If instructional coaches keep reteaching the same priority skills, that is not a coincidence. It is a system signal. This post explores how to analyze coaching data trends, diagnose root causes, and move from isolated teacher support to school-wide solutions.
Where should instructional leaders start at the beginning of the school year? Should there be a specific structure or rhythm to begin their coaching and support? While there are no scientifically proven answers to those questions, our team has learned firsthand some instructional leadership moves that make a massive difference in learning outcomes. Here are our top four recommendations.
First-year curriculum implementation can feel like drinking from a firehose for teachers and leaders alike. But buried in the chaos are clues to what’s working and what needs a reset. During a reflection activity with instructional leaders, we asked one simple thing: write down two implementation challenges you’ve seen and heard from teachers.
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