Teacher Leadership at Alburnett
At Alburnett, we believe every teacher deserves a coach. For us, coaching is supporting the personalized exploration and development of "the intellect, behaviors, practices, beliefs, values, and feelings of [educators]." (Aguilar, 2013, 8)
A high-functioning school, such as Alburnett, joins teachers, coaches, and principals together in the work of continuous improvement.
Coaching impacts more than teachers. Principals, students, buildings, and entire districts are also impacted. Coaching allows teachers a dedicated moment of time to reflect, plan, and apply their learning. Continuous hard work combined with productive partnerships leads us to our ultimate goal of improving student outcomes.
The Teacher Inquiry Cycle guides the teacher and coach towards successfully reaching their goal. Teachers can enter the cycle with their coach at any given point.
Teachers and coaches develop a goal at the beginning of each cycle which focuses either on district goals and priorities or a specific teacher-selected goal.
A coaching cycle is intended to advance teacher effectiveness which leads to increased student progress.
Establishing trust is essential to a successful coaching partnership. At the beginning of the school year, the coach and teacher review the Collaborative Commitments. Outlining commitments to professional norms, time and focus, and collaboration set the stage for a productive partnership.
The Action Planning Worksheet is a tool that aids in setting up the necessary steps in order to achieve the goal that has been set. To view this document, please request the password by contacting a member of the Alburnett Teacher Leadership Team below.
During the Action Planning process, together the coach and teacher determine which coaching strategy will best help the teacher reach their goal. Examples of different coaching strategies include observation, performance-based feedback, and role-play. For a complete look at the various methods, please see our Coaching Menu.
At the completion of a coaching cycle, the teacher, their coach, and the building principal meet to discuss the outcome of the cycle. These meetings are short and non-evaluative, scheduled for the teacher by their coach.
A high-functioning school, such as Alburnett, joins teachers, coaches, and principals together in the work of continuous improvement. At Alburnett, we solidify this team approach through the triad process.
To review some Common Reflection Questions that may be used during a triad, please request the password by contacting a member of the Alburnett Teacher Leadership Team below.
Listen to learn.
Use data to make decisions.
Build teacher capacity around the Four Questions.
- 2 positions
- Oversees entire TL program
- Coaches all teachers
Teacher Development Coach
- 1 position
- Coaches all teachers
Professional Learning Community Leader
- Teach full-time
- Leads daily PLC meetings
Who We Are
- Graduate of Mount Mercy
- Degrees: Master of Arts in Education
- Endorsements: K-6 Teacher Elementary Classroom, K-8 Reading, K-8 History, K-8 English/Language Arts, K-12 Reading Specialist, 5-12 American History, 5-12 World History, 5-12 Reading, 5-8 Middle School Generalist
- Teaching for 13 years, all 13 at Alburnett
- Graduate of Morningside College (Elementary Education & Special Education)
- Degrees and Endorsements: Masters in Collaborative Teaching and Learning (Graceland University)
- Teaching for 23 years, 19 at Alburnett
- Graduate of Brigham Young University – Idaho
- Degrees and Endorsements: Music Education – Choral
- Teaching for 7, all 7 at Alburnett