Tuesday, October 28, 2008
Coaching Labs in Missouri
Coaching labs provide coaches with the opportunity to meet with a small group of colleagues and observe a fellow coach who acts as a lab host. The goal of the lab is to provide coaches with an observation of practice as well as time for rigorous reflection. Participating coaches walk away with new ideas and tools for their work and get a time-out in their busy professional lives to reflect on their practice. The labs require a host who is not necessarily viewed as an “expert”, but rather as a learner who is willing to bring something s/he is grappling with to a group of peers. They also require a lab facilitator who understands how to support both the host as well as the observers. Finally, labs require a small group of approximately 5-8 observers.
Last week we were able to observe a coach collaborating with her principal. We benefited from hearing the two of them work side-by-side to grapple with issues related to school culture. The other observation was of a coach as she planned with a teacher. This was her first coaching cycle and she wanted to be sure she was on the right track. The differences between the conversations reminded us of the broad scope of a coach’s work and the importance of providing support for each of these areas.
It was such a thrill to be with coaches in their own school setting as a group of supportive, caring, and dedicated professionals. Not only did the host coaches take away important new thinking, so did the coaches who observed. What a great way to support dedicated educators in a difficult job!
Tuesday, September 30, 2008
The "Big Money" Question
Modifications for Secondary-
The same conversation takes place but replace “guided reading” with any of the following “classroom management, student engagement, or rigor” and you are in the same coaching place. You ask the same question, “What is it that you want your students to be able to do?” and you are off and running.
If I were to suggest having one vital question in your back pocket this would be it. As you get into a cycle, this question can be changed to any of the following, “What are we seeing that the students are doing?” “What do we still hope for among our students and what have they accomplished?” The bottom line is focus questioning on students more and on the teacher less.
Thursday, September 18, 2008
Coaching Cycles vs. Drive-By Coaching
Coaching can feel scattered and superficial at times and this feeling makes the coaches I work with feel nervous. They aren’t sure there will be any noticeable outcomes from their work with teachers and this leads them to worry about issues around their own efficacy. A wonderful group of coaches in St. Joseph, MO coined the term “drive-by coaching” to describe the crazed coaching they were finding themselves doing most of the time.
To address this concern, we worked together to implement coaching cycles which I describe as:
- In-depth work with a teacher or pair of teachers, lasting approximately 6-9 weeks
- The focus of a cycle is determined by the learner (the teacher) rather than the coach
- The focus of the cycle comes from examining either formal or informal data and is ideally student-centered rather than teacher centered
- Coaching cycles include regular planning sessions, such as a 30-50 minute planning session per week and 1-3 times per week in the classroom for co-teaching, modeling instruction, or observing the teacher
- Coaching cycles are not predetermined by a school leader or coach, this fails to allow the teacher to engage in the cycle and it encourages the attitude that the coach is there to “fix” teachers
- Coaching cycles are a portion of a coach’s work. In addition to cycles, coaches facilitate small and large group learning for teachers, gather resources for teachers, informally plan with teachers, etc.
If you are a full-time coach, you can most likely take on no more than 3-5 cycles at a time, this leaves you lots of time to manage your other duties and also continue with some informal coaching conversations. If you are a part-time coach, than that number may have to be scaled back.
In future postings, we’ll discuss how to get teachers to participate in a coaching cycle.
Thursday, August 21, 2008
I’m Worried About Becoming the “Assessment Queen”
Monday, August 18, 2008
Technology Ideas for Engaging Teachers
Sean has masterminded an incredible website that serves as a networking tool for the teachers in his high school. Check it out at: http://virtualsouthside.ning.com/. When I first saw the site, I started thinking about all of the untapped technologies that are out there to support coaching. And Sean has gracefully agreed to teach us a few things about how he went about this process including: how he went about setting it up, as well as what benefits and challenges he has found when using this sort of technology. Sean, take it away…
As always, anyone with other ideas, chime in as well.
Friday, August 1, 2008
Inspiring Books to Use with Teachers
Last year, I was in Florida working with a district and their coaches used the book, "So Few of Me" by Peter Reynolds (who also wrote Dot and Ish). I loved it as a way to acknowledge staying creative and happy in the midst of an overhwelming workload. I love the line, "Leo wondered, what if I did less but did my best?" This would be a great read aloud for a staff of teachers.
Another friend turned me on to the book "Scaredy Squirrel" by Melanie Watt. She uses it to encourage teachers to take risks and learn new things. A great line is, "He'd rather stay in his safe and familiar tree than risk venturing out into the unknown." Another book with a similar theme is, "She Taught Me To Eat Artichokes" by Mary Kay Shanley. It's about reaching out to friends to learn new things. It is a bit longer but also a great read aloud with great illustrations.
What other books have you used with teachers? Let's get a list going... and thanks Kathy for the idea.
Thursday, June 26, 2008
Keep visiting and join in the discussion
What should I be doing on the first days of school?
Then I became a literacy coach. Instead of setting up my own classroom, I started wandering aimlessly around the school offering my services, "Would you like help moving desks?" "Need help organizing book bins?"
The hardest part was the first day of school. I observed as the teachers carried their class lists out to the blacktop to meet their new charges. Children with their new school clothes and backpacks were lined up and ready to love their new teacher. Hugs were shared, welcomes given, they marched into their classrooms; and there I stood. It was too early to start “coaching” and I didn’t really know what that meant anyway. I couldn’t hang out in the front office or everybody would know that I didn’t have anything to do. What should I do?
Since coaching depends on relationships, what might you do in the first days of school to get coaching off on the right foot? Please share some things you have tried or ideas that you might try? What has worked? What questions do you have?
Monday, June 16, 2008
Let's Get Started
Thursday, May 29, 2008
Welcome to Our Blog for New Coaches
If these questions sound familiar, we would love for you to join in our conversation. (Psst. if you are an experienced coach, you can come along too!). We will continue the conversation throughout the year and topics will be guided by you and moderated by me (Diane Sweeney- author of Learning Along the Way). The more voices, ideas, opinions, and experiences the better!