Teachers are ultimately the drivers of change in classroom practice.
Teacher engagement in the coaching process is crucial to the success of WVImpact+ and improved student outcomes. Teachers’ responsibilities in this framework include the following.
Participation in the Coaching Process
Teachers embrace the coaching partnership as a means for professional growth and improving student outcomes. They work collaboratively with the coach in all phases of the coaching cycle:
Identifying instructional goals
Trying new strategies in the classroom
Reflecting on student data and adjusting practice.
These efforts requires openness to feedback, a willingness to be observed, and a commitment to implement agreed-upon strategies in order to improve student learning.
Continuous Learning and Collaboration
Teachers engage in ongoing professional learning in literacy and/or numeracy, both through coaching and other school or district professional learning opportunities. They also participate in Professional Learning Communities and data team meetings with colleagues, sharing insights from coaching and working together to address student needs. By actively collaborating with coaches, principals, and peers, teachers help to ensure a cohesive approach to implementing the Science of Reading and effective numeracy practices across the school.
Reflection and Data-Driven Practice
Teachers reflect on teaching practices and student outcomes, using data (e.g., screening results, formative assessments) to inform instruction. They also provide feedback to coaches and leaders about the coaching process (what’s working, where further support is needed) so the framework can continuously improve. By committing to the coaching process, teachers not only refine their own practice but contribute to a school-wide culture of growth that benefits all students.