Students Grow Like Weeds. Teachers Do Too!

The only thing I LOVE more than teaching students is teaching teachers, specifically new teachers. That “aha” moment when students finally get a concept are what teachers live for and it turns out, I live for that same moment when a new teacher finally gets an instructional concept.

I confess I never really knew that coaching teachers was going to be an option for me when I became a teacher a decade ago. My eyes were set on becoming a teacher, followed by a principal, and maybe one day a college professor. Well, along my journey I was able to come to the conclusion that administration was not going to be my preferred route for gaining leadership in the educational realm and I began to search for opportunities that afforded me the same responsibility but not in an administrative role. I applied for numerous literacy facilitator positions within the district and interviewed for a handful. It turns out many people were already in line for these few opportunities and if you didn’t have a personal connection it was hard to get noticed. That’s okay because like most things in life, there’s always a better plan. My part-time job of coaching teachers turned into my passion full-time. If I had been offered or taken any of those literacy facilitator positions I would not be able to see and experience the immense amount of growth of new teachers that my current position allows.

As a new teacher coach, instructor and evaluator I have the pleasure of meeting some amazing adults. Our new teachers come from a variety of backgrounds, none of which acquiring an educational degree. We do our very best to train teachers through an intensive summer program and help them gain employment in the fall in our own district. We specifically place these teachers in our neediest schools and subject areas. These kiddos need great teachers and we know we cultivate the best so we are confident in this pairing.

One thing is for sure, what these new teachers lack in teaching experience, they make up for in life experience. Their previous jobs and personal experiences lend themselves to being excellent mentors and knowledgeable instructional leaders. Many of these adults have intensely studied specific subjects and come with a wealth of concept knowledge to share with each other. I find myself learning a TON from them as I return the favor sharing best teaching practices both instructionally and behaviorally.

The intensive program can be frustrating and overwhelming, but these teachers, like their kiddos, grow like weeds! In just one four hour instructional session these teachers develop into a million times more effective teacher of their content area than when they walked in the room. And even after just one 20 minute coaching conversation that includes modeling, practice and feedback, these teachers jump leaps and bounds in their confidence and skill levels.

I wish I could say its all because of our program, our intentions or even our own skill level, but its not. It’s because of these new teachers. Their life experience, desire to make a positive impact on our students’ lives,  and most of all, application of feedback turns a new teacher into an excellent educator in just a few short, intense weeks. I have learned that the willingness to take risks and try new things is a huge indicator of progress, especially when that advice comes from trusted and knowledgeable source.

Just like teachers do with their own students, we track teachers growth. Man, do they sky rocket as they gain momentum and experience in the classroom! It makes the frustration, exhaustion and even possibly tears, worth it. When you work so hard and you start to see your efforts paying off, you can’t help but feel elated!

This growth often occurs after that sought after “aha” moment we all love to witness. In fact, over the years I have had the pleasure to witness plenty, but for now, I’ll name just a few that had the biggest impact on a new teacher’s growth:

• Ts making a connection from an in-class experience to our instructional technique demonstration
• Ts reviewing Ss exit tickets and pin pointing the exact point in the lesson that needed to be revamped
• Coaches modeling a technique the right and wrong way
• T’s giving feedback to each other (something they learned from us originally)

I think what puts a smile on my face the most is knowing that these teachers trust our experience and advice. They come running wanting ideas to become better. They feed off our feedback and in turn seek counsel as often as possible. There is nothing wrong with a teacher striving for excellence each day.

In fact, two responses stuck out to me this summer that made me laugh but also told me that these new teachers get it. They had their “aha” moment that would change their trajectory towards effectiveness immediately:

• “I am starting to think I can actually do this teaching thing…”

Yes, you can! In fact, you have shown the passion and desire to teach. I can help you do many things as a teacher, but I cannot teach you passion or infuse a desire to want to teach. You bring that to the table, and I am honored to be your coach!

• “Note for the day: GIVE EXAMPLES, THEN MORE EXAMPLES. FINALLY, ADD A FEW MORE EXAMPLES!”

Yes! You get it. Students need multiple rounds of practice before they acquire a skill. You need to provide various opportunities throughout a lesson to drive your point home. The more you can tie the content to real life or bridge other connections, the more your students will comprehend the bigger picture.

The “aha” moments and examples listed above are confirmation that I am doing what I can to give back to my profession. I love teaching. I love learning. And I LOVE coaching teachers.

Before I close out, I do want to share my own “aha” moment throughout this journey.

Our program doesn’t focus on reflection specifically, but it naturally fits into our model and we often find the teachers who are willing to reflect first, gain feedback from us, and reflect again make the most progress. It’s not so much the reflection or the feedback itself, rather the open-mindedness that comes with both of those things. Becoming better means humbling yourself and saying “I don’t know everything” and “I don’t do everything perfectly.” These teachers epitomize these statements. We all desire to just keep growing and when we do it together, we achieve great things for students.

For me, my goal this year is to continue to be open-minded, seek and accept feedback from those who come before me, and give my best everyday. I have learned that students grow like weeds; teachers grow like weeds; and coaches grow like weeds too!

GO OUT AND BE GREAT!

 

How have you or your students grown like weeds this year?