Learning Forward
Equity and excellence in teaching and learning.
FEATURE ARTICLE
Circles Of Leadership
Oregon district redefines coaching roles to find a balance between school and district goals
By Amy Petti
Categories: Collaboration, CoachingDecember 2010
As director of improvement for North Clackamas School District in Milwaukie, Ore., near Portland, my role of coaching the coach was new, and the coaches welcomed the immediate feedback. Before class started, the coach met with us to set the context and purpose. We’d observe the teacher’s minilesson and a student writing conference, then triads would practice a writing conference with a student. Students looked forward to their guest teachers practicing their teaching. This experience, called a lab site, culminated four years of redefining the roles of site-based coach, principal, and central office staff. We achieved a balance between district initiatives — the goal was to implement writing workshops — and site-based professional learning. In our district, we started by exploring literacy coaching as
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North Clackamas School District
References
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City, A., Elmore, R., Fiarman, S.E., & Teitel, L. (2009). Instructional rounds in education. Cambridge, MA: Harvard Education Press.
DuFour, R., DuFour R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree.
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional communities at work. Bloomington, IN: Solution Tree.
Garmston, R. & Wellman, B. (1999). The adaptive school: A sourcebook for developing collaborative groups. Norwood, MA: Christopher-Gordon.
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
Categories: Collaboration, Coaching
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