#Task coach not updated professional

#Task coach not updated professional

Kraft & Papay (2014) in their research on teacher development wrote about the way in which professional environments in schools can promote teacher development. What seems to be suggested from some of the research is that the quality of professional development that schools provide, if it is the right content and delivered in the right way, can ensure that teachers of all levels continue to develop regardless of the number of years they have been teaching. The answer, according to Prof Wiliam, is to invest in the professional development of teachers, making sure they are well-equipped with the knowledge, skills and understanding they need to deliver high-quality lessons. Prof Wiliam (2013), again, writes: “The only way to improve teacher quality across the system is to invest in the professional development of the teachers already working in schools – the love the one you’re with strategy.” A balance needs to be struck in schools between consistency in certain aspects of teaching in order to maintain a level of quality and streamlined approach while still allowing teachers to “be themselves” in the classroom, all within an environment where feedback is well-received and acted upon.

Whatever facilities, resources or curriculum schools might have in place, if the quality of teaching is not of a high standard students will not receive the best education that they can.īut making sure there is a high standard of teaching in every classroom across a school is no easy task. If you get one of the worst teachers, the same learning will take you over two years.” “The quality of teaching,” as Professor Rob Coe and his co-authors (2018) write, “is by far the biggest factor within schools that can make a difference to the achievement of children and young people.”Įven in the same school, or the same phase, if there is a difference in the quality of teaching it can make a huge difference to the standard of education being provided.Īs Professor Dylan Wiliam (2007, 2013) has noted: “If you get one of the best teachers you will learn in six months what it takes an average teacher a whole year to teach you. Loving the one you’re with: Leading teaching is no easy task In a second article (which is now available here), I will discuss how you might implement instructional coaching, including laying the groundwork, developing coaches, and systems and processes.

In this, the first of two articles on instructional coaching, I will attempt to briefly unpack why it might be worthwhile, what it is, and three principles that underpin any strategy or method that might be adopted. It has been claimed in recent years that instructional coaching is one of the most highly effective forms of CPD to improve teaching that we currently have in education.