Giving Compass’ Take:
• Prince George’s County Public Schools’ David Brown, spends his time coaching other educators remotely to improve teaching and work on leadership development during the pandemic.
• How can donors better support educators facing issues due to school closures? Are there ways for educator coaching can expand across districts?
David Brown anticipated a variety of challenges he might face during his first year as principal at Hillcrest Heights Elementary School in Temple Hills, Maryland, such as implementing curriculum changes, improving attendance and earning the trust of parents.
A worldwide pandemic forcing the schools to close was not one of them.
Since March 16, he’s been leading the school from home, and his efforts to strengthen relationships among staff members and build a supportive school culture have shifted to a virtual environment.
“Part of my job as a principal is to always make sure that you are looking out for those individuals that are giving their best every day for children,” says Brown. “I feel responsible for them.”
elping administrators find what they’re best at — and where they need to grow — is one aspect of how the Prince George’s County Public Schools prepares them for leadership. Some in the district have been certified as coaches in the Gallup CliftonStrengths program, which helps people identify from a list of 34 talents which ones they naturally possess and which they need help to develop.
In February, Brown participated in a training to become a coach. But before the closure, he was wondering how he would ever get the chance to work individually with all 40 members of the school’s staff. Now he has the time. He’s been scheduling three to four videoconference coaching sessions a day.
Read the full article about coaching sessions with teachers by Linda Jacobson at Education Dive.
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