Sandy Scott
West Aurora High School
In today’s educational landscape, particularly post-covid, where the goal is to foster student achievement and academic success but also address any learning gaps, instructional coaches and teacher interventionists can play pivotal roles. These professionals collaborate with teachers to improve instructional strategies and provide additional support to students who need it most. By offering tailored guidance and intervention, they help create an environment conducive to learning, ensure that diverse needs are met, and drive positive outcomes for both educators and students. This is a reflection on the integration and positive impact that these practices have had at my school, West Aurora.
The Role of Instructional Coaches
Instructional coaches work directly with teachers to enhance their instructional practices. Unlike traditional professional development sessions, that might be too broad, instructional coaching has a more targeted approach. Coaches work alongside individual teachers, or groups of teachers, guiding lesson planning, teaching strategies or even working on effective classroom management practices.
At my school there are currently two instructional coaches who assist teachers by offering personalized support. These were both teachers who had worked in the building for several years before taking on this new position. The internal staffing helped instructional coaches gain better acceptance, as these two coaches were already familiar with the school’s culture and had established relationships with many of the staff members. Their work space is an inviting open area where a single teacher or a professional learning community (PLC) can come together to work to plan units, or individual lessons. The instructional coaches will then proceed to teach alongside the teachers. The instructional coaches then can observe classroom instruction, identify areas for improvement, and provide feedback that is practical and actionable.
This support is often more tailored and relevant, as it is based on the specific needs of the teacher and their students. By fostering this reflective and collaborative environment, instructional coaches encourage continuous growth among teachers, enabling them to enhance their practice and adapt to the evolving needs of their students. This allows for things such as piloting a new unit flow. We currently have one chemistry teacher running through a new unit flow with an instructional coach. The goal is to create a unit that helps students better understand molecular movement in chemical reactions. At the end of the unit, the teacher will share their insights and scores with the chemistry PLC to inform decision-making for the upcoming year. There has been a positive momentum throughout our school as teachers build these relationships that benefit students.
Teacher Interventionists: Providing Targeted Support for Struggling Students
Teacher interventionists, unlike instructional coaches, are content specific teachers focused on supporting students directly. These teachers provide targeted instruction designed to address specific academic deficits. Interventionists often work with students who have difficulty grasping particular concepts, offering personalized support within the regular classroom setting.
The main benefit of interventionists is their ability to provide individualized attention to students who need it most. In a typical classroom, it is difficult for teachers to give every student the time and attention they require. With large class sizes and diverse learning needs, some students may not receive the personalized help they need to succeed. Interventionists address this gap by offering tailored assistance that meets students at their current level of understanding. Whether it is providing extra reading support or reinforcing math skills, interventionists ensure that no student falls too far behind.
At West Aurora, interventionists are teachers from each department: math, English, science or foreign languages, and are available throughout the school day. Teachers can sign up for interventionists in advance to support the entire class or to assist specific students. Interventionists can also pull a student during study hall to help them catch up on content without missing more class time. This is particularly beneficial for students facing extenuating circumstances, such as an extended medical absence, as it allows them to stay on track without feeling singled out in class.
Additionally, interventionists provide valuable data that informs classroom instruction. Since they are content specific, they can serve as co-teachers, helping to facilitate activities or labs. They also give teachers the chance to extend learning opportunities for students who need enrichment, offering extension activities for those students.
Each department at West Aurora has customized their sign-up sheets to meet their specific needs. For example, in the math department, teachers can book an interventionist for an entire class period or as short as 12-minute increments, while in the science department, teachers typically sign up for hour-long sessions, with flexibility for half hour time slots. In all cases, teachers often provide a general description of the activity, frequently linking relevant google docs. Interventionists also engage with teachers to ask about upcoming activities as needed.
This is my second year working as an interventionist, with two hours allocated each day for this role. One additional benefit of being an interventionist is the exposure to various teaching methods across different classes. For example, I may help four different biology teachers run a lab on different days, giving me insight into different ways instructions are given and activities managed. I can then offer suggestions for improving the flow of activities based on these observations, particularly identifying areas where challenges may arise. However, my role is to support each teacher’s preferred methods; I simply share feedback with the PLC regarding what strategies seemed to work most effectively across the different classes.
Conclusion
Instructional coaches and teacher interventionists play integral roles in creating an effective and supportive educational environment. Together, they allow for the opportunity to improve both teaching and learning, ensuring that students have access to the resources and support they need to succeed. Their work addresses the diverse needs of students and fosters continuous growth for teachers, and ultimately drives better academic outcomes for all students. As education continues to evolve, the roles of instructional coaches and teacher interventionists will remain essential in ensuring that schools are places where both educators and students thrive. I am optimistic about the ongoing benefits of these practices at West Aurora.
