Before you work on improving your own life, you'll need to get an unbiased sense of where you currently are,

The power of the process lies in the professional discussion about the learning and the sharing of effective strategies in preparing for the next stage of learning. This professional discussion generates new knowledge and is a catalyst for refining practice. In short, moderation is a strategy to examine and improve pedagogical practice.

have already learned that there is a high correlation between teacher expectations and student performance. During my study of school culture, one group emerged that possessed the ability to achieve higher levels of student performance and satisfaction in the classroom as compared to their colleagues. Their actions manifested their com- mitment to student success.

he best feedback provides students with information about their progress or success and what course of action they can take to improve their understanding to meet the expected standard

It ends when teachers interpret the evidence of their impact on students during the lesson(s) relative to their intended learning intentions and initial criteria of success —

ce (2008) provided nine guidelines for using feedback to enhance learning m focus feedback on the task not the learner; one @ provide elaborated feedback (describing the ‘what’, “how ,and ‘why » a m present elaborated feedback in manageable units (for example, avoid cognitive load); w be specific and clear with feedback messages; . d m keep feedback as simple as possible, but no simpler (based on learner needs an instructional constraints); m reduce uncertainty between performance and goals; + + a ive unbiased objective feedback, written OF via COT puter (more trustwor thy sources 8 > are more likely to be received); i rmance to the Bm promote a learning goal orientation via feedback (move focus from perfo learning, welcome errors); and i i {f- m provide feedback after learners have attempted a solution (leading to more se re. gulation)

e self-attributes

The second aspect of teacher as collaborator is deeper collaboration with professional colleagues. Teachers gravitate toward greater transparency as they collaborate to assess starting points, design learning experiences, and reflect on student progress. The common language and knowledge build- ing about practices is a powerful catalyst for change and a vehicle for forg- ing new relationships within grades and departments and across schools, regions, and globally.

here is an emphasis on planning, being clear about the purposes and outcomes of lessons (both by the teachers and students), having expectations or targets of what the impact should be, and then continually evaluating the impact of the teacher on the learner. It is important, however, to note that while the emphasis in this book is very much on the teacher, this does not mean that students cannot learn via other sources (such as the Internet, peers, family) or that they cannot become their own teachers. Such self-learning is surely a goal of our teaching efforts.

feedback

As we have noted, the collaborative learning phase of instruction is too often neglected. If used at all, it tends to be a special event rather than an established instructional routine. When done right, collaborative learning is a way for students to consolidate their thinking and understanding. Negotiating with peers, discussing ideas and information, and engaging in inquiry with others gives students the opportunity to use what they have learned during focused and guided instruction. Collaborative learning is not the time to introduce new infor- mation to students. This phase of instruction is a time for stu- dents to apply what they already know in novel situations or engage in a spiral review of previous knowledge. It is important, too, that you allow collaborative learning to be a little experimental, a little messy. In order for students to consol- idate their thinking and interact meaningfully with the content and one another, they need to encounter tasks that will reveal their partial understandings and misconceptions as well as confirm what they already know. In other words, wrestling with a problem is anecessary condition of collaborative learning. If you are pretty

eaching that reflects a complete understanding . ee knowing and accommodating students’ eer aly aoe Sena on alized, transferable, contextualized, and social pias Se seat ES. the knowledge students bring with them

We repeat these questions here, since they make explicit the pro- gram’s commitment to integrating deeper learning and social justice. + Essential Question 1: What do I know and believe about myself, my students, their families, and their communities within the larger social context? « Essential Question and responsive learning opportunities an . Essential Question 3: How do I enact princi equity, inclusiveness, cultural and linguistic respons theory, and discipline-specific pedagogy within my pedagogical prac- and adjust curriculum, instruction, and assess- my students, always acting 2: How do 1 act on these beliefs to create inclusive d transform inequities? ples of social justice and iveness, learning tices to plan, revise, ment to ensure success and growth for all as a critical urban educator to advocate for my students? . Essential Question 4: How do 1 reflect upon principles of social justice and equity, inclusiveness, cultural and linguistic responsiveness, learning theory, and discipline-specific pedagogy within my pedagogi- cal practices in order to further plan, revise, and adjust curriculum, instruction, and assessment to ensure success and growth for all of my students, always acting as a critical urban educator to advocate for my students?

Students have to become self-motivated. That's one of the hallmarks of an independent learner.

Each phase acts as a stepping-stone to the next. First, building rapport focuses on establishing an emotional connection and building trust. In the alliance phase, we use this emotional connection to create a partnership that has the teacher and student coming together_~team to tackle a ~---~ -specific learning challenge. E ch agrees to brin~eir ~ skill to the effort. Because there's trust, the teacher can provide a degree of "push" or challenge without having the student experience an "amygdala hijack" and either withdraw or become defensive. It is in this phase that we help students acquire the tools to become independent learners and expand their intellectual capacity.

~iciil~ctivating system (RAS), a critical brain feature that's responsible for alertness and attention. Using the RAS, ---,-~------the brain scans our surroundings 2 4/ 7 for any novelty that signals important changes in the environment, any relevant event or informa-tion connected to one's social status, physical survival, or strong emo-tions that might signal a potential threat or reward. Getting the RAS to pay attention is critical in culturally responsive teaching. It directs the learner's attention at the beginning of a task.

only reacts. It is always on, even when we are sleeping.

One of the goals of education is not simply to fill students with facts and information but to help them learn how to learn.

“to observe and no ' an th 7 ” and instead to recognize that “there is a deeper m g things i , nderstanding of ild.”

ndidates i snd provide were able to describe two forms of teacher-student interactions ind provi ons general description of student-student interaction. Candidate: p teacher—student interactions as (1) behavior-oriented and (2) int inter- at facilita $ dent responses. Three out of 19 candidates desc b d actions th ted tu. r1be teacher—student i i os nteractions as “disciplinarian,’“ : narian,” “enforcing th ” ee e rules” and “enfor C- ing the rules set.” These candidates were described as having a d i edge of teacher—student interactions. Ba cevcloping nowt Four ou i ons vor 2 canes atendsd to specific student-student interactions. ene candicate nore’ aia s Me ents aided each other as the practitioner walked veleatateneed wre of ng for answer to the warm-up question; however, whe analogies ood ceamole a me language, the ability to clarify directions and ane anges xamples used by students were not described. There were no questions that students or the practitioner asked, analogi

nshi irecti cal knoll p. The directive coach has speci T-appr pecial knowled and his job is to transfer that knowledge to the coachee. While the . relationship is respectful, it is not equal. In con ilitati cae a to ae coaches who set their expertise aside when working achers, the directive coach’s ex ise i pertise is at the heart of thi i approach. Since their job is t ctnay ton o make sure teachers | de something eect earn the correct way to , directive coaches tell teachers wh at do to, someti oe ' imes model an me observe teachers, and provide constructive feedback to teachers ey can implement the new practice with fidelity. Directi Fach we paces work from the assumption that the teachers they are Rivhy e ‘ O not Know how to use the practices they are learning, which henerally a ane coached. They also assume that teaching strategies uld be implemented with fidelity, which i : way in ea y, which is to say, in the same y ch classroom. Thus, the goal of the directive coach is to ensure fidelity to a proven model, not adaptation of th i of children or strengths of a teacher ENE NGENSS The best directi a neath coaches are excellent communicators who listen to their 7 . . Pa Fa rene understanding using effective questions, and sensitively ee’s understanding or lack of understanding. Since the goal Chapter 1 | What Does It Mean to Improve? 11

aching Logs The following logs can be used with individuals, teams, or pairs of teachers. As is the case with any tool that is provided in this book, you are encouraged to adapt and adjust these logs to suit your needs (Figure 1.6).

oaching, collaborating, and consulting each a ; a Pu i ose to the teacher, the institution, or awe € ty ae og place in transactions devoted to only one of : . functions ituati however, that ca j ime. There are situations, : skill transition to another function. There are no mee nil to guide the coach, but there are some prerequisite con:

ognitive Coaches are committed to learning. They continually resist complacency, and they share both the humility and the pride of admitting that there is more to learn. They dedicate themselves to serving others, and they set aside their ego needs, devoting their energies to enhancing others’ resourcefulness. They commit their time and energies to make a difference by enhancing interdepen- dence, illuminating situations from varied perspectives, and striv- ing to bring consciousness to intentions, thoughts, feelings, and behaviors and their effect on others and the environment.

Accordingly, one of the teacher’s principal roles is to support, or scaf- fold, students to acquire knowledge and skills that they cannot learn on their own but can learn with targeted assistance. A teacher can provide sev- eral kinds of assistance, as can peers: Teachers can provide a model to show a learner how something is done, or they can demonstrate a process or skill both physically and by talking aloud about how an expert thinks. A teacher can also assist by breaking up a task into smaller units or by reorganizing the sequence of a complex task.

ery single teacher can be developed and every single teacher can grow,” she says. “As a result of growing every teacher, we’ll be growing and supporting every student. That way we can ensure that every one of our students has the best teacher standing in front of them.

a tge novel and com- studen OPO eect co theoretical ideas tightly connec plex problems, on 5 and settings through challenging, aut “ ne tO ween note mastery learning and critical en ‘orma- activities fe rmance feedback, including the use of bo oon standars sa ive perfo

64 Chapter3 Using Clinical Supervision to Promote Effective Teaching for students. Also in contrast to explicit teaching. me Ca aaa. iti i ther than carefully denne , sub- i nts opportunities for self-expression (ral > ae ential softs, rnd tasks (rather than drill-type worksheets), and elaborated, open-en feedback (rather than correct-incorrect feedback). “

focusing questions and/or suggestions within these arenas accordingly.

This medium offers the benefit of a quick turnaround for conversation between mentees and mentors; rather than waiting several days to share a concern or a success face-to-face with a mentor, a mentee can receive a response back whenever the mentor has a moment of free time. Additionally, the double-entry journal encourages beginning teachers to spend time on reflection. Figure 4.1 (page 44) depicts a sample entry that a beginning teacher might write in a double-entry journal. As shown in figure 4.1, the beginning teacher utilized the double-entry journal to share her con- cerns about time management. Through writing, she could openly share her concerns and feelings of desperation. In response, the mentor utilized the double-entry journal to provide the support that this beginning teacher needed. The mentor validated the beginning teacher’s feelings, explained that what she was feeling was normal, and made this topic a priority for the meeting that was already scheduled for the following day.

xpert teachers exercise metacognitive skills in a variety of ways, monitoring decisions, choices and the impact of actions. This is the inner voice of expertise. As they access this resource, master teachers continually sort through their internalized knowledge-bases about the structure of the discipline they are currently teaching, their instructional repertoire, knowledge of the individual students with whom they are working and knowledge about their own goals, values and beliefs. We describe these knowledge-bases in more detail later in this section. As they sort this treasure-trove of options, master teachers mentally articulate and apply clear criteria for their selections

Mentors can use the following strategies to provide institutional support to beginning teachers. e Explain the school culture. ¢ Help establish a support network. e Clarify the teacher evaluation process. e Establish collaboration time with appropriate colleagues. e Share educational research. e Help secure membership in professional organizations. e Facilitate involvement in extracurricular activities. e Foster relationships with coworkers.

ntial question 1: What do I know and believe about myself, my students, their families, and their communities within the larger social context?

By understanding how teachers grow optimally in a supportive and chal- lenging environment, the supervisor can plan the tasks of supervision to bring to- gether organizational goals and teacher needs into a single fluid entity.

Using a gradual release model with new teachers is essential to supporting novice teachers. By helping novice teachers move along a continuum of development, coaches encourage them to become expert profes- sionals who make instructional decisions that make a positive impact on student learning

Mentors face several challenges in their work with novice teachers. One of the greatest challenges is balancing support with develop- ing capacity. Coaches walk a fine line between supporting new teachers and expecting that they are professionals who meet the educa- tional needs of all students.

ActionStep2.Establishgovernancestruc-turesthatallowforteacherinvolvementindecisions andpoliciesfortheschool.

Coaches partner with the principal,school improvement team, school leadershipteam, and grade-level or department teams toco-design effective ways to structure profes-sional learning so that they can use team andwhole-school learning time effectively. Thispartnership is a pivotal part of the professionallearning coaches facilitate to move the schoolforward. Collaborative work among teachersis essential to reduce variance in the quality ofteaching and promotes whole-school growth.When whole teams or the entire faculty jointogether with the coach to implement newinitiatives or instructional practices, there isa higher level of implementation and moreopportunity for student succes

Successcriteriadescribe successfulattainmentofthelearningintention.Sometimessuccesscriteriaarereferredtoaslook-fors.Success criteriahelpstudentsunderstandwhattolookforduringthelearning andwhatitlookslikeoncetheyhavelearned.Qualitysuccesscriteriamakethecarning clearforstudents and teachersalike.Successcriteriacanbeeebestwith studentswhen:usingexemplars,creatingworkedexampleswitstudents,analyzingsamplesofstrongandweakwork, andhavingsinceidentifysuccesscriteriainthelatterexamples.Ultimatelytheyident'‘significant aspectsofstudentperformancethatareassessedandtes-relatedtocurriculumexpectations.Successcriteriaaredirectlyconnectetoaproductorperformance(e.g.,discussion,awritten

Data coaches help teachers identify,analyze, and interpret data. Most impor-tantly, they help teachers to use data to makeinformed decisions about their students

The more we study engagement, we see time and again that just being next to certain people actually aligns your brain with them

“Principals can no longer lead instructional reform alone: The voiceand expertise of teachers are essential to improve teaching andlearning.”

henwefindsomethingwesharewithanotherperson,itcanbe thesteppingstonetoestablishinganauthenticcon-nectionorrelationship.However,ifwecallattentiontoamajordifferencebetweenusandourconversationpartners,itcanbuildastone wallbetweenus

Always take something away that makes you a better you.

Collectively, schools need to agree about the key knowledge, skills, and disposition to be learnt, to agree about how all will know the impact and effects of their teaching and the school on students (in a regular and dependable way); to have a specific person responsible for ‘student success across the school’, to have plans in place to identify when students are not learning or when they are excelling in learning, to ensure that all provide multiple opportunities to learn and to demonstrate learning, and most importantly to share errors, share successes, and constantly share the passion of teaching.

we stand at a crossroads—will we implement the research- based guidelines to produce schools that don’t just work but that work remarkably well? To do so requires a powerful commit- ment to change the status quo.