Week 9- Part Three- Strategies 8-12 and Part Five-Profiles 1-6

Part Three- Strategies 8-12

Part three in EPL is geared toward Small-Group Coaching toward the Common Core and explores four (of the five) coaching strategies coaches can use with small groups of teachers. Here, grade-level teams are coached and asked to develop implementation guides which will be used to determine what should be taught, what materials should be used during certain lessons, what should be expected from their students in order to they may address the learning objectives of the Common Core Standards in both their weekly and monthly instructional plans. It is important to note that teachers must collaborate with each other to create this guideline and as a result they must be patient, a great listener, is able to provide and take feedback and most of all a team player. As a coach it is your duty to guide these teachers through the entire process. It may take more than one try but when they have the idea of what to do, then they are able to work on their own when it comes to implementing other standards. On page 92 an example of what an implementation guide for a grade one class was made/shared.

Have you ever made an implementation guideline with your grade-level colleagues? How was the process and what did you learn from the experience? If not, what type of grade-level teamwork have you been involved in?

Looking at strategy 9 and 10, it is evident that they can go hand in hand as they focus on student assessments for planning instruction as well as using them to reflect on instruction. Strategy 9, which talks about reviewing assessment data for plan instruction and strategy 10, which discusses examining student work are important traits effective teachers should possess. As indicated in our text, the process of reviewing assessment is becoming more and more complex and challenging for teachers, especially because they have to focus on teaching with the standards in mind. However, when literacy coaches are a part of these teams, whether data or grade-level, they are able to provide support for the teachers as they learn to use the data for planning and reflection.

When examining student work (for reflection), teachers may grade it or collect data for themselves to help with future instruction. As indicated in our text, in order for students to be successful after collecting the data, teachers must work together within or across grade-levels to become more aware of their students’ work, thus making their instruction better.

The text shares some reasons why teachers examine students’ work (p. 104). How often do you intensely examine student work and do you have a form to follow (p. 108) that was provided by your team? Why do you examine students’ work and how does it assist you for future instruction?

The last two strategies (11 and 12) focus on reviewing units of study and the implementing of a lesson study respectively. Reviewing a unit allows teachers to see how well their students have done as it relates to meeting the learning standards of that unit. In addition, when they have conducted a review, teachers are also able to see what changes need to be made, if any, to better their future lessons. When this review is done collaboratively, improvements can be made across grade-levels in teaching and learning. Last, when conducting a lesson study in a small group, teachers work together to not only examine instructional practices but also student achievements as it relates to the standards.

Have you ever been a part of a lesson study? What do you think about the four phases and as a literacy coach what do you think your job will look like during this time?

Part Five- Profile 1-6

In part five, we get an in-depth look into six profiles as it relates to some challenges literacy coaches may experience. The include, establishing and maintaining administrator support, getting into the classroom, working with hesitant teachers, staying the course, embedding coaching into other assigned duties and organizing for success. Each section provides useful tips and resources that can assist you in combating the challenges mentioned above as it relates to literacy coaching. On pages 197 and 198 in particular, I really appreciated the ideas shared in figure 1. and form 1 respectively. This goes back to last weeks’ discussion about pre-made charts and how they can be very useful to busy teachers. As a new literacy coach these two forms will be of great assistance as you try to show your support to all teachers. The charts on page 206 also present some very useful information as you try to embed coaching into other duties.

As a literacy coach which profile(s) do you think you will need keep close by because you are experiencing or will experience these challenges the most, and why?

As we continue to work on our PD plans please elaborate on how far you have come and what questions you may have. I am still in the beginning stages of creating my PD plan but hope to have a draft for you all soon (I think we said by Thursday right). As an alternative for my coaching practice, I had to create a few scripts and videos about coaching. I have worked really hard on these and the final product will be shared soon. I won’t say either of them were hard to complete but I will say that the work of preparing the scripts and videos were tedious and for the PD plan I just wanted to make sure everything was cohesive and appropriate so maybe that’s why it took me a bit longer to complete it.

Which activity do you plan to go in detail with and how does it relate to your grant proposal?

Week 8- Strategies 3, 4, 12 and 7

This week’s strategies are–

3- Conducting an Article Study Group

4- Providing Professional Development at a faculty meeting

12- Conducting a lesson study

7- Presenting powerful professional development

After reading the strategies I was reminded that professional development is geared toward adult learning. I think this is a very important point to remember because teachers are already knowledgeable in the teaching field (know what they want) and professional development should be geared toward building community, where teachers become involved and interested in learning new things to enhance their teaching strategies which will eventually improve student’s achievement. Overall, the strategies presented lots of similarities which I wish to point out.

As seen in each strategy, the layout they all have is very simple to read and follow. They are very detailed but not overwhelming. For these PDs you have to first determine who will be a part of the PD sessions. Whole groups may include all teachers or you may have small groups with teachers from grade levels. PDs may last from as little as ten minutes to as much as forty-five minutes.

 A major point that was brought up in each was the aspect of TIME. When conducting a PD, a teacher’s time is very precious and as facilitators we must be considerate and plan PDs that start and end on time. Remember, a teacher’s time is very precious and we should not waste it.

Have you ever felt like your time was wasted at a PD that you have attended? What did you do about it?

The tips on how to prepare for each PD, how to facilitate each and how to follow up were very helpful. In my opinion, having those “cheat sheets” make me feel that much more comfortable and able to conduct a PD on my own. The graphic elements presented in each strategy are very useful especially for coaches who are new to the scene.

What are your thoughts on pre-made charts that assist in helping you render information to a group? Would you prefer to make you own? Do you feel ready to conduct a PD on your own with the tips they gave you on each PD?

In strategy 3, I loved how the writer presented the discussion format for an Article Study. (Table 3.1) the 3-2-1, Text coding and double entry journal are great ways to format discussion. It makes it flow and helps teachers quickly identify what they want to talk about or not talk about. Again, having structure like this minimizes distractions and maximizes time on what is most important to talk about.

Unlike strategies 3 and 4, strategy 12 includes more actions/interaction between teachers and the coach. This is evident with the four phases outlined in the introduction.

After reading the strategies, I believe that all PDs should have the support of the principal and he/she should help take on the task of encouraging and boosting teachers interest to attend/being a part of PDs.   

Apart from your literacy coach, does your principal do a good job at motivating/promoting PD at your school? If not, do you think he/she should?

Strategy 7 outline the four P’s for presenting powerful professional development.

Purpose

Participation

Place and time

Preparation

Each word is quite self-explanatory, however, the extensive explanations that are given in the book makes it more real of how much goes into planning a PD that is effective. Without a purpose for having a PD there is no way that the following “P” words would need to be taken into consideration. I think apart from PDs, each teacher should have a purpose for coming to school every day.

Do you have an inner purpose for going to school each day? Do you live by that purpose? 

Week 7 - WSQ Chapter 9 & Sustained Professional Development Article

WSQ – Chapter 9 Professional Development

This chapter focuses on different aspects of professional development such as the characteristics of quality professional development.  Looking at page 125, chose your top three bullets you thought were relatable to you and what you consider to be successful professional development.  Do you think your colleagues would agree?  I found that some of these bullets related to what I wrote about in Dr. Beach’s blog.  What was something that gave you an “ah ha” moment?  The last bullet where it talked about “acknowledged participants’ existing beliefs and instructional practices” made me realize that most professional development is just expected and might not take into consideration what teachers believe or go along with their teaching philosophy.  Has that ever happened to you at your school?

What are some strategies that might be implemented at your school to support change?  If you do not have any, what are some strategies you would like to see implemented at your school?  Our school is very data driven.  We have a special instructional leadership team that takes time to look at test scores and benchmark data in order to implement site based action plans.  I am a part of this team and sometimes we even meet on the weekends just to analyze data in order to plan a site goal to implement for the year!  This helps us determine what gaps are missing in our students as well as allows us to see success.  I am not sure if meeting on the weekends is the way to go, but it definitely allows us to see what is happening in our school and helps us make academic decisions. 

On page 557 in the Sustained Professional Development article, I thought it was so interesting that the article touched base on the idea that teachers were relying on whole group class instruction and that there is not enough release of responsibility to students.  How did the themes of whole group instruction (the bullets on page 557) make you feel?  Are you guilty of minimizing group work in the classroom?  Put yourself in the shoes of a student.  If a professional development was solely whole group instruction and did not provide enough collaborative time with colleagues, would you be successful?  

Week of 9/25

L & T chapter 5: Sketching Critical and Collaborative Communication

Communication is such a huge topic.  It is a part of almost every aspect of our daily lives both personally and professionally.  It is amazing that the thing we engage in  so often, we are often ineffective doing.  I think the reason for this is that we aren’t always intentional about the process.   According to the Cindy Lassonde and Kristine C. Tucker,  communication is a “back and forth transfer” of information that all of the parties can comprehend and shape more thoughts from the communication (p.83).  What is your definition of communication?

Something that was new to me was the term conversational circles.  Though I have heard of the concept, this provided a more concrete definition than I had in the past.  This is composed of a group of people that meet together with no set agenda.  People simply bring issues or topics that are intriguing them.  Then discussions occur around these topics.  In turn, this information can be used to aid a literacy leader in the establishment of future plans for the school.  Have you all ever been a part of conversational circles?

Proactive leadership is made up of both critical and collaborative communication.  Something that I found interesting was the fact that the authors connected both critical and collaborative communication with the upper levels of Bloom’s Taxonomy, evaluating, re-organizing, and synthesizing.  This can be seen with critical communication in the fact that “speaker” needs to have foresight into the possible problems that might arise in the communication process.  In regards to being a literacy leader, this process allows one to build on people's thoughts providing them ownership and buy-in into the literacy topic.  The thing that stood out to me about collaborative communication was the fact that the collaboration leads to a group creating and producing.  In other word this collaboration leads to actual change or action on the part of the group.

Graphic from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

After reading about the various strategies that lead to proactive communication, is there one you feel like is more of a challenge to you? What do you plan to do to strengthen yourself in that area?

Beyond the strategies mentioned in this chapter, I was intrigued by the thought of a literacy leader keeping a journal.  The authors connected this to “holding thinking still” (p. 91).  This gives a place for introspection.  I can think of many times that I forgot what I had “pondered” after a situation.  If I had taken the time to write down my thoughts, it would have proven helpful.  Do you all keep any kind of journal?  Do you keep one as a student or professional?  What are your thoughts about this?

Dr. Beach asked us to answer questions 1 and 2 on pg. 102.  What types of communication do you feel confident using?  What are your strengths in that area? What types of communication do you feel you struggle or may struggle using? Why? Do you have a plan to strengthen this area? Explain.

EP & L: Strategy 1 and 2

Strategy one discussed how to establish high expectations for students and a faculty atmosphere of collaboration leading to buy-in regarding these expectations.  It seems that we covered some of the materials mentioned in forms 1.1 and 1.2 in part of our needs assessment. Dr. Beach asked us to complete these forms to assist our thinking and growth on the topic.  Did you find any information that will help you build a collaborative atmosphere in the school you surveyed?  Also,  when filling out form 1.2, did you notice any area you want to work on?  Did you see a way to improve that area?  Explain.   

Strategy two discussed the models schools use to establish professional development.  We also covered a few of these topics in our needs assessment that we sent to our respective schools.  Dr. Beach asked us to complete the forms 2.1 and 2.2.  Using the results of the survey, did you discover anything interesting?  Could this help you in the creation of your professional development plan?  Given the texts focus on Common Core, how do you feel like this survey lines up with Oklahoma standards and in turn the PD plan?

Week 9/18 Coaching Strategies 13-17

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.

Blog Week of 9/11 guiding principles article, EP&L strategy, and team coaching

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? 

Week 9/5 - EP&L 1&2 ; WSQ 3

The Common Core Coaching Book

Chapters 1& 2

Chapter 1 focused on “literacy coaching and change”.  The text referred to literacy coaches as leaders of the change process or leading the charge for change in a building.  As I was reading this it made me reflect on literacy leaders in my building or even leaders in general who typically present new information during professionally development.  I thought about how it was presented, how the climate felt before, during and after the new information was presented and how it affected me as a classroom teacher.  When the text discussed the two key ideas that are essential for literacy coaches teaching new content, it was an “ah-ha” moment that I completely agree with.  There are times when coaches present new information that they are not familiar with or do not have a support system to bounce ideas or assist with and those presentations are not as effective. 

I am one of those people who cringe when I hear the word “change”.  Change is hard!  “Change is a consistent part of education” (pg. 8).  There are not truer words! 

Looking at Figure 2, the concerns-based adoption model, reflect upon a time when you have faced a new change presented by a literacy leader.  What stages did you go through?  Did you experience all the stages?  How does identifying with adults and these stages help us as literacy leaders?  Is this model beneficial to share with teachers? 

Chapter 2 identified important tools to be an effective literacy coach.  I enjoyed reading the part about having a purpose as a literacy coach.  I think it is important to establish your purpose and goals with your colleagues so that they know what to expect from you as a resource for your building.  

What would your purpose statement be as a literacy coach?  What would you want your colleagues to understand about your work? 

The Administration and Supervision of Reading Programs

Chapter 1

This chapter discussed how to effectively create a comprehensive reading plan.  There are three essential elements that correlate with one another that make a reading plan effective.  Those elements include the standards and curriculum, instruction and assessment of student learning. 

Taking a closer look at the standards and curriculum element, do you feel as though the Oklahoma Standards portray an effective literacy curriculum?  (Refer to Figure 1.3 on page 23 for Questions to Consider) What kinds of assessments do you use to assess the standards?  Have you seen or does your school vertically align literacy standards so that there is consistency within the school?