Students have to become self-motivated. That's one of the hallmarks of an independent learner.
I connected to this paragraph in terms of supporting students how are going through tough time, how do we continue to support and provide what they need so they can continue to learn and be independent learners.
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.
This is how we can continue to support students continuous learning.
~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.
So interesting!
only reacts. It is always on, even when we are sleeping.
This makes sense, I have learned about this in my elementary years as a coach, yet i noticed we do not do any of this learning with our middle school and high school teachers. This is the one that always gets me and that I need to understand more. Overall, I am glad I am taking the time to read more about this with more intentionallity.
One of the goals of education is not simply to fill students with facts and information but to help them learn how to learn.
" Help them learn how to learn" Having higher order skills are eminent for any students, and above all helping students who are new to the USA country bring their talents to enter in the education world with many advantages.
“to observe and no ' an th 7 ” and instead to recognize that “there is a deeper m g things i , nderstanding of ild.”
My connection is about the importace for novice teachers into the profession to really build relationship with students, to closely observe and understand their home life to be able to support in the classroom. Working in Tittle I schools you need to have this specific lens to support and connect with students. How do we ensure there is time to really get to know studnets before jumping into conclusions.
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
This is what I have been sharing with my teacher recently. How do we include more student to studnet interaction so they can own their learning and teachers can become facilitators of learning. there is room for both.
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
Directive coaching: I can see how this way of coaching can support teachers who need to master a skill. It is nerve racking to do this type of coaching, however i can see possiblities based on what jim knight is sharing. I need to go deeper to understand better.
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).
Coaching logs! I found this really helpful as I like linear resources that can support my planning for when I meet with teachers. I think having these specifics questions supports my intentions to be ready and document our work based on students goals.
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:
This is what I enjoy, as it provides entry points with teachers needs. and I can work with experience teachers through a collaborative and consulting.! We navigate this depending on students goals and the Impact Cycle by Jim Knight.
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.
Although I consider myself a coach, cognitive works has been difficult to align with the teachers we have. I think i get to do this as a coaching teams more than individually.
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.
Providing Access to students learning through scaffolding is part of teachers need to plan for. I have been supporting teachers to plan for scaffolds so our multilingual learners can access grade level content.
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.
Although I agree with this quote, I wonder about coaching or mentoring teachers whose presence is a struggle for them to move foward on their teaching. This has been one area that has become difficult to coach as I am noticing that they will default on doing the same errors even after coaching. I can see how this can tight to growing students and up to now I have not given up, yet it is a struggle either I need to find the way to coach teachers who struggle with presence or it is just difficult to coach this.
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
Deeper Learning: It is important to elevate the need of teachers to bring practices, instruction that can replicate real life situation that will benefit the students. We need to figure out how to support students thinking, by brining prior knowledge, building background knowledge. Also another support is scaffolds that support students thinking and language. We also need to be monitoring along the the way to see how students are progressing. I do want to acknowledge that it is not easy and it requires lots of preparation and practice.
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). “
This just prompt me to think about our new IM curriculum, that I know asking level 3 or 4 DOK questions is essential for students, yet if we do not model how to respond or provide students with time to grapple with learning, then students will not have the ability to think and being able to engage in the conversation of the class, the metacognitive skills are essential part of students leanring.
focusing questions and/or suggestions within these arenas accordingly.
I have been planning my questions carefully, I use a lot of sentence frames to guide my conversation so I can anchor into the main area of the need of the teacher. My goal is always getting teachers to self reflect and move to think through the lens of what they need so they can plan for instruction with a guide lens of what students might need or where they are.
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.
This is something I would like to start implementing, i do lot of in person, yet I noticed some people need time to process on their own and having a way to write it down on their own time and then we both can make sense of this at our own time, and in a place where we are processing and reflecting.
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
This is important to know, as I have been asked by one of the teachers I worked with, how do you know what strategies to use, how to plan lessons so quickly- I really want to do what you do! She also stated that now after working with me for the past 4 weeks on a coaching cycle, she is starting to see all the components of lesson and how it will transfer to students.
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.
I am borrowing the following strategies to provide institutional support to my beginning teachers and this also open up my curiosity to know if there is a list for experience teachers and what would those be. I am connecting to my mentee and these strategies, and I am reflecting that one that we failed as a school is to Foster relationships with coworkers as my mentee didn't have the opportunty to understand her role as well as creating a connection with the classroom teacher.
ntial question 1: What do I know and believe about myself, my students, their families, and their communities within the larger social context?
This essential question is at my core! Working in any school, specially Title 1 schools you must know entering in or applyin g for a job with the understanding of you what you know and your believe might be the same or different than our families. There's need to be a great sense of soulsearching and passion searching if you are looking into working with a diverse culture and families. If you connect with this environment either thorugh personal journey or the love to work with students who backgrounds are diverse this question need to be address during field practice and not when you are applying or teaching in a school.
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.
understanding how teachers grow is eminent to learn as a mentor. I have noticed with my mentee that was really difficult to realized the workload of a teacher, as my mentee is a paraprofessional going to school. I realized that I used the expectations of a teacher vs an expectation of a somebody who is going through the education classes. Now that I process and go back since we started, there are a few changes I would have make for next time I mentor new paraprofessionals.
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
I really appreciate this reminder about gradual release. As an instructional coach is part of my practice, yet I think I have been struggling trying to figure out the difference between a mentor and a coach. My mentee is a paraprofessional that had a teacher role in tandem with another teacher. It was interesting and a struggle to figure out how to balance the mentor and coach as there is different expectations for my mentee as a paraprofessional. So gradual release supported me to create a timeline of support.
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.
I agree with this, the balancing of the support while developing capacity is difficult as they have a classroom as well. Systems within the school need to be in place to have a strong mentorship program for new teachers. The ideal will be to have a schedule for mentor teachers to support their mentee, the need to know their role and how does it look like and sound lilke. What is the difference between a site based coach and a mentor? Not all can rely on the mentor teacher.
ActionStep2.Establishgovernancestruc-turesthatallowforteacherinvolvementindecisions andpoliciesfortheschool.
In our district we had ALT that is a committee that needs to be involve in our academic work and decision making among other committees, however we need to reestablish how these they work, what are the norms and responsabilities and create a collective teams to lead with purpose and intention.
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
Here is where the true collaboration lives! you have all stakeholders connecting to create a plan for our professional learning all grounded in data and school goals.
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
Core practice 2: Learning intentions and Success Criteria when implementing a new curriculum and teachers are in year 1, they are getting to know the modules and lesson design. Teachers must unpack this modules and lesson to connect to the priority standards and how that takes into place within a vertical progression as well. With learning targets guiding daily lessson and success criteria leading the why on How this will be unpack during the day. The core practices offer a guide to focus on studnets learning.
Data coaches help teachers identify,analyze, and interpret data. Most impor-tantly, they help teachers to use data to makeinformed decisions about their students
Elevating this piece as this year, I will be in classrooms more as a coach. One big aspect of what we are building capacity is to take action on data. This can support the intentional planning and instructional strategies teachers need to support core and the MTSS process. As we bring new people onboard, I need to think of ways to create a systematic way of collecting data, analyising and take action.
The more we study engagement, we see time and again that just being next to certain people actually aligns your brain with them
Although I have heard this before, it is increible how true this statement is. This connect with the idea that if we as a collective efficacy allow for people to always go against the vision, more can be joining this thinking. It is so important to go back and bring the growth mindset and allow for people to understand what collective efficacy is, what is trust, and having better conversations.
“Principals can no longer lead instructional reform alone: The voiceand expertise of teachers are essential to improve teaching andlearning.”
I know I have chosen the first quote, but this is important to elevate. Principals must believe in the power of collective efficacy and I know when we build capacity, delegate tasks, communicate and build trust. Teachers and staff will rise to the occasion. We are in this job/ passion together, and without everybodys persepective and current reality we can' t move forward together in within out school goal or vision. We all are leaders.
henwefindsomethingwesharewithanotherperson,itcanbe thesteppingstonetoestablishinganauthenticcon-nectionorrelationship.However,ifwecallattentiontoamajordifferencebetweenusandourconversationpartners,itcanbuildastone wallbetweenus
This resonates with me as I have noticed that we tend to lean into how are we different instead of how we are similar. This has been a barrier for creating collective efficacy in our PLC or team meetings. I know that is on my mind with a specific person, however this year I decided to start thinking on how are we similiar so I can take away that feeling of avoidance.
Always take something away that makes you a better you.
We have a vast and diverse years of experience in our field of education. This resonated with me because as a leader who has been in education for 22 years, it is important to always take something away no matter if I have seen it all. This is how I like to coach, to always take away something that will make me better or make them better in their instructional practice or with their education career. I appreciate this reminder, after attending district meetings.
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.
Collective Efficacy has a big size effect in terms of bringing success to schools. Systems need to be in place, with progress monitoring how is it going and refine as the year continues. We must know if students are learning by creating cycles of monitoring and refinement. Creating spaces for all learners and targeting their needs is eminent for their success. This all start with leadership!
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.
This statement resonated with me as, I work in a title I, dual language school with an influence of newcomers from South America. This statement makes me think about the new curriculums that we have adopted in our district, and we started in our school last year. We were mandated to use it with fidelity, yet I challenged the status quo, we can just teach the curriculums as it is, we need to look at our diverse population and bring the best practices to support our students. We must be advocates for our students who are sitting in front of us to provide what they need in order to be successful; a cookie cutter curriculum will not make miracles, is all about the coaching of teacher, the collaboration, the instructional practices and getting to know the learners.