Supporting Students in a New Way as an Instructional Coach

When we first introduced you to Ms. Marley Olivera, she was in the early stages of having students in her classroom again after a year of learning from home. Now, more than four years later, she has a new role at a new school—she is the MTSS lead interventionist and coach at Carter School of Excellence. 

Carter isn’t too far from her previous school, and she is excited to still be empowering students on Chicago’s South Side. She explains that taking on this opportunity wasn’t one big step. In fact, it was made up of smaller steps over the years, such as becoming a National Board Certified teacher, taking on more leadership positions within her school, and mentoring resident teachers. 

We caught up with Ms. Olivera to hear about how her first year at Carter has been going so far. Read more below.

Has your time at Carter so far been what you expected, or has it been more unexpected? 

Nothing is ever 100 percent what you expect, but it has been somewhat expected. It has reminded me that students and teachers all need support in many different ways. I was an eighth-grade teacher for more than 10 years, and I wrestled with the decision of leaving the classroom because I loved teaching and building relationships with my students. Now, I feel like I am on a new mission. I am helping other teachers prepare even more students to be successful. 

Has becoming a National Board Certified teacher (NBCT) helped you in this new role? 

Absolutely. I learned how data provides perspective on what I need to do instructionally within my own practice. It doesn’t tell the whole story, but when I couple it with what I see from the students in front of me, I know the steps I need to take to support them. Going through this process helped me become intentional as an educator. 

What have you learned about yourself during this time of transition? 

I have to continuously remind myself that my performance in the latter years of teaching was not how I was when I first entered the classroom. I was overwhelmed and struggled in too many ways to count. Now, as a coach, I want my colleagues to see that I was once in their shoes and be transparent about my mistakes. In a sense, I am in the same shoes again. I am in this new role, full-time. I have to learn how to support teachers in ways that align with their style and will ultimately provide the best outcomes for students. When you are reflective about your practice, you can feel confident looking back and sharing how you succeeded and also how you missed the mark in some respects. 

What advice would you give to other teachers who want to make a similar transition? 

MTSS starts in your own classroom! Small group instruction was not my jam until I went through the process of becoming an NBCT. I worked alongside some really great teachers who helped me understand the power of differentiation and modification. When I started implementing these changes in my classroom, I noticed a significant impact on my students, particularly in their confidence. You don’t need an official role to be a leader. There are many ways to support your school community that will provide valuable experience and opportunities benefiting your students and any next steps you choose to take. 

What is your top goal for this school year? 

I want my teachers to feel more confident in their Tier I instruction. I want them to have a better understanding of who they are as a leader in their own classroom, to know the value they bring to their students and the school community, and to feel excited about coming back the following year. 

What is your message to the teachers you work with? 

Be consistent, but not to your own detriment. Sometimes we stick with things just because we think we have to be consistent, but if the change is more responsive and equitable for the students in front of you, make that adjustment.