We’re Making ELP’s “Big Picture” Easier to See
Building trust takes time, especially with teachers who are already maxed out on time and energy. But once the trust is there, the results follow.
Greater Clark County Schools in Indiana is one of ELP’s participating school districts this year. We surveyed New Teachers during the half-way point of the school year to understand their experience so far and learned that:
90% feel supported by their In-Person Mentor
80% feel supported by their Virtual Instructional Coach
95% who participated in our collaborative session (more on this below) said it was applicable to their work in their district or school
92% who participated in our collaborative session said it was a productive use of their time
During our two-year pilot test, we were constantly gathering feedback and implementing changes to the program. This data suggests the evolution of ELP is on the right track.
However, we have more work to do. ELP’s foundational approaches are relational, asset-based, and quality-systems focused. This is much different from other professional development programs, which are more compliance oriented.
Consequently, it takes a while for many New Teachers to see the big picture: How building relationships, using available assets and resources, and implementing quality processes all fit together. When these pieces are in sync, they have an outsize impact on helping New Teachers succeed.
Here is what the typical experience looks like for New Teachers at the beginning of the program:
We explain that ELP was created by teachers for teachers. We know your voice is not heard, we say. We listened and created a support model that gives you autonomy and relies on your expertise.
This message is well-received. However, without fail, initial feedback from participants shows that teachers want more structure. Teachers even ask for checklists to help them navigate the program.
After moving through the program experience, the big picture is evident to participants. They tell us how much they appreciate the collaborative environments, complete with more choices, deeper discussions, and new connections with experts and peers.
For example, before each collaborative session, New Teachers vote on one or two topics of discussion to develop practical solutions in a peer-to-peer facilitated workshop.
New Teachers from Greater Clark County Schools chose the following topics:
Clarifying how to navigate the program
Burnout
Connecting with peers in their subject area
Career planning
Classroom management
A key learning for us is the need to simplify communication and channels for communication so participants more quickly understand what the program entails. Once we make these changes, we believe participants will maximize and enjoy their experience from day one.