Please do not think you have to answer all the questions asked below. :):)
After reading the guiding principles article that outlined and explained
in detail seven guiding principles for literacy coaching I began to think that
in most if not all professions/jobs everyone has to abide by some sort of rules
or guidelines in order that they may not only succeed but have some structure in
their lives/job. As a literacy coach, there is no exception. Take for instance,
a waiter will not be able to take an order from a customer, relay the information
to the chef, and cash them if he is not trained on how to talk with people and
use a cash register. A doctor, cannot practice on their own if they do not
specialize in the area in which they love best, meaning they have to learn from
the others who are more knowledgeable them themselves in the said job in order
to be better at it on their own.
Whereas these individual’s routines may become monotonous (because if
they make a mistake they might not be able to correct it) as a literacy
coach, you have a plan for working that is deliberate and flexible as it
mentioned in principle guideline number 5. In addition, coaching involves working
with teachers in an individual or group manner. The dynamics of each
interaction are always different.
How do you
think team and individual coaching are similar and different?
After reading
the guiding principles, which one would you want to focus on in your school?
Which one would be the hardest to implement in your school? Why?
As with the information about the coaching cycle on page 181, and the Community
Coaching Cohort Model (CCCM) from the Literacy Learning through Team
Coaching article, they both involve interaction and communication with the teacher
and coach. Not only do the teachers become more comfortable in their ability to
teach after they see their coach teach the lessons, but they are able to learn
new things resulting in increased student achievement. Not only are students
learning new things in new ways but the teachers are as well. These new
techniques provide alternatives, guidance, support and create an atmosphere
that is conducive to success with continued interest from both individuals.
The gradual release of responsibility if the main goal for both the
Coaching Cycle and the
Community Coaching Cohort Model (CCCM).
What
obstacles do you think you will encounter while being coached using either the
cycle or model? How do you think you
will be able to overcome these obstacles?
In my opinion the two most
important ideas about coaching from the readings would be 1. Literacy Coaching addresses
the knowledge gab between best practices in literacy and common practices in
the classroom and 2. Working with teachers is the focus of literacy coaching. When
“gaps” a closed, teachers become more confident in their abilities to render
work effectively and the classroom environment becomes easier to work in and of
course student achievement increases. Knowing that teachers are the focus of
the coaching reassures me that although teachers are in the position of being
the “leader/head” of their environment, they have the opportunities to seek
assistance to help them continue to grow in their field, which will in turn
help their students.
What are two
most important ideas about coaching from the readings and why?
How do you think team and individual coaching are similar and different?
ReplyDeleteAfter reading the guiding principles, which one would you want to focus on in your school? Which one would be the hardest to implement in your school? Why?
In my opinion both team and individual coaching are similar and only a tad different. When coaching groups or people on an individual basis each person is there to learn, to gain knowledge and better themselves as a literacy leader, teacher and professional. Through coaching, no matter how many people are involved, they are there to for a reason, to understand a specific concept, idea, or method, and being able to receive feedback from someone who is knowledge in the filed is inevitable. When someone is being coached individually, they are receiving one-on-one attention and are able to ask questions and make mistakes freely, unlike in a group session where they may feel ambivalent about what to say, ask or do. In addition, through individual coaching, more time can be spent on an area of interest or need and this can be done in a location that is most comfortable for both parties. Even though some things are different many things still remain the same between team and individual coaching. Everyone is expected to work together, plan, implement and engage in reflection and discussion (Elish-Piper, L., & L'Allier, S. K. (2014).
After reading about the guiding principles I would want to focus on principle number four: Reconsider Assessment Methods and I think this one would be the hardest to implement into my school. Assessment is a key component to student understanding and growth. Using different forms, especially technology, can be a game changer as it may give students the opportunity to move away from the monotony of traditional assessments. However, this principal requires the use of tools that students need both at school and at home to become versed I order that may become versed with them. Even though students may have access to these technology tools, they may not have the assistance they need at home to learn and navigate them to the best of their ability. I believe that in order for a child to master concepts and content they should have the opportunity to learn and practice both at home and at school. Consequently, this is why I think this principal may be the hardest to implement.
What obstacles do you think you will encounter while being coached using either the cycle or model? How do you think you will be able to overcome these obstacles?
I don’t want to seem like a Debby Downer, but I think there are so many things that can and will go wrong and I will encounter some obstacles while being coached. Why would I say this you ask? Well, as a learner, I know I will make mistakes and it is up to me to learn from them each time and better myself as a literacy leader and teacher. I do not think I will have a problem with either goal setting, modeling, co-planning or the co-teaching part of The Coaching Cycle. My greatest obstacles will come when I get to the observation (last) part. I know I am good at following instructions, and having everything in order, on paper, but when it comes to observing I know I become a nervous wreck. To overcome this, I will need to inform my coach about my anxiety, ensure that I work hard in all other areas, constantly remind myself that it is not a test (lol) and that it is ok to feel nervous. I hope that my coach and I will have such a great rapport that this obstacle will not be a hindrance to my teaching and observation.
What are two most important ideas about coaching from the readings and why?
From the readings I think the two most important ideas about coaching are 1) having a coaching cycle is necessary for structure and success and 2) coaching is a two-way street. Teachers need coaches and coaches need teachers- one cannot work without the other. So, it is important that positive relationships are built, questions as asked and feedback is given.
Krystie, I like that you said with individual coaching, teachers are able to be more open and make mistakes freely which means they aren’t going to worry about how others may think of them at that time. Although it is good to be in a group setting at times were everyone can learn from each other, individual coaching provides an environment where some teachers may be more comfortable and contribute more ideas than if they were in a group setting.
DeleteYou mentioned that principle 4 would be your main focus- Reconsidering Assessment Methods. Like all, this is very important. However, the digital divide that separates some students from using technology to navigate/practice using it at home or having it to conduct research/homework at home can hinder academic growth dramatically. It is unfortunate that as teachers there is so much we can do but this is our reality.
I think establishing and maintaining a good relationship with your coach is very important. Many people will always encounter obstacles as they go along, but it is in you to converse with your coach about how you feel, and how you should both deal with any situation. I think keeping the communication lines open is very important for growth both in the relationship and as a coach.
I really enjoyed you idea of the use of technology tied with assessments. I can see this as being a potentially powerful tool for students and educators. I think availability to computer devices, wifi, and background knowledge of tech could be a big issue. Technology used for assessments is occurring though not implemented very well. There are still a lot of procedural and pilot studies that need to occur to ensure test validity.
DeleteI also agree that coaching can occur with many challenges. Nerves being a big one for everyone involved. I really think that the relationship established between the coach and the teacher can go along way in easing fears, especially when the teacher recognizes the coach is not evaluating but rather supporting.
Krystal,
DeleteI like your reiteration in your last point. Collaboration, collaboration, collaboration. Now a day it’s so easy to make assumptions or jump to conclusions before collaborating with those who can help you. Collaboration includes keeping the communication lines open, sharing the work and stress load, and in the end the results can be without a doubt positive ones.
Kristie,
DeleteI agree with you that principle number four is important. I honestly think all the principles are important! I agree that assessments are important because they do give you information about what your students need or are missing academically. I think that being able to provide that for teachers is an important part of being a coach.
How do you think team and individual coaching are similar and different?
ReplyDeleteI think both of individual and group coaching share some overarching goals, such as strengthening teacher pedagogy and creating gains in students’ literacy as a result. Given that, I think that team coaching is more collaborative in nature. For example, the grade level may come with concerns for the current practices that need to be modeled and implemented. Also, the authors noted that team coaching often leads to individual coaching opportunities based out of relationship. I think when a teacher develops a relationship with a coach via a team, they are more willing to share areas the need help with. I think that with individual coaching there is a chance to see growth in a teacher's practice. In a group setting, these changes are more difficult to evaluate. Both types of coaching need to provide the teacher and coach with clearly defined roles, not leaving room for ambiguity. Both need to provide the staff with resources and opportunities to observe instruction in action.
After reading the guiding principles, which one would you want to focus on in your school? Which one would be the hardest to implement in your school? Why?
All!! Ha… Principle 3 : “Collaborative relationships are essential to coaching” would be a focus I would choose. I chose this because as a teacher I appreciate the positives mentioned in this section. Teachers felt like they could go to the coach as a facilitator or resource. What the teachers shared with the coach remained confidential. Additionally, there was an emphasis on the coach NOT being the evaluator. I think if we want teachers to be open to coaching, they need to be given a safe haven to do so without being evaluated on performance. This is one I would like to focus on, but it is also seems to be one of the hardest. It takes a lot of people skills, communication, respect, and knowledge for true collaboration to occur. Coaches need to be willing to invest the time in relationship building for this to happen.
What obstacles do you think you will encounter while being coached using either the cycle or model? How do you think you will be able to overcome these obstacles?
I think identifying who would like/need individual coaching could be difficult, as well as ensuring that you stick to the time frame you mentioned in the planning session when working with a teacher. Coaches always have a hectic schedule. I think it would be really easy to overlook a teacher, and the coaching stage get pushed to the side. This time needs to be protected and have priority.
You said "I think if we want teachers to be open to coaching, they need to be given a safe haven to do so without being evaluated on performance". I think this is true. I think this is also true with everything else in education. In literacy coaching, professional development workshops...everything. I think all teachers can be and are receptive to learning new ideas, tactics, and so on but it is important to remember that they too need time to learn, ask questions, and collaborate with others before they are assessed by others.
DeleteThis reminds me of the Finland educational system. They don't evaluate teachers but operate out of a basis of trust.
DeleteCathy,
DeleteI agree with you that principle number three is an important part of being an effective coach. It takes a lot of people skill and I think a really positive person to not judge teachers and to be able to build positive relationships. It is so hard for me to ask for help sometimes and I can imagine that being hard for other teachers as well. Having a positive relationships with a literacy coach would allow me to openly ask for help. I hope I can build this kind of relationship one day as a literacy coach within a school building.
Yes, planning session between coaches and teachers need to be valued in order for the coaching model to be effective. Between the life of a teacher and the life of a literacy coach, schedules can get busy! I think putting emphasis on valuing time for planning is essential.
I agree that it can be really hard to ask for help. I think that is why it is so crucial to have a professional relationship built on trust to ease the pain of asking for help. Also, there are things that I do out of habit that I know aren't best practices. I think having a coach helps get you out of those habits.
DeleteCathy, indeed group coaching is more collaborative. In my opinion, group coaching does not only strengthen teacher pedagogy and creates gains in students’ literacy as a result, but it creates and environment where more ideas are manifested and teachers are able develop/refine skills within themselves. These may include listening to others, learning to compromise, giving constructive feedback and working with others. Some teachers may not have these skills refined and group coaching is a great way to work on them. This will also help them to teach their students how to work with others and how to act or treat others in a group setting.
ReplyDeleteIf you want positive out comes in any situation especially group coaching, collaborative relationships are essential- Principle 3. Having been comforted from the get-go that your coach is an easy going individual can be a deal breaker for some. Not being an evaluator but someone who is a facilitator or resource can make the world of a difference in a teacher’s performance/attitude towards their teaching. Like you said, having great rapport among coaches and teachers takes time.
I also agree that identifying who would like/need individual coaching could be difficult. Some teachers may be stuck in their ways about how they render information to their students knowing that they see no need for “help.” However, it is up to the literacy coach to enlighten them about alternatives and make suggestions. I also agree that time needs to be protected and have priority when coaching.
How do you think team and individual coaching are similar and different?
ReplyDeleteI think that there are some broad similarities between team and individual coaching. Both have the same goal of putting students first and educating teachers to the best of their ability. Team coaching is about collaborating with others in the building where as individual coaching is more one on one and specifically for one teacher. Both are important to helping teachers grow. With individual coaching it is easier to target what it is that a teacher needs to be successful in a classroom. With team coaching, whether it is within a whole building or just a grade level, the purpose would be to reach a wide range of educators all having the same needs. I think in order for a school to function, there needs to be a good balance of both so that teachers can get what they need from a coach.
After reading the guiding principles, which one would you focus on in your school? Which one would be the hardest to implement at your school? Why?
Principle two would be one that I would focus on in my building if I were to be a coach. I think that coaches get pulled a lot from a building which leaves very little time to collaborate with teachers. I think it is important as a coach to provide ample amount of support for teachers. I think principle number three would be a hard one to implement at my school because of the dynamics of teachers in our building. I think it has gotten better over time, but put a bunch of women in a building it can be hard for everyone to agree and openly respect one another.
What obstacles do you think you will encounter while being coached using either the cycle or model? How do you think you’ll be able to overcome these obstacles?
I thought this model was really interesting to see! I think that this model requires a lot of time and planning for both the coach and the teacher needing this model. A teachers schedule can be crazy at times along with specialists in the building. I think it would be hard to find time to modeling, co-teaching and observation part of this model. It reminds me of interning in a classroom where the undergraduate student is the teacher and the cooperating teacher is the coach. I think that in order to overcome this obstacle, teachers and coaches have to be intentional with time and managing time so that there is opportunity to practice this model.
You mentioned focusing on Principle 2: "Time Working with the Teacher is the Focus of Teaching". I really appreciated what the authors pointed out. When coaches work with teachers as a priority the students benefit in the end. The test results showed the highest gains were with students whose teacher was working with a coach. I think part of this can just be credited tot he fact that teachers benefit from thinking about their teaching. We are continually in the process of adjustment based off of what is observed, data, and research.
ReplyDeleteI agree Cathy! I think it can also be credited towards being able to bounce ideas off of other educators weather it is a teammate or a coach. The best kind of "ah ha" moments come from collaborating with other colleagues. It is important to honor a coaches time with teachers.
DeleteYou make a good point Cathy. Teachers do a lot of thinking but when they think about their teaching as it regards to adjustments because of observations, data and research, then teachers are without a doubt putting their all into their job and the betterment of each student. These type of teachers are needed and should be encouraged for their efforts. Coaches and teachers are essential members of our school staffs and when they "think" about what they are doing it shows that they aren't there just for the more, or lack there of, but they want to see and be a part of growth, and progress.
ReplyDelete