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ONLINE EXCLUSIVE: How instructional coaches cultivate resilience

By Aimee Volk and Pamela Beck
August 2021
The COVID-19 crisis has been exhausting for all educators. We’ve had to be on all the time — ready for the next crisis, change of plan, or complex decision. Yet no matter how difficult things became, the instructional coaching team at our school continued to support educators through virtual, hybrid, and in-person learning instructional strategies and technology. Coaches created a sense of collaborative learning, provided opportunities for supported risk-taking, and worked tirelessly to provide authentic opportunities for teachers to develop and replenish their resilience. Watching our instructional coaching team work tirelessly throughout this global pandemic, we began to wonder: How do they build and replenish their resilience? Resilience is the ability to bounce back, cope, or successfully recover strength and spirit when faced with adversity

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References

Aguilar, E. (2018). Recognizing the power of emotions and cultivating emotional resilience can help schools retain teachers. Educational Leadership, 24-30.

Chang, M.L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193-218. doi.org/10.1007/s10648-009-9106-y

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New Teacher Center. (2018). Instructional Coaching Program Standards. Author.

Wang, L., Tao, H., Bowers, B.J., Brown, R., & Zhang, Y. (2018). Influence of social support and self-efficacy on resilience of early career registered nurses. Western Journal of Nursing Research, 40(5), 648-664. doi.org/10.1177/0193945916685712


Aimee Volk (aimee.volk@gmail.com) is district-level curriculum coordinator in West Fargo, North Dakota.

Pamela Beck (pamela.beck@und.edu) is associate professor, College of Education and Human Development, North Dakota State University.


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