GSU Blogger - Dr. S. Kahrs
Tuesday, November 3, 2015
Conflict on the job
This year, I have been in conflict between how I view my job versus how school leaders view my job. As an instructional coach, I see my role as a support system for teachers. I monitor instruction, I provide feedback on observations and lesson plans. I arrange professional development for teachers. I model lesson and co-teach with teachers. However, with all of the new mandates on teaching, such as the student growth value, I am feeling the pressure of becoming the middle person for documenting teacher deficiencies for other purposes than helping them to become great teacher, which is an uncomfortable role for me. I think in the end, it make breakdown the trust and relationship I have built with my teachers. In the past, I have been to speak to them about their deficiencies in confidence without them worrying about my sincerity, and they have been receptive. However, school leaders have been calling meeting with me and the teachers based on my feedback and their desire to weed our ineffective teachers to discuss feedback that would have normally been confidential. So I am wondering if there is a way to effectively work with teachers, while being in compliance with what I have been asked to do.
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LaTonya
ReplyDeleteTough position to be in, no doubt. It is difficult to be in the middle. You must follow school/county policy while trying to support teachers.The thing is, since the teachers do have a level of trust with you, it may be easier to have those 'hard conversations.' If the teachers trust in you, then as professionals they must know that you have specific guidelines to follow. I would continue to support your teachers, continue talking with them, share with them the standards you are expecting to see. Sometimes these situations put us at an emotional disadvantage yet we have to follow our guidelines. Best of luck. I know it is hard.
I think you are definitely in a tough position. Teacher confidentiality is key in building relationships and trust. Would you be able to say anything to the Administrators in regards to your feelings? True Instructional Coaches should be able to give non evaluative feedback to where by the time the Administrators do the evaluation, you have them ready to be successful.
ReplyDeleteI would not view that as "deficiencies". One great way is to let teachers know that the "deficiencies" are really areas for growth. And that it is not a gotcha moment. It is an opportunity for them to perfect their craft.
ReplyDeleteBankston, I believe that as long as your in complience with district/school policy you will be ok. The school leader should set the tone. If the school decides to approach the evaluation process as you stated then I would work with the leader to initiate the plan.
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