EDLD+5333+Reflection+Two

As an Instructional Technology Specialist heavily involved in Curriculum and Instruction professional development, I was most intrigued by the statement that “feedback has been eliminated from the authors’ model of the coaching process.” (Joyce & Showers, 2003, p.1) I thought at first that I had misread it. After all, we get feedback from walkthroughs, from data disaggregation, from PDAS evaluations. Shouldn’t feedback be a critical piece of the improvement process?

On my campus, we have been encouraged to “visit” each others’ classrooms. Educators have to make a concerted effort to set aside the time and many feel that a visit might be an uncomfortable imposition on their colleagues, therefore few view this as an opportunity and almost none have taken advantage of it. Seen from Joyce’s and Showers’ (2003) point of view and interwoven as a vital piece of the professional development experience effectively removes the pressure of performing for each other. Rather, it is possible to see the learning opportunity from the exercise. It made so much more sense when it was pointed out that “when teachers observe each other, (Joyce and Showers) suggest the person teaching is the coach and the person observing is the one coached.” (Joyce and Showers, 2003, p.4)

This same idea is echoed in McTighe’s (2008) role of a “critical friend.” He recommends that “structured opportunities for peer reviews of each other’s plan be included as an explicit expection.” In the professional development portion of my campus action plan, I will include the opportunity for teachers to make a commitment to assist and support each other in the change process. Teams of teachers will work together to come up with concrete lessons and activities to improve student achievement. Then, together, they will put the activities into practice, perhaps team teaching some units so they can share the roles of coach and the one being coached. Additionally, they will reconvene regularly to share their thoughts on the activities and their effects on student performance.

Joyce, B., & Showers, B. (2003). Student achievement through staff development. National College for School Leadership, 1-5. Retrieved on June 19, 1009, from [].

McTighe, J. (2008). Making the most of professional learning communities. //The Learning Principal, 3//(8), 4..