Charles, I want to make a distinction between exploration and support, that you mention in your comment. Yes, newer teachers should be able to explore the work of other teachers. I describe that somewhat in my earlier posts that we should have teachers share classrooms and even team teach, especially regarding newer teachers. But as far as supporting other teachers: I think there can be a discomfort on the part of older teachers if a young upstart with 5 or fewer years of teaching experience makes comments or suggestions to that veteran teacher. I don't care how good they are, it's hard to take advice from someone who could be 20 years your junior. And, I do have my doubts about the knowledge of a new teacher, even with extensive training. Let's let them get their feet wet and earn earn their badges before formally supporting others. Informally their can support their colleagues as much as they want. But in a paid, public position, I think we can find veteran teachers who are respected by school faculty to fill the position that I am envisioning.
I think that sometimes coaches have an agenda around either "fixing the problem" or a mandate from the principal or DO. Taking the time to understand teachers' backgrounds, experience, point of view, etc, is imperative in building a community of learners that support each other.
Ashley, Great sequencing of PD days! And I have a couple of clarifications to add: My understanding is that JOT is quick and easy. I'm a bit confused by its connection to establishing one area of improvement for a year-long PD. Every teacher can have a JOT, but I'm thinking about moving a teacher along a continuum of knowledge, skills and understanding. Perhaps the areas you mention in each of the PD days throughout the year can be intertwined with the main focus, but at a quick glance it looks like too much breadth and not enough depth. Maybe this is what you're talking about: For example, what if a school chose to look at assessment for a year. Then, in the PD days you mention, they could research, discuss, implement, review, practice, etc, during each of the days. They could look at pedagogy, technology, curriculum embedded assessments, etc, all of which will address the question, how might we re-imagine assessment. Maybe this is exactly what you were referring to. Either way, I like the structure you present. Our teachers, districts, governments and parents must all be informed of the need for teachers to work several days beyond the instructional calendar. Thanks again for your contribution. Dave Casey