PD Development 1

The sustained PD article was extremely interesting. I thought the strategies that were presented were useful not only for planning my PD, but I could also apply them to my classroom. The instructional framework (establishing framework, teacher modeling, and guided instruction) is essential to classroom success, but I think it is also essential for PD. Too many times we sit through PD with no real purpose given other than it is required, and all we do is listen to a presentation. Without the opportunity to work with and manipulate the new information with the presenter and with our colleagues, we cannot expect any new program to be successfully implemented in a classroom. 

The article also spoke of the importance of group work in the classroom, but again, this is applicable to PD as well. PD leaders can work with small groups in order to deliver a more specialized, focused program. Small groups of colleagues can collaborate to ensure that the PD program is implemented and determine the best way for their group to keep one another accountable. Small groups are also able to discuss what worked and what didn't, and they can easily exchange information to make the program productive.

As I develop my PD, I think I want to focus on smaller groups so that I am more productive. I think my time and my colleague's time would be best spent analyzing useful, applicable strategies rather than generalized ones aimed at the entire staff. I also know I need to make sure that my colleagues have the appropriate time to work with me and their collaboration partners so that questions can be answered, potential problems can be hashed out, and success can be ensured. Finally, I know that I need to account for time after the PD and after they've had a chance to implement the program in their classrooms to check up on them, answer questions, and tweak the program as needed.

As a side note, I thought the Instructional Routines in Figure 1 were interesting! I've heard of and used a few of them, but I want to try to implement a few more in my class, especially the Barrier Games and Conversation Roundtable. We're working on literature circles, and I think the Conversation Roundtable idea could help with the groups that lack full participation.

Questions:
1) Taking into consideration all the PDs you've attended (voluntarily or otherwise), is there something tangible that you've walked away with that is useful to you and doesn't end up as another unused resource on your bookshelf?
2) Is there any other data that we need to consider when developing a PD other than the results of our surveys? 

Coaching & Communication

I think the part that stuck with me the most from the L&P chapter was Margaret Wheatley's belief that "openheartedness solves problems when we genuinely care for other human beings" (84). If everyone kept this in mind whenever they opened their mouths, the world would be so much nicer! But, as we know, emotions get the best of us, and we don't communicate as we should.

L&P talked about critical and collaborative communication, both of which are extremely important in coaching. Critical communication helps solve problems while collaborative communication allows people to create together. In order to be effective at both, we have to be aware of how we communicate our ideas by taking into consideration the context of the situation, our own feelings of what is occurring, and which words we chose to use and by reflecting on our conversations. We must also listen, listen, listen. We must listen to what is being said as well as what is not being said, and we must also help facilitate discussions that allow participants to share their feelings and thoughts without risk. Many times frustrations and resistance occurs because of underlying issues, and if those issues can be addressed and resolved, everyone wins.

The EP&L also stressed that communication is key to a successful literacy coach,  but also focused on the importance of the coach knowing how to help adults learn. This, I believe, is probably the hardest for us because we know how to teach students, and we know our content, but we don't always know how to approach adults, especially the ones resistant to change! I really like the questionnaires in Strategy 1, and I would be interested in seeing our faculty's responses. Strategy 2 spoke of developing a common vision and common language. Our school has focused heavily on this the past couple of years to ensure that everyone is working toward the same common goals. Although it can be a difficult process, it alleviates so many issues once teachers, administration, students, and parents are working together to achieve the same goal. Everyone is on the same page when everyone is using a common language, the strategy or procedure is in manageable steps, and there are reminders of the language and steps in plain view.

Questions: 

1. Since we currently are revising our ELA standards, how do you see sites implementing the new standards effectively?

2. What do you think will be your biggest struggle as a literacy coach based on Form 1.2 in the EP&L book?

3. Does your site currently have a common vision/goal for the school?

Coaching

I thought this week's reading was extremely applicable both as a coach and an individual.  I think that setting goals is an extremely hard aspect of growth because most of the time we are so vague or generalized that we really have not chance to achieve the goals we set.  This makes us frustrated which makes us give up on achieving the goal and setting new ones.  Taking the time to use the SMART goal format would help goal setters to see progress as they work toward their end goal.  

I think most of us do co-planning on a regular basis--at least in a informal way.  I know I am always in contact with the other LA teacher so we can gauge what's working well and what needs to be refined.  We also talk regularly with our Instructional Coach to go over lesson and strategy ideas.  I think this will be one of the easiest parts of coaching because it comes so naturally.

I liked the forms that the book provides, and I think it will make the coaching process and data collection a lot easier.  One of parts I liked the most though was the part about the five faces of trust.  I can easily see how important each of the five aspects of trust are and how each one leads to the next.  We have a lot of new administrators this year, and I can see them working through the steps as well.

I am not sure that I like how they conduct their modeling lessons because I don't see it working in my classroom.  If I had someone in my room to model a lesson, I would like to explain the process to the class, and I would like to be able to observe the whole lesson without disruption.  I don't see the "play/pause" feature working well with middle schoolers.

Questions:

1) Do you think 20 minutes to set SMART goals is an adequate amount of time, or do you think more time is needed to develop quality goals?

2) Is there another modeling strategy that would work better than the play/pause strategy, or am I over-thinking how the students would respond?

3) In reference to the five faces of competency, how could I demonstrate to a science or math teacher that I am competent enough to coach them if they express concern that I don't know enough about their curriculum to help?

Coaching 1

I think that this week's reading reflected what we discussed this weekend in class and were related to each other for a few reasons.  They disused the time commitment that coaching entails, the required knowledge that coaches must possess, and the relationships required for effective coaching.  I think the two most important ideas about coaching that I learned are the commitment of time and the importance of relationship building although I they seem like givens.  For any program to be effective, there has to be buy-in, and the only way to get staff buy-in is through time and relationships.  Without sufficient relationships, coaching and changing perceptions are not going to be effective.  

Anytime you are trying to help someone or get them to try something new, you must establish a relationship and gain their trust.  Taking a school's culture into consideration when designing and implementing a PD or coaching program is essential.  As the WSQ reading states, "Culture includes the willingness to explore change, trust leaders interested in promoting coaching, and opportunities for buy-in by stakeholders" (46).  Coaches must assume roles that will allow them to become a part of the culture in such a way staff will be receptive to their advice.  The "Guiding Principles" article also made the same assertion by stating that "coaches must build on that foundation by establishing trust, maintaining confidentiality, and communicating effectively with teachers.  Coaches establish trust by openly respecting teachers' professional expertise" (4).  I think this relationship building should be the primary focus of a new coach or instructional leader.

Relationship-building and time commitment go hand-in-hand; you can't build relationships overnight, and you can't effectively change classroom practices overnight either.  The time commitment of an effective coaching cycle is evident in Figure 18.1 in EP&L.  With a minimum of 5 phases of the coaching cycle and each needing 30 minutes or more to adequately complete, just one cycle could easily take 2 1/2 hours not including any planning or preparations.  When a literacy coach in the secondary setting has upwards of 30 or more staff members to help, the time commitment is astronomical, and the use of small groups as outlined in WSQ becomes a more effective option.  This time commitment does not take into account the amount of time needed to get to know someone to such an extent as they will allow you to observe their classroom, work with them one-on-one, and trust you enough to communicate potential areas of improvement.

Team coaching, if done correctly, should mirror individual coaching.  Teams should be small and be composed of teachers at the same level with the same skill sets which would allow the coach to focus their attention on more applicable strategies than if they had generalize for a large, diverse group.  I think that they differ in that a coach's  time cannot be focused on each participant equally in a group, so invariably, there may be participants who receive more or less attention than needed.  Done effectively, though, team coaching should be a more effective use of both the participants' and coach's time.

Questions for group:
1) How would you create buy-in for pockets of staff members who are resistant to change or are vocally negative about everything?
2) Who would you devote your time to as a new literacy coach: the new teachers, the veterans who haven't tried new instructional strategies, or co-teachers who are in a co-taught classroom as well as an individual skills classroom?
3) What do you think would be the most effective way to gauge where your help is needed most?  Survey, observations, word of mouth, etc?

New Literacy Tools

I am familiar with a few of the new literacy tools; however, blogging and some of the apps are new to me.  I think the blogs are a useful tool and are an easier format to keep track of than the typical online chat forums.  I think Adobe Connect is extremely helpful and user friendly alternative to meeting face-to-face.  I think the resources will allow me to learn more when (for the most part) it is convenient for me.  

Question for group: How much of this technology could be incorporated into our classrooms easily?