Team+2


 * __ SUPPORT STRUCTURES THAT LEAD TO COACHING SUCCESS __**

The question at hand is: How can schools provide a support structure that leads to coaching success? There are 4 elements that can begin to provide support for coaching success: willing participants, money for resources, designating time for peer coaching, administration support. Schools who utilize these support structures will see success in their coaching programs.

Creating willing participants is a key structure for success. Session One the Joyce and Showers research illustrated that classroom applications increase 80 - 90% when teachers incorporate coaching, study teams, and peer visits to their Professional Development. This compares to only 5-10% classroom applications when those practices are absent. As Groupo Cinco said, “Willing participants are most important because we need them to buy in to make the program successful.” Schools that convince teachers of the need for peer coaching and gain fully commit participants to the program will experience success in their school community and in student achievement.

Administrative support is another essential element for success. The administrator is essential in providing time, resources, and motivation for the implementation of a successful coaching program. The Montview Elementary video showcased an example where a strong principal transformed the culture at a fragile school leading to student success. The [|video] demonstrated the “power of a school team working together with a common focus.” At first some of the Montview teachers were reluctant participants. Many of them were veteran teachers who had taught the same lessons for years. As their teaching was deprivatized, they realized that this fresh approach was key in promoting student success.

Time and money; money and time, two elements that always seem to play a major factor in many facets of education. However, if we are serious about creating environments where collaboration, increased student achievement and successful school communities occur, then we can not allow these two elements to control the success of our coaching program. When teachers have opportunities to collaborate throughout the year it is expected that the time spent will result in teachers examining best instructional practices. It is expected that the time spent will result in tangible evidence of student achievement growth. We do need to provide documentation showing that we are using time collaboratively to increase student learning.

As illustrated in the District Focused Sessions: Index, part of your administrative support should already include having a school plan for how you, as a coach, are to be supported with professional development dollars, whether that be additional pay, a building paid position, or extra release days. An application process will assist in finding those willing participants. Using these four structures; willing participants, administrative support, attention to time and money, schools will experience success in peer coaching.

Patricia, Sajael, Rebecca, Pauline