Along with the one - on - one
ILD coaching, CEL staff led principals through training in the Center's research - based instructional framework, the 5 Dimensions of Teaching and Learning ™.
«I've seen
ILDs coach for the improvement of instruction,» says Gilmore.
«You had access to a person with experience enough to let you know you're going in the right direction,» said Jackson, who appreciated both having his coach observe him during coaching sessions with principals and observing other
ILDs coach their principals.
Not exact matches
To grow as
coaches,
ILDs also needed — and received — individual
coaching.
«I was telling principals what to do,» said regional superintendent Michael Lowe, who supervised 15 principals directly, in addition to managing two
ILDs, each with a
coaching load of 13 principals.
Silverman
coached a small group of regional superintendents who doubled as
ILDs.
Thanks to her
ILD and her experiences with
coaching and learning walks led by the University of Washington Center for Educational Leadership (CEL), she has become more confident offering evidence - based feedback.
Lowe credited his CEL
coach, Max Silverman, and his experiences watching his
ILDs at work with helping him make the shift.
If it is tough for
ILDs to shift from telling to teaching through questioning, it is exponentially harder for regional superintendents, who are long - accustomed to issuing directives, not
coaching.