As we enter the last month of the 2025-2026 school year, I am feeling all of the feels: exhausted, accomplished, scared, proud, and anxious. I intentionally avoid end-of-the-year countdowns for fear of sending the wrong message to students, but it is glaringly clear that things are winding down.
While I think about the changes in our 7th-12th grade building this past year, I’m excited about the work that has been done and growth that has been accomplished. At the same time, I’m worried that some changes are 1) viewed in a negative light and 2) won’t be sustained moving forward.
Two changes that have had the biggest impact on my coaching role this past school year are 1) stronger support for our special education staff and students and 2) implementation of The Writing Revolution. In both cases, working with an instructional coach was required, not optional.
In the past, our coaching model, which has undergone plenty of change, was largely based on coaching-by-request. Teachers could seek out the support of an instructional coach if they felt inclined to do so. This model resulted in favorable teacher and coach relationships, as both parties entered the relationship willingly. It supported teacher autonomy, yet limited systems-level work.
When school systems truly operate as a system, they identify areas in need of improvement based on data, prioritize an instructional focus(es), and establish protocols for accountability and support. This past school year was one of the few in my career where I got to be part of something pretty close to what is described here. It has been difficult work, but also the most sensible approach to ensuring high levels of learning for all.
If we continue on this path, doing things the “right” way, our staff and students will be reaping the benefits. Not at the close of this school year, or next year… or even the next year, but we will reap the benefits.
As both changes (special education support and The Writing Revolution) unfolded across this past school year, resistance was hot and heavy at times. Resistance showed up – as it does – in both overt and covert ways. No matter how it showed up, resistance to change in education is understandable. Too often, teachers are presented with change with little-to-no explanation of “Why” the change is happening, with little-to-no support, and with initial accountability that wanes over time until the change goes away, and a new change/initiative creeps in.
From Forward Together, by George Couros:
I’m only four chapters in to this incredible and timely book, but already recognize that it has earned a prominent spot on my “Will be returning to that one often!” bookshelf. Couros has such a gift for inspiring change through humility. He is a master at considering all perspectives without needing to be right, but rather to be a thoughtful, discerning listener when developing an opinion. He epitomizes the following:
As we look at our final month of the 2025-2026 school year and the changes that have impacted staff and students, my hope is that lessons learned moving into the next school year and beyond include the importance of initiating change:
- not for the sake of change, but because of the positive impact it will have on staff and students
- with a clear explanation of Why the change is happening, What the change consists of, and How we will know that we have successfully implemented the change
- with strong protocols for accountability
- with strong protocols for support
- with strong protocols for sustaining the change over time