Develop Excellent Teachers by Coaching

 

Develop excellent teachers by coaching them to consistently execute a set of actions built on clinical expertise and experience from professional practice.  How to Lead Teachers to Become Great (Read Chapter 1) recognizes that great school leaders and great teachers make great schools. The book’s premise is that leaders create school environments where students want to learn and are inspired to achieve, and to create such environments, leaders must first recognize that a teacher is the most important variable affecting student learning. This premise is reinforced by a meta-analysis completed by Marzano and colleagues (2003). Marzano and colleagues found a student scoring at the 50thpercentile is likely to continue scoring at the 50th percentile after two years at an average school and in an average teacher’s classroom. Consider additional findings from Marzano and colleagues:

Most effective school, most effective teacher: After two years student increases from 50th percentile to 96th.

Least effective school, most effective teacher: After two years student increases from 50th percentile to 63rd.

Most effective school, least effective teacher: After two years student drops from 50th percentile to 37th.

Least effective school, least effective teacher: After two years student drops from 50th percentile to 3rd.

Thus, developing excellent teachers is not a choice, but a responsibility. Coach teachers to consistently execute a set of actions built on clinical expertise and experience from professional practice. As teachers consistently execute evidence-based actions, they have more time to create and integrate creativity in their classrooms and to pay attention to the specific needs of every student. This allows teachers to focus on student learning and to make a difference in the lives of those they teach each day.

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