An assumption is that the key to increased learning for students is through continuous, job-embedded learning for educators.
Faculty evaluation is an essential part for ensuring the individual and collective success of a school. The evaluation process should include systematic ways in which administrators and faculty communicate about performance, expectations, and efforts.
But too often, the evaluation process is lost in a “gotcha” model, dog-and-pony shows, checklists, and overwhelming amounts of paperwork that often doesn’t produce the growth-producing feedback that leads to meaningful professional learning experiences.
…enter the coach!
Wheareas evaluation is meant to identify deficiencies and hold educators accountable, coaching supports excellence by tapping into the ways adults learn. Although both evaluation and coaching have their place in schools, research into adult learning points to three principles that are crucial to successful coaching: it must be teacher-centered, it must be no-fault, and it must be strengths-based (Scherer, 2011)
Instructional Coaching has been an area of particular interest to me through my work at my school, as well as, a focus for my dissertation. I would love to hear other thoughts, examples of models that have been successful, or discussion points for further dialogue. I will be presenting on this topic at the upcoming CAIS Conference next Tuesday, January 31, 2012. The presentation is titled: Coaching as the New Leadership Skill. I would love to see you there!