Leading Our Way Forward 2011

Posted by admin on May 17, 2011

Three Areas of Potential Strategic focus

Based on a review of many district’s current work in this area (e.g. developing capacity support for school improvement), the following elements were cited as the most strategically important to fostering a strong professional learning culture.

1. Building trust-based, collegial relationship
   Districts surveyed suggested that ‘people skills’ are the most important KSA for effective learning coaches. Those surveyed suggested that a highly knowledgeable or highly technically proficient coach is important but if they are not able to engender trust, establish strong communication with teachers or adopt a reflective, non-evaluative position the learning coach would be less likely to engage teachers in new practices.

2. Facilitating and modeling instructional strategies
   Many learning coaches spend much of their time with small groups of teachers or one-on-one but they must also be comfortable presenting to large groups and partner teaching in a variety of new settings. Learning coaches that model instructional strategies (e.g. adult learning facilitation skills), while presenting to groups of colleagues or facilitating conversations, stakeholders can reinforce what learning looks like. Learning coaches that had a wide range of instructional strategies and were fluent in the latest research in a field, are invaluable in schools. Some of those surveyed suggested teachers with a strong grounding in differentiated instruction and/ or background in special education are best able to assist teachers in developing learning strategies to meet diverse student needs.

3. Promoting and contributing to systemic change
   Jurisdictions further along the path - that is those that have been utilizing learning coaches for a longer period of time - have noticed leadership capacity has been enhanced. Participants suggested the learning coaches model has vastly improved the jurisdictions ability to ‘grow’ leadership. As a result, a pool of future assistant principals and principals has emerged. In addition, in cases where learning coaches were actively included in jurisdiction leadership activities, (e.g. visioning, planning, reporting) participants noted jurisdiction-wide goals and priorities were better communicated, supported and realized. Learning coaches in these jurisdictions have been integral to moving the system forward.

*Learning Coaches are educators who are knowledgeable about inclusion, the Alberta Program of Studies, and are skilled at:

• facilitating teacher collaboration
• sharing of promising practices