A vigorous weekly teacher coaching cycle brings expert educators into classrooms to observe, provide
written feedback, and conduct coaching sessions with instructors. This cycle sometimes includes video
analysis – administrators record about 15 minutes of teacher instruction each week, then meet individually
with teachers within 48 hours to review the footage and identify strengths and areas needing refinement.
Administrators are back in the classrooms within that same week for a shorter observation to check on implementation. Last year, this cycle was repeated on a weekly basis until January, when it shifted to a schedule
of alternating weeks. Feedback was provided by content-specific coaches – two assistant heads of middle
school, one specializing in STEM subjects and the other in literacy.
With this high level of feedback, coaching can take the form of fine-tuning. For example, Ms. Martin said she
worked on using language more economically to allow students to do more heavy lifting during lessons.
“As an English teacher, we tend to talk a lot,” said Ms. Martin. “Now I give them the information and then I
back off. My students learn best from hearing each other.”
Administrators also support teachers by being present in hallways during class time for immediate student
interventions. Students who aren’t invested in coursework can be directed by teachers to the hall, where
they’ll be speaking with a dean within a minute or two. The right conversation can have the student back in
class soon after, ready to engage.
Freedom Preparatory
Academy: Strategies for
Students
1. INDIVIDUALIZED, INTENTIONAL COACHING AND DEVELOPMENT FOR TEACHERS
2. WEEKLY OR BIWEEKLY CLASSROOM OBSERVATION OF TEACHING FOLLOWED BY WRITTEN FEEDBACK,
COACHING SESSIONS
3. TEACHING FEEDBACK PROVIDED BY CONTENT-SPECIFIC COACHES
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