Providing ongoing professional development when dedicated time is not scheduled can certainly be challenging. As a result, instructional coaches need to think creatively about providing ongoing professional learning opportunities to teachers and other staff members in sustainable ways. Catching those few minutes in the hallway or in the parking lot is not enough time to brainstorm what is needed, plan the delivery, and reflect on what effective professional development looks like.

Gaining access to classrooms is not as easy as it sounds. For some, inviting anyone, especially coaches, into their classrooms is a risky venture. Of course, from a coaches’ point of view, learning together with teachers is a collaborative endeavor, one that emphasizes collective problem solving and mutually respectful sharing. This is not a natural process for most; after all, teachers are practitioners who do not always practice with each other. So, coaches have a triple process to navigate: they need to develop relationships with teachers; they need to demonstrate their content knowledge; and they need to create a non-threatening environment conducive to sharing and learning instructional practices that help improve student learning.

As we embrace the new school year, clearly much has changed resulting from the stressed fiscal conditions that currently exist.  The one thing, however, that has not changed is the determination and dedication that instructional coaches have to ensure that teaching and learning continue to be priorities across all content areas.

So, what does that mean? These challenging times may include either part-time coaching or time after school to work with teachers.  Coaches need to identify the teachers with whom they are working.  If they are the same teachers as last year, that's a great beginning. If the coaching contacts have expanded to include additional content areas and the scheduled time to work with those teachers has decreased, the coach's creativity will surely be tested!

Strengthening, supporting, and maintaining a collaborative environment in schools is critical for school improvement. As the school year ends and many of our instructional coaches are facing a transition, moving forward in their teaching experience and returning to the classroom provide opportunities to improve practice and redefine the title “coach.” Their role as a teacher leader will certainly change. What will not change, however, is the commitment and dedication to continue their work in school transformation and promote teacher professional development.