The Impact of Instructional Coaching

Submitted by Jake Adcock
​Social Studies Teacher, Chesapeake High School

​“The measure of intelligence is the ability to change.” – Albert Einstein

​In my first year, if anybody asked me to change my strategy or try something new, I would politely smile and decline. Who could blame me? It is difficult being a first year teacher, and keeping my head above water was my first priority.  After working with Maggie Cummins and Mathew Doty, my perspective has changed completely.

Needless to say it was scary to try something new in the classroom, but through constant co-planning, communication, and many early mornings, I can confidently say my practice has changed for the better.  Ms. Cummins and Mr. Doty were understanding of my hesitations, and were able to help all along the way. If I was ever unsure of assessment/engagement techniques or how to integrate technology seamlessly, they were available to help. The coaching conversations have given me the opportunity to receive multiple perspectives on my lessons that I had not had before, and thus aided in the feedback process. In addition to this, the conversations allowed me to view my content in different ways, and forced me to think more meaningfully about my content and how my students are viewing my lessons.

After the coaching I have received this year, there are several strategies that are now commonplace in my classroom.  First and foremost, the use of cards in group activities in order to quickly separate students into mastery and break out groups is now in my room almost every week.  This strategy allows for random grouping, and makes for seamless transitions due to the playing cards “suit” and “number” respectively.  This strategy is used along with Targeted Small Group Instruction (TSGI).

I was uncomfortable with the idea of using TSGI based on student achievement, and instead use it to explain difficult concepts in station activities.  This strategy replaces the “lecture” aspect of the class, and lets me make sure that students can understand, and connect key concepts.  Finally, the use of tiered, self-paced assignments changes the environment of the classroom, and allows students to work at the pace that suits them, without any students being left behind.  This, coupled with tech integration, gives students the ability to increase their web and print literacy, and give meaning to the new devices.

​I am looking forward to the rest of this and next year, where I will continue to master these strategies, while continue to try to flip the classroom, and give students more meaningful assessments and feedback every day!