By Karen Macartney, IU 9 PIIC Mentor

In this time of fiscal austerity, many districts must address how they are going to meet the professional development needs of their teachers.  Even as some consider the prospect of instructional coaching, the budgetary realities might squash the idea before it's even a reality.  In districts where full time coaching has been implemented, consideration of cutting those positions might seem at first to be easiest.  BUT... What does this mean for the necessary professional development of a district's staff? How do the expected outcomes of student success fair given this desperate measure?

Part time coaching might be the best compromise.

In schools where part time coaching is the reality, it is important to understand that PIIC's model of instructional coaching can (and should) be followed.  The most significant difference between full and part time coaching is, of course, time. One wonders how all three elements of the before, during, and after cycle can be addressed when a coach has teaching responsibilities, with the requisite planning and preparation needing to be factored into the day.  Does something have to give? Yes, but...

I believe that many elements are sacrificed, but I argue that it is the rate of change, not the actual change itself, that is victim of part time coaching.  Though it may happen more slowly, if a B,D,A model of coaching is followed, teacher quality in a building can indeed increase.  I have seen part time coaching effect wonderful improvements in a school culture, student engagement, and instruction. Assuming the coach has already developed a relationship with teachers, and enjoys some degree of trust, this change happens when s/he is able to spend some time asking a teacher about their instruction, and so, soliciting their needs.  This initial 'before' time is crucial.  A coach must come to an understanding about a teacher's needs, and so, uses questioning to help a teacher reflect, together identifying strengths and weaknesses.  It is the coach's expertise that guides this 'before' conversation, and develops some actions that would address the strengths and weaknesses, building on the first, providing improvement on the latter.

Once the 'before' phase is complete, and an action is decided upon, the possibilities are even broader for the 'during' phase, especially because of the benefits of using a part-time coach's classroom as a lab.  Based on teacher need, a coach could arrange for the teacher to visit the coach's classroom (during a prep period) to observe a particular strategy being used.  A teacher may even co-teach the coach's students, presumably more versed in cooperative learning, minimizing management issues.  Of course, a part time coach could use whatever release time they have to visit the teacher's classroom, providing silent partner observations, modeling, or co-teaching.

Perhaps the most difficult area of part time coaching is the 'after' phase, but it is this phase that holds the best potential for effecting long-term, positive change.  This 'after' phase provides the crucial follow-up to what was learned.  It allows both the coach and teacher time to reflect on the outcomes of the actions, and then establish next steps.  This is where I feel part time coaches need to be particularly focused, making sure that this 'after' phase is scheduled during the 'before' session.  If not, it is so easy to forgo this most important facet of effective professional learning.

A final word about part time coaching - I believe that administrators need to have a clear understanding of the coach role and provide strong support in the form of schedules and duties.  Time management is critical for a part time coach.  Their time must be protected in order to perform their dual coach/teacher duty.  One-on-one coaching is the best way to improve teacher quality.  An administrator who understands this will not only make sure that the part time coach has time to implement B,D,A, but will also protect it as the most important role for the coach.