Teacher Leader Development

A common thread is our focus is on transforming the expertise, effectiveness and impact of the on site instructional coaches or members of the Instructional Leadership Team who also coach teachers. This may include principals, assistant principals, teacher leaders, or designated instructional coaches. We believe developing the instructional infrastructure of existing leadership is ultimately what transforms classroom instruction.

Specifically, we provide professional learning and then model for them how to observe classrooms using Richard Elmore’s “instructional core”, as well as plan for and facilitate coaching conversations with teachers. We hone in on the three elements of classroom practice: teachers’ knowledge/skills; engagement of students; and rigor of task. We also provide real-time coaching as instructional coaches follow these same steps, in order to maximize effectiveness and have them receive timely feedback.

Instructional Coaches are also taught how to plan for effective coaching conversations using a Reflective Planning Protocol (proprietary) to consider how to provide feedback and support for the teacher after an observation. As The Impact Team walks the on-site instructional leadership team coach through coaching sessions, members learn how to identify next steps for both the teacher and what their own next steps are to maximize lasting change in practice.

We also train teacher leaders and Instructional coaches on maximizing existing standards based curricular resources through unit planning and lesson internalization for daily lessons. By modeling and walking ILT members through our planning templates (e.g. Unit Planning, Text Centered; proprietary), we equip them with the tools to lead these conversations about curriculum and instructional strategies effectively.

The Impact Team Consultant co-leads professional learning at the school with the ILT member responsible. The focus of these learning sessions are planning, assessment tasks, instructional strategies and data analysis. Beforehand, our consultants co-plan the session with the ILT member to address trends in teacher practices or student outcomes. Afterwards, consultants focus on supporting the ILT members’ coaching of teachers to ensure strong teacher implementation. This involves identifying the right coaching approach, as described above, but also the structure of their own schedule to ensure the level of coaching needed (frequency, type and duration) can be sustained by the leader.

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