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?
Melissa, I have to agree with you about the play/pause strategy. I think if you want to review and comment on lesson parts it would be better to video the lesson and review it with the teacher later where you could really play and pause for discussion without disrupting the lesson. I will look forward to reading what the rest of the group says in response to your questions.
ReplyDeleteI think 20 minutes for SMART goals is ample time, as long as you both know what's expected when you go into the situation. If you aren't on the same page with one another when you talk about the SMART goals, I think it might take a little longer.
ReplyDelete"Is there another modeling strategy that would work better than the play/pause strategy, or am I over-thinking how the students would respond?" I had the same concern when reading. I feel like it would be disruptive. Maybe both of the teachers could have notebooks or iPads with them so that they can jot down notes, and maybe the teacher who is modeling the lesson can give their teacher-partner an outline of the reasoning behind some of the things they modeled.
I'm glad that I wasn't the only one with the "play/pause" concern! I agree, Angela, that being on the same page when starting a SMART goals conference would help limit the time needed to complete it.
DeleteHmm...that's a tricky one. I don't exactly know how you would show competency in the other disciplines. Math and science are like a different language to me, too. But I wonder if it's more of thing where you could talk about how you're a coach in strategies that connect students to the material, rather than being a coach who's an expert in the material. Does that make sense? I've been talking to the math department at my school for my PD project and I made it clear that I don't know much about math, but I can be a helpful pedagogical resource. Hopefully, lol. Maybe that could build that trust?
ReplyDeleteI think you're right, Melissa. I just worry that I'll be at a loss for a strategy sometimes!
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