Case Study Hernett-Edwards

I really learned a great deal from this article due to the real life case studies representing a variety of different teachers and how the author was able to help them. The real world examples gave me plenty to think about from the standpoint of a curriculum developer.
The first case study was about someone who requested support that had good classroom management so the focus was on helping someone that is already doing an excellent job to become even better. I was impressed by how Hernett-Edwards took the teacher’s strengths and from that made a plan with two easy to try and low risk goals. I think the ease of the goals made the idea seem accessible to the teacher and probably less intimidating. I also like how she started with one
I was impressed by how the instructional coach allowed their first time together to be a time for the teacher to air out her grievances and to tell why she did not feel like she needed coaching. It has to take great patience and confidence to listen to someone belittle everything about the profession and still know that you have to work with them. I appreciated that the instructional coach took this as an opportunity to show the teacher through positivity how they could work together to help the students. If Hertnett-Edwards had not allowed the teacher time to explain her misgivings or had been negative as well then the relationship would not have flourished and no growth or change could have occurred. Whereas the teacher listened to the coach and was able to see some improvements in her own classroom. As an instructional coach to someone so reluctant to change and hesitant to receive support, it had to feel good to know that the changes being made led to positive results in the classroom. Positive achievement results would most likely encourage this teacher to ask for help again which in turn would build a bridge of communication and trust. Both of which are tantamount in the instructional coach and teacher
As a teacher this is my experience with an instructional coach: they suggest something and I am eager and willing to try it in my classroom and to see the results of the changes being made. It is interesting to listen to this on the instructional coach side of the equation. Hertnett-Edwards mentions that for a teacher like this one that two things are paramount. First, the instructional coach has to be knowledgeable about their subject. So in the case it was important that Hertnett-Edwards know reading content well enough that she could continually grow and challenge this individual. As an instructional coach it will be vital to stay up on latest education trends, to know the curriculum well, and to be well read. This is clear with how Hertnett-Edwards had a toolkit of ideas ready to share with her teachers. She also mentioned being flexible because she was not technologically proficient she had to learn herself in order to better meet the needs of this particular teacher that prioritized technology in the classroom. This shows that good instructional coaches are willing to admit that they do not know everything and, as mentioned before, are willing to research and learn the content or anything else that may arise to help support