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Revere outlines instructional coaching structure; district says coaches increase teacher efficacy and classroom modeling
Summary
District instructional leaders described coaching cycles, consulting teacher roles and daily in-classroom time for coaches; staff said teachers voluntarily sign up for deeper coaching cycles and that coaches provide non-evaluative support.
District instructional staff told the committee March 18 that Revere's coaching programs are intended to boost teacher efficacy through sustained, job-embedded professional learning and in-classroom supports.
"Adult learning and student learning are symmetrical," Dr. Costa, district instructional leader, said in presenting the coaching program's goals and methods. She described coaches' work as collaborating with teachers to set goals, model lessons, co-teach and collect feedback in a coaching cycle tied to measurable student outcomes.
Dr. Costa said coaching cycles begin with a teacher-set goal and proceed through planning, modeling, implementation, data collection and analysis. Teachers may volunteer for in-depth coaching cycles; participating teachers described the support as non-evaluative and accountability-supportive during the presentations.
Committee members asked how often coaches are student-facing. Dr. Costa said coaches generally spend "roughly 2 to 3 hours a day" in classrooms for observation, modeling and data collection, and otherwise use professional growth time for planning, team meetings and their own professional learning.
The district also described a separate consulting-teacher model that involves a more intensive two-hour-per-week commitment from participating teachers (one hour classroom-based and one hour co-planning), a voluntary program limited by capacity.
Committee members and staff noted that the district has math and literacy coaches in each school as well as language development and special-education coaches. School leaders said the presence of coaches is intended both to integrate new teachers and to help experienced teachers adopt newer, student-centered instructional approaches such as richer academic conversations and deeper learning tasks.
The presentation did not include proposed staffing changes or new budget approvals; district leaders said staffing levels and potential expansions would be discussed as part of future budget planning.
