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Principals urge continuation of Solution Tree PLC coaching; some staff report fatigue — board to consider renewal May 27
Summary
Principals told the board Solution Tree coaching improved teacher efficacy and early gains in student outcomes; a public comment and a small site survey raised concerns that long‑running coaching can feel repetitive for some staff. Administration recommended placing a one‑year renewal on the May 27 agenda.
Three principals told the Central Unified Board of Trustees on May 13 that continuing Solution Tree professional learning community (PLC) coaching would sustain instructional gains, while a public commenter and a site survey said some teachers feel the work has become repetitive and would prefer differentiated supports.
Assistant Superintendent Doctor Boatwright introduced principals Shalon Shepherd (Biola Elementary), Christian Ginger (Tilly Elementary) and Patricia McCurley (El Capitan), each of whom described multi‑year partnerships with Solution Tree coaches. Principal Shepherd said teacher self‑reported efficacy on Panorama surveys rose from 44% to 83% after two years of coaching; Principal Ginger reported a 35 percentage‑point increase in teacher efficacy and said 100% of her grade‑level teachers reported confidence in providing standards‑based instruction. Principal McCurley described steady growth in student proficiency and declines in DNF (failures) tied to PLC work.
In public comment, Laura Bolton said she surveyed 22 respondents at one middle school and found 19 opposed to continuing Solution Tree coaching at their site; she said singletons and elective teachers often feel excluded and that later coaching sessions sometimes repeated material already covered. Board members and administration acknowledged the feedback and said coaching is intended to be adapted to site needs; Doctor Boatwright said coaches meet quarterly with district staff and that Solution Tree can reassign coaches if a fit problem arises.
Administration recommended placing a one‑year renewal of the Solution Tree contract on the May 27 board agenda for action, and principals urged continuing the multi‑year effort to move from early gains to sustained change. Board members asked for regular reporting, including evidence on student progress and measures for special populations such as English learners and special education students.
