Teachers can benefit from non-evaluative feedback to enhance their instructional design and delivery. Tara Mason and her team from Central High School in Woodstock, VA are working to create an Instructional Collaborators program made of a system of coaches that will institutionalize non-evaluative feedback in their schools. They utilized Teach to Lead support to refine the implementation of this program and grow it to its fullest capacity.
Problem and Solution
Central High School endeavored to develop a system of coaches within an embedded Instructional Collaborators program that would become a shared leadership model for their school. Their goals were to institutionalize faculty ownership in student learning and create a more systematic structure for providing progress reports to their school principal. Working at the Teach to Lead Summit in Baltimore, Tara and her team created a system to provide additional, non-evaluative feedback and support for both new and experienced teachers in the building, improving both teacher and student progress.
Since the team’s return from the Baltimore Summit, their Instructional Collaborators’ program has received renewed excitement from their school in Virginia. They have been working to outline a program calendar, train future instructional collaborators, and assigning mentors within the building. They are also collecting end-of-year data about all current teacher partners who participated in the IC program to guide future goals and action steps.
Teacher Leadership Tips
Tara’s team believes that teacher leadership is an opportunity to inspire and empower others in order to achieve big goals in the field of education. “Believe in your vision, collaborate with the right people, and don’t give up,” Tara said. “You will make innovation happen.”
Interested in learning more about this project? Contact Tara Mason at email@example.com.