This week we were engaged in
reading about the five parts of the coaching cycle, of which include, setting
goals, modeling, co-planning, co-teaching and observing (strategies 13-17). To
lump everything together, I would say that off the bat, all of these readings
were very informative and seemed to be detailed which I think is perfect for
someone (like myself) who is a novice educator and learner of the coaching
cycle. Additionally, I think all the forms and templets provided are excellent
resources for literacy coaches and teachers to use.
Setting Goals
From the get-go we are told
that goal setting is an important and necessary part of the coaching cycle and
as a result should be completed prior to the other stages. In my opinion, when
this one is completed first, both the teacher and the coach become more focused
on what needs to done in order that their teachings/lessons are appropriate and
geared toward their objectives or standards. In this section, the SMART goals
format was provided as a templet to use for setting goals. I like that our text
notes that “a main benefit of SMART goals is that they provide sufficient detail
and direction to guide teachers professional learning” (Elish-Piper & L'Allier, 2014, p. 138). As a coach I will definitely implement this
format because I think it will help my teacher become more confident with writing
goals and the SMART Goal-planning Templet on page 141/2 would be a great example
to hand out during our co-planning time.
What is your opinion of the SMART Goals format? Have
you ever used it? How did it help you in the process of setting your goals? If
not, what format did your coach use with you and how was the process?
http://www.cognology.com.au/learning_center/howtowritesmartobj/
Modeling
One word that stood out to
me during this reading was the word “purposeful”.
As literacy coaches, modeling for our teachers isn’t just something we must do,
but it is a process that should be planned and executed with a purpose in mind.
As a coach, modeling is essential to helping the teacher understand how to
implement strategies, interact with students, and pace the lesson among other
things. Notably, the teacher and the coach should have a pre and post conference
before this stage to discuss what should be modeled and what happened after (feedback,
questions). Modeling can be hard sometimes but I think implementing this
strategy after a teacher conducts a lesson can help them to reflect on what
they did before and how they could change it. How important do you think this strategy is for novice teachers when being
coached? Have you had any experiences with modeling and if so how did it go?
Co-Planning and Co-Teaching
Co-Planning and Co-Teaching go hand in hand and as identified in
the co-teaching strategy reading, the coach and teacher should co-plan before
they co-teach. When you think about it, it just makes sense. In order to effectively
co-teach, both the coach and teacher need to be aware of the steps each one
will take during the lesson, what activities each one will engage in and who
will say and do what among other things during the lesson. During the
co-planning session goals should also be set in order to guide the co-teaching
process. When the coach and teacher engage in these strategies, especially the
co-planning one, they are able to collaborate and become familiar with each
other’s strengths and weakness thus having the opportunity to devise the perfect
plan for co-teaching. Co-planning helps coaches to help teachers become more
confident in all that is required, for example, identifying to purpose or
objectives of the lesson. All of these strategies are links to the other and
cannot work without each other. What are
your thoughts about co-planning and co-teaching? Have you had a good or bad experience
that you would like to share?
Observing
Even though the strategy of observing is being discussed last, we
must remember that it does not always, or need to be last in the coaching
cycle. Observing can occur before, during or after either stage. In the
coaching cycle, observing helps coaches to gather information and then present what
they have noticed to the teachers. When this is done teachers are informed
about areas that they may need to improve on to better their instructional practice.
In the readings I liked what was said about how coaches should provide
feedback. Coaches should avoid evaluation language and use objective language.
I think this is a very important point because during post-conferences teachers
are already nervous about what is about to be said by the coach. In my opinion,
observing is essential for teacher growth and development. Do you think observations are important? Why or why not?
References
Elish-Piper, L., & L'Allier, S. K. (2014). The
Common Core Coaching Book: Strategies to Help Teachers Address the K-5 ELA
Standards. Guilford Publications.
What is your opinion of the SMART Goals format? Have you ever used it? How did it help you in the process of setting your goals? If not, what format did your coach use with you and how was the process?
ReplyDeleteSetting goals is important in many areas in life, as well as in the coaching atmosphere. The text mentions this serving as a tool to assist as a motivator and a guide. I think that is the critical part. Once SMART goals are set they can serve as both motivator and guide. As a younger teacher, I was introduced to SMART goals years ago. I never felt that I mastered the creation of these goals, because I was always required to include quantitative data on the measurable section. In other words, I would have to say students with perform at “90 %” to show success. This always felt like a random number I was picking out of a hat. Now, going back to SMART goals, I think measurable doesn’t always have to be quantitative data.
How important do you think this strategy is for novice teachers when being coached? Have you had any experiences with modeling and if so how did it go?
Coaching is a priceless tool. I wish I had more of it as a teacher. It seems that I always learn from watching other teachers. I think PD that allowed teachers to go observe other teachers would be so beneficial. (I digress) Anyway, as a young teacher mentor teachers helped me in ways they will never know. Without that coaching I wouldn’t have made it in the profession, much less learned effective practices. I think the same can be said for quality literacy coaches. The main modeling I have done for other adults has been with student interns in my classroom. I have modeled various things and gone through the process of the gradual release of responsibility. I also like the idea of modeling via youtube videos that can be shared with other teachers in your school. This multiplies your ability to demonstrate a skill. For example, one could video a guided reading group with attention called to the format of the group.
What are your thoughts about co-planning and co-teaching? Have you had a good or bad experience that you would like to share?
Concerning co-teaching and co-planning, I have both good and bad experiences. Honestly, I have worked with some that always want to dictate the directions, and others I have worked with always want to sit back and wait for me to do everything. That being said, when co-teaching/ co-planning occurs in a balanced way it can prove very beneficial. “Careful planning that leads to purposeful instruction results in enhanced student learning,” according to Piper and L’Allier (p. 153). I think this can a occur through creating a detailed plan, discussing the plan (reflection), and changing it when needful.
Do you think observations are important? Why or why not?
I think the observation is hugely important. THis isn't something I feel like I have had a ton of opportunities to practice. I think the reason this is so crucial is because it is a formative process. Observation in this setting should inform future practice. If the observation results in no change it seems futile to me. We all have room for improvements in our practice. I feel like everyday there are areas I could change and improve.
Cathy,
DeleteI agree that coaching is a priceless tool. Learning from others is a huge part of growing up/living especially learning how to decipher right from wrong. Coaching will in turn teach teachers how to do this, which is why I think it should be a key aspect in the school setting. I also think it would be a fabulous idea if other teachers are given the opportunity to observe other teachers and give feedback. Sometimes it doesn’t even take a literacy coach to change/improve the sense of direction in the classroom.
For co-planning and co-teaching, like the book states, a foundation of trust has to be build first in order to move forward. I think this is very important because without this, these interactions may not yield the result we are looking for.
I wish teachers were given more opportunities to observe one another. It seems that with the time constraints of the classroom and school, this is a difficult practice. I have heard school talk about how to implement this, but I haven't ever seen a school do it in an effective manner. It would be a great experience.
DeleteCathy,
DeleteTeachers can learn so much from each other and I think there is and will never be enough time for them to observe one another. There NEEDS to be more time (I hope the people who needed to hear that heard it lol). Professional development can do so much for teachers. Maybe if subs were to come (every no and then)in to allow teachers to have the opportunity to observe one another....it might work. I don't know, just a thought.
What is your opinion of the SMART Goals format? Have you ever used it? How did it help you in the process of setting your goals? If not, what format did your coach use with you and how was the process? How important do you think this strategy is for novice teachers when being coached? Have you had any experiences with modeling and if so how did it go?
ReplyDeleteI have never used the SMART goals format before but I think it is very explicit. These are the type of instructions that better help a teacher understand where he/she needs to be.
Novice teachers need all the help they can get to become confident in their work, especially if it is clear and easy to understand.
What are your thoughts about co-planning and co-teaching? Have you had a good or bad experience that you would like to share?
Co-planning and co-teacher can be of great assistance for a first time teacher. I think it helps to pave the way to independent teaching, helping to instill confidence and trust within themselves. However, co-planning and co-teacher can also be beneficial for teachers who have been around for some time and have difficulty adapting to new and improved ways for teaching. :)
Do you think observations are important? Why or why not?
Observations are very important. It will be a shame that a teacher feels confident in his/her teaching when in actuality they aren’t quite doing it right. I know that everyone has his/her own style of teaching, but sometimes with a little bit of assistance, it could be a lot better, especially if we wish to improve students’ academic growth/achievement. Observations provide from for feedback and in turn helps teachers polish their instruction.
I agree with you that SMART goals are really explicit. These goals are meant to be specific and followed with clear steps. I hope I able to create these goals and actually use them in a real way in the classroom and literacy leadership setting. I also agree that co-planning and co-teaching are beneficial for teachers who have been teaching for a while. This practice could help them implement new practices and allow less experienced teachers a some knowledge about the challenges that can be faced when implementing new things in the classroom. Regarding classroom observation, I agree that we need to help teachers become better at their practice, but I think this has to occur out of a professional, respectful relationship or the recommendations will not be taken to heart and applied.
DeleteAs teachers, we come up with some pretty great ideas you know! :) However and unfortunately, sometimes the environments that teachers are in aren't professional and respectful. Even approaching the principal can be intimidating and ideas get shot down. But the idea of teachers observing teachers is still a good one!
DeleteCathy and Krystal,
ReplyDeleteYou both said that observation is important and I couldn't agree more. I think this step is or can be the most important of them all. Through observations you can set your goals, you can identify areas that you are strong in, or may need to improve on and when watching the coach may identify strategies that you like and would want to implement and so on. Observations to me should be first in the cycle, even though we have read that each stage is interchangeable. Observations are important and I think this stage of the cycle should be done with great effort from both the teacher and coach because much learning is done during this time.
Krystal,
ReplyDeleteCo-teaching can definitely been seen as sort of a mentoring endeavor. I also think young and or new teachers need seasoned and well informed persons/coaches to help them find their way in teaching literacy and teaching on a whole.