teachers do most of t 7 . thinking,

Well, they show up, and we have to sit in a room all day and hear about stuff we already know. The sessions are boring, so we sit there and talk about , 8 “I’d hate that too,” Devona agreed. “But, what if your trainer of trainers met you on your floor, got to know you, and really listened to and affirmed you? What if you became comfortable telling her where you wanted to im ore a the trainer of trainers worked with you, showed you exactly how to improve in your chosen area by working with your patients, and then watched you and gave you hel i pful suggestions and support unti easily do the new skill?” —_— “Oh, Fd love that,” said Devona’s friend. “That's what I do,” said Devona. - a ie what instructional coaches do. Shoulder to shoulder with Ra, bet hee share teaching strategies that help teachers meet Faches are “y i 0 accomplish this, we have found that instructional A partners vo ‘ e ective when they do two things: (a) position teachers at coaching really is two teachers talking with each other Chapter 1 | What Does It Mean to Improve? 3

What are some things you anticipate you will see or hear as your goals are being achieved

rnative strategies and consequences associated with dif- ferent choices of methodology and content.

COMPONENTS OF THE COGNITIVE COACHING MODEL

When [students] are talking, they’re learn- . . We have to make sure that

“take into con it indivi isti nt to work alone sometimes—

Though we present the components in this order, they can be used in any order, as long as every lesson contains all four of them

In that conversation, several concrete suggestions might be made. In this case, the teacher shifted her practice and began to use Popsicle sticks to track how often she called on students. Two weeks later, her coach returned to collect more data and noticed marked improvement, not only in the girl’s participation, but also in overall engagement among all the students.

“Because we have that trust-ing relationship, they’re going to start opening up to me about things as things start to come up,”

an instructional coach.

Outside Support Networks N\ , To help establish an outside support network, start by arranging meetings between teachers par-\ ticularly at the beginning of the year. Reach out using social media tools such as Facebook and Twitter \ or simply send out a mass email to any colleagues who might be interested. You might also organize logistics (such as deciding a meeting time and finding a location), bring snacks, provide reflection ques- / tions and discussion starters, or offer to host a question-and-answer session. / ff Meetings can be strictly professional, strictly personal, or a combination of the two. For professional meetings, publicly post a discussion topic using social media or an electronic mailing list. Teachers who are interested in the topic can voluntarily attend the meeting. Sample topics for professional meetings might include: ¢ Creating a community of learners in your classroom ¢ Pacing a lesson or unit ¢ Communicating with parents ¢ Mastering work-life balance e Understanding the evaluation process e Increasing student engagement * Connecting assessment and grading e Managing student behavior ¢ Fostering technology skills in the classroom ¢ Using homework and enrichment efficiently / ¢ Participating in action research In a personal meeting, simply allow attendees to get to know one another. To break the ice, present some conversation starters on cards at tables or on a projection screen. These could include questions such as the following.

A coach as a classroom supporter

Give Focused Feedback

Communicating Our Attention

Optimism © “Don’t worry about the world coming to an end today. It’s already tomorrow in Australia.” —Charles M. Schulz ° “A pessimist is one who makes difficulties of his opportunities and an optimist is one who makes opportunities of his difficulties.” —Harry S. Truman e “We do survive every moment, after all, except the last one.” —John Updike e “It’s not the load that breaks you down; it’s the way you carry it.” —Lou Holtz

dditionally, share personal reflections and anecdotes from your own first years as a teacher to help the mentee feel a sense of camaraderie.

rom feelings of exhaustion, isolation, and self-doubt to feelings of stress surrounding the over- whelming number of practical tasks an

rofessional development schools common goal and four init Vi FIG id fatives Research and Innovation directed at the improvement of student learning and educator effectiveness Flexible, differentiated Professional learning for all educators percully urban Simutta: eacher preparation of eee na = ity an P-12 Student ee Ss Growth and Nails Source: e: CU Denver Program Overview. 151

coteaching relationship with their residents,

st be curious and willing to learn,

hases of First Year Teaching

In a study conducted by Simon Veenman (1984), more than one thousand preservice teachers ranked their concerns before entering the classroom

Creating Challenge In our experience, mentors devote most of their time to providing support, such as that described in the previous section. However, unless support is balanced with challenge, we rob new teachers of the opportunity to grow and learn. If our goal is to nurture independent, effective practitioners, then it is critical that novices take responsibility for their own practice. Growth requires that beginners develop the capacity to apply and adapt expert information within the context of their own classrooms. This development includes making meaning of new information and experiences. This learning enables new teachers to apply, refine and create alternative strategies based on students’ needs, curricular readiness and teacher values. 3 Skillful mentors balance the supportive aspects of the relationship with challenges that promote continual attention to improvement in practice. In a learning-focused relationship, challenge is created by: * Structuring rigorous examination and analysis of practice by applying Planning and Reflecting Templates (see Section Three, Maximizing Time and Attention). * Engaging in goal-setting, and continuing to have goal-driven conversations. * Maintaining a focus on student learning, including assistance in analyzing student performance information and determining cause- effect relationships. e Exploring samples of student work, considering the protégé’s decisions and experiences and discussing both positive and negative results of instructional practice. * Actively engaging protégés in problem-solving and decision- making by forming problem-solving partnerships, brainstorming options and generating solutions. ¢ Assisting in the identification and articulation of criteria for choices and consequences with think alouds and coaching sessions. ¢ Building connections between current theory and classroom practice. * Constructing and conducting action research projects, building norms of experimentation and reflective practice.

What type of society do we desire? 2. What type of educational environment should supervision promote in order to move toward the society we desir

of the democratic spirit.

without disempowering, discounting, or rescuing them.

ecause of the time needed to support new teachers, it is best that coaches mentor no more than two or three new teachers. Working with teacher mentors, therefore, may be the best solution.