Dr. Jen Shack is entering her fifth year as superintendent of the Waterbrook school district. Although she juggles multiple responsibilities and shoulders enormous pressures, she enjoys her job. She takes great pride in making teaching and learning a top priority. Recent developments in educational policy have Dr. Shack thinking deeply about the new teacher evaluation system and the most effective approach to supporting teacher development in her district. She realizes Race to the Top and ESEA (Elementary and Secondary Education Act) Waivers have raised the proverbial bar, not only in her state, but also in many others across the country. Dr. Shack understands the myriad of difficulties change often brings. She vows to stay the course and do what is best for the teachers and students in her district.
At the district principals' meeting, everyone discusses the challenges they are encountering in their schools. Some are having difficulty just trying to keep up with the current teacher observation and assistance systems. Remaining positive and solution centered, Dr. Shack suggests they consider launching a district wide initiative on job embedded professional learning, including coaching and feedback.
Many of the principals object, expressing concern over the idea because school personnel are overloaded as is -another initiative may just be the tipping point! The unflappable Dr. Shack listens attentively. Much to her relief, after some much needed venting, the principals agree that although they want to give their teachers the support they need, they simply do not know enough about job embedded professional learning approaches, including coaching and feedback. Dr. Shack suggests that each principal create building-based teams whose members would work closely with a leadership team in Waterbrook's central office. Together, they would design, develop, and maintain a job embedded professional learning initiative, centered firmly on coaching and feedback. Dr. Shack is relieved when the other administrators agree. Putting the plan into action would not be easy; however, it would certainly be worthwhile. For the first time in a long time, everyone leaves energized and returns to their schools with a renewed commitment to teaching and learning.
The goal of this module is to help you understand the rationale that supports adoption of job embedded professional learning, such as coaching and feedback.
After completing this module, you will be able to: