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The Teacher/Coach Quandary

 In the days ahead, one of our board committees will be taking a deep dive into the long-term efficacy of the teacher/coach model. In our Middle and Upper School, a full time job at Berwick generally requires teaching four classes and working in two major afternoon commitments – sports or otherwise. This model is, in many ways, at the root of an education that is characterized by deep relationships and a breadth of experience. We know there is great power in teachers coming to know students in forums outside of the classroom. We also know that there are huge challenges to this model for independent day schools moving forward.

Perhaps the chief acknowledgement is that the kind of teaching we are asking our employees to implement today is so much more demanding than it was twenty years ago. Running a student-directed school characterized by choice and engagement requires an entirely different level of preparation from giving the same lecture as last year and grading multiple choice tests. Similarly, the demands on coaches are exponentially higher than they once were in this industry. It is no longer acceptable in the marketplace for varsity coaches to just be “good school people who love kids.” Students and parents demand a level of preparation and expertise that will set up students for success in college athletics.

The second layer of challenge at Berwick has to do with equity within the organization. Lower School teachers are not required to coach here, Middle School coaches have practice during the school day with fewer games, and Upper School varsity coaches find themselves driving buses as far as Rhode Island and returning home to their families late on Friday and Saturday nights. Similarly, there is concern about equity between veteran teachers, many of whom have moved into other roles outside of varsity athletics, and the younger teachers who tend to bear a higher burden. We also worry deeply about employees with young children, who find themselves with particularly high demands at home as well.

Finally, the teacher-coach model has huge strategic and financial implications. At Berwick, when we hire teachers, we don’t have the luxury of simply hiring the best classroom teacher when an opening arises – we need to find people who can also meet other needs outside of the classroom. Occasionally this can mean we have to move on from some exceptional educator, as the model does not play to their strengths. If we did not staff most of our coaching through our teachers, there would be a massive financial impact as well, as we would have to invest in staffing those roles in another model.


In my final year as Head at Berwick, I plan to make an impassioned case to retain our teacher coach model and invest in new ways to make it sustainable. I believe that its power to transform young people is at the core of Berwick’s alchemy and noteworthy sense of community. However, the next Head of School will likely not be able to simply keep asking people to do more. We may need to find ways to ease the load on certain employees to make their jobs more sustainable – while also finding a way to be most equitable. As with most hard choices, I am quite sure Berwick will do what is in the best interest if the students, which has been its focus for over 225 years now. Wish us luck as we fight to keep this model strong, as we swim against the tide of specialization, curricular inertia, and the intense power of the college process. And also remember just how intense the life of a Berwick faculty member can be. The sacrifices they make on behalf of our children are truly inspirational.

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