Week 9 Coaching Improvement Coaching 2

Hello Lit Ladies,

This week’s readings focus on the “how-tos” of coaching. I plan to have the Bean book in my hand when I begin coaching! Both chapters offer explicit steps coaches should take beginning with the first weeks of school to establish relationships among the staff. They give us specific questions and questioning stems to use in various scenarios. The chapters offer how to differentiate coaching with individual and small groups of teachers with coaching such as on-the-fly and combination coaching. I noticed that coaches specifically make sure they are visible within the school and are available. They begin the school year by creating trusting relationships in order to become comfortable with teachers so that the coaching process will be more effective. Coaches collaborate with teachers by visiting classrooms and meet with teachers one-on-one or in small group settings. In Bean, on pages169 to 182, the four stages of a coaching cycle are explained with examples. There are also forms that can be used or adjusted for the coaching activity. WSQ has an example of a coaching cycle on page 48. This section will be very helpful with guiding us in the steps we are to take in the coaching activity required for class. Both chapters understand that no two schools are the same, therefore scheduling to meet and conference with teachers can be difficult but not impossible. The chapters give ideas on ways for coaches to be flexible with their scheduling and differentiate scheduling in order to meet teachers where they are. Also coaches need to learn the various learning styles, experiences, and strengths of teachers. All teachers do not need the same support. Learning this will help to determine what type of stance coaches need to effectively communicate with teachers.

Coaches can give feedback after an observation as a collaborative effort to identify changes that need to be made. I was very appreciative that Bean discussed in the section, Giving Feedback beginning on page 182, how to have difficult conversations with teachers when coaches need to raise issues of concerns. In Bean, page 185, it states, “Learning to do this [having difficult conversations about areas of concern] in a respectful and clear manner takes time. An important point: Put the focus on what needs to be done to improve student learning, and the steps that can be taken to do so.” It also discusses that this can best be done in a school that has created a climate of respect: where teachers feel comfortable with feedback.

Bean states on page 184. “Such reflective behavior can be facilitated when the coach is a good listener and able to scaffold and build on the thoughts of the teacher.” Before the post conference, the teacher and I would have spent separate time thinking about the lesson. During reflection in the post conference, I would first listen to the teacher self-reflect on the lesson. I would ask her what she felt were strengths of the lesson. I would ask her if she felt that the goals stated in the post conference were met. If not, ask her what support she needed to help implement changes to reach the goals? I would support her with expressing the strengths that I saw in the lesson and offer support as needed.

As you read both chapters, discuss in your blogs: (1) Specifics of what a coach does with a teacher, (2) How does a coach give feedback after an observation, (3) Think of how to lead a reflection: the types of questions you are posing and formats for scaffolding a teacher after a lesson observation or as a teacher prepares to make change in her classroom. 

We are also asked for this week’s blog post to practice giving feedback as described in Activity #2 at the end of the Bean chapter.  There are two scenarios to practice giving each other feedback or suggestions on what to say. I would like to respond to Scenario #2. I would begin by saying to Greta that flexible grouping is a proven, research-based method of reaching all students in your classroom. I am glad that you have chosen to use this with your students. What did you notice were the strengths of students who were working independently? What are your frustrations concerning those students who were not working independently? How did you feel when you had to keep interrupting your guided reading time to correct students who were off-task? What do you think could be some strategies to try and what adjustments could be made in order to keep all students on task? After allowing her to reflect on how flexible grouping went when I observed the classroom and allowing her to make some suggestions for improvement, then I would offer my support. I would ask her if she would like for me to come in and model for a discussion I would have with the students about one of the workstations. (As I developed a relationship with Greta at the beginning of school, she mentioned that she would appreciate seeing me model a lesson.)  She would agree to me coming to model what students do at the reading station. What feedback would you give me as to how I responded to Greta? How would you offer Greta feedback or what suggestions would you say?

Last, but not least. We must choose a night to have our small group online meeting to share the beginnings of our PD program with each other. We need to discuss this via our group chat on tomorrow, Monday, March 11^th then I will email Dr. Beach informing her of the day we have decided that we will meet online. After our online meeting, I will send her a summary of our discussion.

Happy Reading and blogging!