Elevating Teacher Voice through Personalized Coaching

11:15am -12:30pm - Session II

If we strive for personalization in our classrooms, our coaching practices must model personalization and choice. The Higher-Powered Learning Program at Notre Dame recognizes this and created a rigorous yet personalized coaching model that values teachers’ voices. Our change management strategy is based on Clayton Christensen’s “Jobs to Be Done” framework as well as Switch by Chip and Dan Heath. To make our coaching practices most personalized, we have adapted Elena Aguilar’s The Art of Coaching as well as Jim Knight’s The Impact Cycle. Using these two models, we are witnessing incredible growth in our teachers and as a result, transformational student growth. In this session, participants will reflect on their current models, discuss the strategic focus of our model, and design aligned shifts that are customized to local contexts.

Kourtney Bradshaw-Clay
Kourtney is a native of North Carolina and attended UNC for her undergraduate degree. She then moved to Baltimore to teach and attain an M.Ed in Special Education and an M.Ed Early Childhood Education through Lesley University. Before joining the Higher-Powered Learning team, she had been using blended-learning methods with kindergarten, second, and first-grade students. As the assistant director of blended learning at Notre Dame, Kourtney works closely with school-based teams to transform schools through implementing blended-learning coaching. Professional interests include data analysis, social and emotional well-being of students and teachers, and of course, the use of blended-learning practices. She is passionate about empowering educators with the tools to speak up for their needs as individuals and professionals.
Nathan Wills
Dr. Nate Wills serves as the Director of Notre Dame’s Blended Learning Initiatives, and on the faculty of the Mary Ann Remick Leadership Program. He teaches the educational technology class at Notre Dame, and his research is in the area of blended learning in K-12 schools to support Notre Dame’s understanding of how technology and other levers for change can help school teachers and leaders have a more significant impact. Wills completed his Ph.D. in Educational Leadership and Policy Analysis at the University of Wisconsin-Madison, studying technology policy in schools.
Francesca Varga
Francesca is originally from New Mexico and earned her undergraduate degree from the University of Notre Dame in English, and her teaching license from Saint Mary’s College. Before joining the Higher-Powered Learning team at Notre Dame, she earned her M.Ed. and Administrative license while serving as an English teacher, instructional coach, and team leader. Francesca’s professional interests include curriculum building and empowering teachers to refine their practices to meet the needs of all students through instructional coaching. She is passionate about educational equity and providing high-quality instruction and opportunities to all students, particularly underrepresented populations of students.