Learning Forward
Equity and excellence in teaching and learning.
As this issue’s articles make clear, these are highly stressful times for schools. Of course, education is always a stressful profession. Even without a pandemic, educators navigate ever-evolving expectations in the form of shifting learning standards, student needs, governmental and societal expectations, and performance evaluations. Instructional coaches play an important role as schools navigate those evolving demands. We are sometimes described as “catalysts for change” because we both inspire and support the implementation of change (Killion & Harrison, 2017). Our role is unique because we are positioned to be responsive to both leaders’ and teachers’ needs. This can create tension. We are often tasked with developing positive relationships with teachers from a position as equal partners, while simultaneously advancing administrative and central office initiatives for
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References
Killion, J. & Harrison, C. (2017). Taking the lead: New roles for teacher and school-based coaches (2nd ed.). Learning Forward.
Sharron Helmke, senior vice president of professional services at Learning Forward, designs and manages the organization’s consulting service programs that support state, regional, and local organizations in translating their improvement and learning goals into custom-designed high-quality professional learning programs that result in scalable and sustainable change. During her twenty-plus years in education she has served in a variety of roles at the campus and district levels, including teacher, instructional coach, and district-based program administrator. She is an international coaching federation certified professional coach, a Gestalt professional coach, and a trauma-informed care provider, all of which inform her approach to supporting educators. She is the author of numerous professional articles, including “To make a difference for every student, give every new teacher a mentor” in the August 2022 issue of The Learning Journal.
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