A focus for the past several years has been recruiting, retaining, and developing high quality staff.  This year the district continued to strengthen professional learning systems and prioritize staff well-being during the 2025-2026 school year.

A key component of this work has been the implementation of specialist coaching cycles for teachers in their first and second years in Coventry. These cycles provide structured, job-embedded support that promotes reflective practice and accelerates teacher development. Coaches collaborate closely with new educators to build positive relationships and support the delivery of high quality, research-based instruction aligned with district curriculum and standards. Through this process, teachers deepen their understanding of district assessments, strengthen their use of data to inform instruction, and contribute to greater coherence in curriculum, instruction, and assessment across grade levels. Coaching remains a central element of the district’s professional learning framework, complementing collaborative inquiry, professional development sessions, and ongoing team based learning.

Across all schools, significant efforts were also made to enhance staff culture, morale, and well-being key factors in staff retention and effectiveness.

At the Coventry Grammar School (CGS), the focus was on strengthening staff culture and communication systems. Staff collaboratively developed a shared charter to define collective values and expectations, with ongoing reflection embedded in faculty meetings. Clear expectations for para-educators were established to improve role clarity and support, while communication was streamlined through a weekly staff newsletter. Additional initiatives included targeted supports for new teachers, simplified evaluation resources, and enhanced staff recognition efforts. Culture-building activities and opportunities for connection were embedded throughout the year to foster a positive and supportive work environment.

At the G.H. Robertson School (GHR), efforts centered on improving both working conditions and school culture. Increased collaboration time was built into the schedule to support instructional planning and implementation. Staff engagement was further supported through a variety of morale-boosting initiatives, including themed spirit days, recognition programs, and community building events. Faculty meetings also included dedicated time for family communication and opportunities to highlight innovative instructional practices. In addition, the school offered a range of wellness activities such as fitness classes and mindfulness opportunities to support staff physical and emotional well-being.

At the Capt. Nathan Hale School (CNH), a strong emphasis was placed on fostering professional and personal connections among staff. A variety of structured and informal activities including spirit days, themed events, and interest-based groups provided opportunities for staff engagement and collaboration. A “Celebration of Community” during a professional development day further reinforced a positive culture, while consistent staff recognition practices helped maintain a supportive and appreciative environment.

At Coventry High School (CHS), staff well-being and morale were supported through embedded opportunities for collaboration, physical activity, and shared learning. Professional development sessions incorporated movement and collegial discussion, while teachers were also provided opportunities to share effective instructional practices with peers. Additional culture building activities including themed events, staff gatherings, and recognition initiatives helped foster a sense of community and positivity. Faculty meetings also included intentional time for sharing successes and celebrating both personal and professional accomplishments.

Collectively, these efforts demonstrate the district’s commitment to developing and supporting high quality staff through comprehensive professional learning, meaningful coaching, and intentional strategies to enhance staff well-being and school culture.