As our school district embarks on “Systems Coaching 2.0” (not the official name, but rather one given by our instructional coaching staff), I am recognizing inevitable resistance. The resistance is showing up in multiple forms, including passive resistance, outright “This is ridiculous,” comments, refusal to participate in conversations, angry looks and angry exchanges.
While I try not to take any of the above personally, I am also trying really, really hard to identify with the resistors. Many times throughout my career, I have been (and continue to be) on the receiving end of change that was encouraged/enforced from “above.” In some cases, I felt and exhibited resistance, and in some cases, I accepted and embraced the changes. Looking back, I can’t say that I can identify a single change implemented by our district that was the “wrong” change. Each change came about as a result of needs that weren’t being met. Each change had successes and failures.
The same is bound to be true for Systems Coaching 2.0. In this “new” model, instructional coaching assignments have shifted in response to our winter screening data. We are working with teacher teams who have groups of students that are below 60% proficient in ELA and in math. Unfortunately, there is no shortage of work to be done.
Fortunately, I work with an amazing coaching staff who is working diligently to address the problem head on. With the blessing and support of the administrative staff, we will be engaging in “Plan, Teach, and Reflect” cycles with identified teacher teams. We’ve pulled from a few different coaching models for our work; we are both confident and nervous about our plan.
After week 1, we have much to be confident and nervous about. The pressure is on: will our coaching work have an impact? Will the positive feedback from some be enough to keep the momentum going through the negative feedback from many? Time will tell.
I know this: all stakeholders (teachers, instructional coaches, and administration) have the same goal in mind. We want what is best for our students. We very much want to know that the hard work that we continue to do is the right work.
I believe this: if we don’t change our approach, we will continue to get the same results we have been getting. Planning for, teaching of, and reflecting about quality Tier 1 instruction just makes sense. We hear it from Solution Tree, from Jason Kennedy, and from a host of other sources:
I will embrace the challenge (it’s a big one!), I will remain committed to the work, I will meet teachers where they are at and not where I want them to be, I will remember that change is both hard and inevitable, and I will remember that instructional coaching is not about having all of the answers. Instructional coaching is about asking the right questions.
Finally, I will remember the following which bears repeating:
Your quotes are invaluable!