.  I do whatever I can.  BUT, there was a weight of test scores.  Every teacher understands this feeling when it's your students.  Did I do everything I could have?  Should I have spent more time on this topic?  Are my students ready for the performance task?  Oh no!  I should've taught this a different way so they could understand it better.  Did I spend enough time on this concept?  All of those thoughts and many more float through teachers' minds the closer it gets to the state test.

But now!  I had the entire district.  No, I didn't personally teach the students.  I didn't interact with every single teacher, but what more could I have done?  I know there are plenty of things I can do better.

Oftentimes, teachers joke and say "I should really apologize to my first year students.  It was bad!"  Well, I should really apologize to every teacher I've worked with during this first year.  You know those wobbly steps a baby takes as they're first learning how to walk.  That was me this ENTIRE year.  Still feeling my way.  Still steadying myself.  Still figuring out what in the world I was doing!

Both math coaches before me had their own signature staple and were phenomenal.  The first coach was great at pulling teachers out of their comfort zones and making sure they were teaching conceptually while implementing proven teaching methods.  She was the first in this role.   It was needed.  The second coach made absolutely sure her teachers fully knew their standards, as well as made sure teachers were teaching conceptually.

Now, what was I to do?  I should be building on what they've already started, but also find my way.  I should still be making sure teachers are teaching conceptually, encouraging teachers to dive into their standards, but what about ME?  What did I have to offer?  What was my staple?  What was I passionate about?

Math teachers!  It's why I applied for this job!  I adore teaching students, but I love even more working with teachers.  To be able to brainstorm with teachers on implementing a great practice to shape it to fit their students is beautiful.  Being able to show teachers that they are phenomenal while also providing them with things that will still push them to continually grow is an honor.  Having an impact on thousands of students by working with about a hundred teachers is crazy!  Crazy awesome!  But still, what did I have to offer?  How did I (will I) convey this to teachers.

#RELATIONSHIPS!

I have made it my goal to really get to know these math teachers.  Just like students can't optimally learn from a teacher they don't like, teachers won't listen to anything I have to say if I'm not relatable.  This is something I struggled with during my first 2-3 years of teaching.  If teachers feel like they can talk with me, they'll also open up about any issues they're having in class, a concept they're struggling to teach, an assessment the entire class bombed!  If they know me, they'll talk to me.  Include me.

When I walk into a classroom, I want teachers to know that I am only there for 1 of 2 reasons.

1. I want to learn from your teaching.  I only have experience teaching 8th grade math and Algebra 1.  I am a complete foreigner to elementary and high school math.  Just because I know how to answer questions or I know great practices, that doesn't mean that I know how 3rd graders interact or how to motivate a high school senior to complete their work even if they know they're already going to graduate.  Yes, I may give you some feedback for improving, but I am ultimately there to learn from you!
2. Someone asked me to be there.  This could be a principal or even YOU!  It doesn't matter who asked me to come to your room, I understand you're a teacher just like me.  I know every day isn't "evaluation" worthy.  Good thing I'm not an evaluator.  Even though I'm not an evaluator, I like to give teachers a heads up.  This may look like "I'm on your campus every Wednesday, and I may drop by one of your classes.  Don't plan anything special; just do what you normally do."  The last thing I want is for a teacher to be sweating bullets because he/she's so nervous because I'm in his/her room.  This, however, is alleviated (somewhat) when teachers KNOW me.   

Who would've thought that the end of my first year as an instructional coach would end in a pandemic?  Who can offer advice?  No one has gone through anything like this!  We are treading through the Covid-infested waters.

Because we had many Zoom meetings...  Many.  MANY.  MANY!

Because we had many Zoom meetings, I believe the teachers felt a bit more comfortable with me.  I was sitting on my couch in my living room with a t-shirt and my hair tied up in a top bun.  We talked math and internet problems.  Canning veggies and tech savvy people.  Making kids shower and finally going to sleep at 5 a.m.  If I met with you at 8:45, I'm sorry!  Whew!  That just seemed so early!

Even though the end of my first year was not quite what I expected, I wouldn't trade it for anything!  I have enjoyed working with these teachers, and I am looking forward to another school year filled with masks, hand sanitizer, social distancing, and teachers' love for their students (6 feet apart).

Until next time,
-Ms. C.