Last month, PROGRESS featured the Tennessee Educator Acceleration Model (TEAM) program that provides coaching and support to Tennessee principals to improve the quality of teacher observations and feedback. This month, we feature a Q&A with Jack Barnes, a TEAM coach.
The effectiveness of teacher evaluation and support systems depends in large measure on principals being able to observe teachers accurately and give them helpful feedback. To ensure that principals could discern differences in teacher performance and provide constructive feedback, Tennessee hired eight coaches to work with them side-by-side over the course of a year. In the first two years, those coaches worked with the principals at 116 Tennessee schools. One of the coaches was Jack Barnes, who had been a principal, principal supervisor and director of schools. He says serving as a coach was a “great learning experience” for him as well as for the educators. With the Tennessee Educator Acceleration Model now in its fourth year, Barnes says “everyone is becoming more tuned into what needs to be happening.”
Q. How did you approach the schools you worked with?
A. The first thing is to cultivate a relationship not only with the district but the school as well. Sometimes when you tell them you’re coming from the State that shuts them down. We come in with the attitude that we are a resource and we’re here to do whatever we can to help you so that you not only grow as an administrator but also help your teachers grow. If you can get their confidence and trust, that’s half the battle right there.
Q. How did you help principals handle the difficult conversations that are sometimes necessary in order to help teachers or anyone else improve the quality of their work?
A. We tried to get across three things to administrators and teachers. First, when difficult conversations have to happen, you have to go back to the core belief that everyone can always improve. Second, when you’ve done an observation, you have evidence that this is what happened and in these conversations you go back to the evidence. Try to stay as impersonal as possible. This is not about you, it’s about the lesson. Third, focus on what’s good for kids. If students are not performing, we have a problem. A principal should ask the teacher, ‘what can we do together to work on this?’ Sometimes that might mean having the teacher visit other classrooms or schools, taking classes online, working with the professional learning collaborative at the school or collaborating with other teachers.
Q. What was your biggest success?
A. Last year I had an elementary school that was a Level 1 on a 1 to 5 scale based on growth in student learning. Yet most of the teachers were highly rated. A new principal came to the school who had previously been an assistant principal at another school. We talked about the importance of the principal’s relationship with teachers and the importance of culture. This young man did it. The school went from a Level 1 school to a Level 5 school in one year, simply because he worked with the teachers and was able to get them the resources they needed, and they knew he wanted to do the best for them and for their students.
Learn more about the TEAM approach and Tennessee’s results here: Tennessee Principals Receive Coaching on Observing Teachers and Providing Feedback