Online discussion with Marilyn
Duncan - October 25-26, 2007
Transcript © 2007 by Richard C. Owen Publishers, Inc. All rights
reserved.
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Richard Owen
Good evening everyone,
For the next two days the TLN listserve will be host to Marilyn Duncan
for a conversation focused on instructional dialogue. Marilyn was part
of the original TLN group who worked with Jan Duncan to develop the
structure of The Learning Network, including the concept of
instructional dialogue. Marilyn's book, Literacy Coaching:
Developing Effective Teachers through Instructional Dialogue, is the
core resource for exploring the components of instructional dialogue.
I remember very clearly the first time I observed instructional
dialogue. What impressed me was the thoughtful way the teacher leader
guided the teacher learner to the point where learning occurred.
Something important happened. It was like the electrical arc crossing
the gap in a spark plug. And that teacher had added new knowledge to
her theory of teaching and learning. She had taken a small step
forward, one of many that took place over time as the coach worked with
the teacher in classroom observations and instructional dialogue.
Marilyn has led teachers through this process thousands of times in the
fifteen years she has been at this work. She has learned more than a
thing or two. The book offers solid background and carefully presented
concepts to help experienced coaches as well as new coaches build a
model of instructional dialogue that supports teachers to become more
knowledgeable and skilled.
Marilyn, as a way to begin this conversation might it make sense to ask
you to talk about your beliefs about coaching and the impact it has on
the learning of teachers and students? Your comments are likely to
prompt questions from members of the listserve. I urge them not to
hesitate. We only have two days. Let's make the most of the limited
time.
Please welcome Marilyn Duncan to this Online Author Access event.
Richard
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Marilyn Duncan
Dear Richard and friends,
Thank you for inviting me to be part of another listserve conversation.
I have followed all the recent conversations and have found them both
engaging and enlightening. I look forward to this discussion and the
reflection that we’ll have together. I am writing from New Zealand so
there will be some delay in my responses as a result of our time
differences.
As Richard mentioned, I have been involved in literacy coaching for the
past fifteen years. I was trained through The Learning Network as a
“teacher leader” (literacy coach) when coaching wasn’t even cool yet!
There were many things I valued about that training. It was focused in
the first year in my own classroom on the development of my knowledge of
content and my knowledge of teaching and learning. I had the support of
my building administrator who was alongside my coach during much of my
training. I had the opportunity to work with a group of other literacy
coaches in training so our reflection was collaborative – we were in
this together. I was provided consistent feedback (instructional
dialogue) on my own classroom practice and had opportunities to watch
others in instructional dialogue as well. Most importantly, I saw the
impact of coaching on the learning of my students. These experiences
gave me the foundation of my beliefs.
My beliefs about coaching are pretty simple. I believe:
· the outcome of every coaching experience is a change in classroom
instruction leading to improvement in student learning.
· that all teachers are on a continuum of learning and deserve the
opportunity to reflect about their current questions or challenges
around student learning.
· a coach’s feedback supports the teacher in refining his or her
reflection making changes in instruction that impacts student learning.
· coaching is most effective when it is led by the building
administrator and when the faculty has met through collaborative
discussion and come to agreements about how coaching will work in their
school.
Perhaps we begin our discussion by considering the range of skills
coaches should be developing to be effective with the teachers they work
alongside. I welcome your thoughts and questions.
Kind regards,
Marilyn
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Kathy
Hello Marilyn,
I'm thrilled to be able to participate in this discussion. I'm a year
one teacher leader/coach (though not new to TLN practice and
philosophy). I've only had two visits with Geri and I can already see
changes in my classroom practice. (She is wonderful!) We have been
focusing our observations and dialogues on Brian Cambourne's Conditions
of Learning. I'm feeling more comfortable and intentional in putting the
Conditions of Learning in place in my second grade classroom...however
in addition to being a second grade teacher I am also the Professional
Development Coordinator for our district. My understanding is that in
order for teachers to move forward in their learning the COL need to be
in place for them as well. How do I get started putting the Conditions
of Learning in place for the teachers I will be working with as a coach
(and as a PD Coordinator)? Thanks.
Kathy
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Marilyn
Hello Kathy,
Congratulations in your new role as teacher leader/coach. You're lucky
to be working with Geri.
I
was excited about your question because I just had a long email
discussion with an administrator I work with in Colorado about this very
topic. One thing that I love about digging into theory (like the
Conditions of Learning) is that each time I explore this "stuff" I
uncover something I haven't really thought about before.
In this administrator's situation, she has a group of teachers who are
challenged with seeing their students as having strengths. They look at
their outward challenges (poverty, second language, etc.) and are
currently overwhelmed by what they "cannot do." Add this to the
pressures they are under for achievement and it probably doesn't seem
unusual that it feels easier to blame the kids than to uncover their own
challenges as teachers.
So I was thinking about how to respond to her frustration and as I began
to revise my rather blabby, lengthy response, I realized that what I was
suggesting fit really well with the conditions of learning. I thought
about expectation, demonstration, approximation, and feedback.
Expectation
These teachers are being asked to implement a new writing program. They
have had professional development on the writing program and are being
expected to instruct a new genre of writing this quarter. My question to
the administrator was "Are teachers expected to 'do the genre/program'
or are they expected to develop the skills of their writers in this
specific genre?" In other words, are they trying to get the program
"right" or are they focused on the instruction of skills that will
support the development of their writers? Have the teachers set
expectations for what their students will learn in the next three weeks
and how their instruction will need to change?
Demonstration
I
think we would agree that demonstrations are not just something our
students need - teachers need demonstrations as well. But I wonder
if our demonstrations for teachers often focus on how to do something
(how to "do" guided reading) rather than how to support the learning of
students. Do the demonstrations we provide as coaches begin with a
conversation around the data we have collected about our learners or are
they just about how to do something? One reason that I believe strong
content and practice knowledge are so important for a coach is that the
coach has to have the ability to quickly impact learning of kids during
the demonstration. Nothing will convince teachers faster than seeing a
child (or children) whom they have struggled to impact, learn right in
front of their eyes during a demonstration.
Approximation
I
also think that we don't think about the gradual release of support with
teachers. We provide maximal support through our demonstrations and then
we expect the teacher to get it right the next time they face the same
challenge with student learning. Are we providing the opportunity for
some co-teaching where the teacher has the opportunity for approximating
their new skill? Once I have a good relationship with a teacher, I sit
alongside him or her when they are teaching and sometimes suggest the
next question, or comment to kids so that the teacher experiences how it
feels to make a closer approximation than they might on their own.
Feedback
Another thing I'm noticing lately is that many teachers are being
provided high quality professional development around a table, being
provided demonstrations by the coach, but not receiving feedback about
the impact of their instruction once they begin approximating. If the
expectation has been set about the learning we expect to occur, the
demonstration has been provided, some co-teaching has been in place if
needed, then the logical next step is to find out the kind of feedback
the teacher would like and provide it.
It seems as if this process might take a long time - it's going slow to
go fast. The whole idea is being able to support the teacher to see the
impact on student learning.
Hope this is helpful! It's morning in NZ and I'm trying not to
hyperventilate as I see how busy you have all been while I was sleeping.
Please be patient as I type away!
Marilyn
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Freida
Marilyn, I think your comment about “find out what kind of feedback the
teacher would like and provide it” is important, especially in light of
the conversation that we had while you were sleeping! I find that
teachers want to learn more about how to be better at their jobs, and
being respectful enough to ask them what they want to know is important
for making them feel like we are learning together.
I
also like your comment about gradual release of responsibility with
teachers. We forget adult learners need all the same things our
classroom of kids need. Teaching procedures is another thing I think
that we sometimes assume teachers should just know.
Freida
Golden Ph. D.
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Marilyn
I
think the only way to convince teachers that coaching is about their
learning is when it really is about their learning. So while the student
data drives the focus -- the teachers have to be in the driver’s seat
about their questions and the kind of support they want.
Marilyn
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Marcia
Hi Marilyn,
I think your point here and in a later post is key. If a coach is really
tied to the mandated program first, and to the way the data is
portrayed, then in my opinion, the kids and especially the teachers both
lose out. I am in year three of such a program and the Listserve and my
own need to learn with friends away from my building is my lifeline to
growth. My transfer is in but...in the meantime, I'm advocating what is
truly best practices for my kids and for me! (I'll get off my soapbox
now.)
Marcia in Dearborn
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Marilyn
Hello Marcia,
I can't imagine how challenging it must be to be asked to support a
program that conflicts with your core beliefs.
Interestingly, there are some programs that school districts
are adopting that are actually stimulating conversations in a really
good way. Some schools I'm working with have adopted the Units of Study
as their writing curriculum. It's been interesting to see how
this rather challenging resource has put everyone on a level playing
field with instruction. It has motivated rich dialogue and reflection
and challenged the thinking of all teachers. It's fun to watch!
Marilyn
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Wendy
Good Morning Marilyn and all,
I am close by you here in Australia and like you am busy reading all the
interesting postings that appeared while we were sleeping.
I was attracted to your book because of your use of language-this is so
important when we work with teachers (and children). The sub-title said
it all…Instructional Dialogue. Language can be inclusive or exclusive
and I have worked with these ideas through Jan Turbill’s model of
teacher learning. (Jan is a colleague of Cambourne.) Throughout your
book it seems to me your language choices are key. I used to often ask
teachers where they needed help or support but shifting that to “What
are your questions?” is an important shift. In fact I can’t remember a
response that was not positive in terms of us setting an agenda to work
together. Here in Sydney, Australia I work with young leaders who work
with the teachers in their schools. They all have a copy of your book.
Discovering the power of language choice and shifting to "instructional
dialogue" will take time for some. It is all linked to our beliefs about
learning.
I am also interested to read about the use being made of Brian
Cambourne’s conditions of learning. I work with Brian and his work is
not mentioned much here in Australia
now. There is a bit of an agenda about moving on! Mind you I keep those
conditions as a sort of checklist in the work that I do.
Two weeks ago I attended the International ACEL/ASCD conference which
was here in Sydney.
We were thrilled to hear a range of speakers from the USA, UK and here.
The theme was imagining the future. As I listened to these forward
looking speakers embracing new technologies etc., I realised what
underpinned the approach of every single one was engagement, motivation,
risk taking etc. In short the conditions of learning. They were not
mentioned but they were there!
Best go and continue my day-thanks for all your thoughts.
Wendy Bean
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Marilyn
Dear Wendy,
I
think those of us who really embraced Brian Cambourne's work do have the
conditions of learning embedded as a checklist as we work through
processes. What I really find fascinating is when I am thinking through
a challenge and all of a sudden - Wham! - there they are, making the
solution much easier to explain and understand.
I
appreciate your comments about the use of language in the coaching book.
As you well know, determining the language to use when you are trying to
make your meaning clear is so much more challenging when writing than
when speaking. It seemed a little easier for me in the coaching book
than the kindergarten book because I had to think much more clearly
about how I expressed myself when speaking as a coach. One of the
examples I remember distinctly was making a shift from using the word
"I" with the teachers I supported to "we." As Mark mentioned in
his post - "we are all in this together." The use of the word "I" when
coaching made it feel as if the reflection was something I was doing to
them rather than the two of us working through their question together.
It was one of those low leverage, high impact changes. It seemed small
but it had huge implications.
Thanks again for your kind words of support.
Marilyn
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Carla
Hi Marilyn and others,
B. Cambourne’s conditions of learning has been referenced several times
throughout the discussions. I’ve searched several publishers and found
some books by Cambourne, but the book descriptions do not mention
conditions of learning. I’m wondering if anyone has a particular title
or two that focuses on his theory.
I
have taught 20 years in grades 1 through 6. I am currently a title
teacher in an all sixth grade building and have my masters in reading.
Our district does not have literacy coaches, but I strongly believe that
in order to make changes in instruction to improve student learning,
teachers need ongoing support and guidance. However, our superintendent
does not feel the same. I intend to meet with him to discuss the
advantages of literacy coaching. I am wondering if you have any advice
or suggestions for me. (I have read your book and several others related
to coaching and teachers as leaders, and I’ve printed off your key
beliefs in your first post.)
Thanks for giving us the opportunity to have these conversations.
Carla
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Katie
Dear All,
A
pdf file to download about the Conditions for Learning from FLARE -
Florida Literacy and Reading Excellence website:
http://flare.ucf.edu/ProfessionalPapers/FLaRE%20Professional%20Paper%20-%20Conditions%20for%20Learning.pdf
Role of Social Interactions in Learning
Marcia Halpin, FLaRE Area 5 Coordinator
mhalpin@mail.ucf.edu What are characteristics of a classroom that
capitalize on the role of social interactions in learning? Brian
Cambourne (1995), an educational anthropologist from Australia, has been
researching learning, especially literacy learning, since the early
1970’s. He has identified eight conditions or prerequisites that promote
literacy learning.
Immersion - saturating the learner with literacy experiences.
Demonstration – modeling literate behaviors, formally and informally.
Expectation – learners “get the message” that they can and will learn.
Responsibility – learners choose what they will “try out” or explore
intellectually as they are continuously immersed in demonstrations of
literate behaviors.
Approximations – learners approximate literacy behaviors at their own
level of development. They are not required to understand and use all
aspects of literacy appropriately before attempting to use what they do
know.
Employment – opportunities to use and practice what they are learning
alone and with others.
Response – formal and informal feedback.
Engagement – learners must actively participate in literacy experiences.
Learners are more likely to engage in literacy activities when the other
conditions are present.
Don Holdaway (2000), a member of the International Reading Association’s
Hall of Fame, describes similar conditions for learning:
Demonstration – immersion in environments of skill use that lead to
learners’ engagement in approximating what they have observed.
Participation – learners choose which demonstrations (responsibility) to
approximate. The teacher (formally or informally) often responds to
these approximations on the spot.
Role Playing or Practice – Holdaway emphasizes the importance of
self-correction. This is a form of self response that supports the
development of “learning-to-learn” (Holdaway, 2000, p. 15).
Performance – “an appeal for group acknowledgement, not an appeal to be
judged better than the others” (Holdaway, 2000, p. 16).
These conditions do not exist in isolation. For example, a learner’s
ability and willingness to approximate behaviors in which she has not
been immersed and seen demonstrated is unlikely. Both Cambourne and
Holdaway have described conditions for learning in isolation but
emphasize the synergy between them in actual practice.
These conditions provide a foundation for learning that should be woven
throughout all aspects of the classroom environment. Cambourne (2000)
described three elements of the learning environment that impact
literacy learning. They include:
the physical environment, including materials,
interactions between the teacher, learners and the materials, and
routines and events.
Katie Moeller, Coordinator
The Learning Network
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Joyce
Hi All,
Just as students work and learn in cooperative groups; so too do
educators. I thoroughly enjoyed reading Literacy Coaching
because Marilyn does a superb job allowing us to learn as we work with
others. Another interesting book to read is Reflective Practice to
Improve Schools. It too explores the relationships and classroom
expectations through reflection and dialogue.
Joyce Culkin
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Marilyn
Hello Joyce,
Another resource that I have valued over the years is Donald Shon's
book - The Reflective Practitioner: How Professionals Think in Action.
Reading that resource provided a developmental model for some of our
initial work with Instructional Dialogue. Reflection is not a
step-by-step process. Where one phase ends and the other begins is often
hard to determine. My attempt to describe it simply is below.
Shon talks about the need for the "professional" to
describe the situation
The teacher is talking about his or her student data and instructional
practices. The skill of the coach is to listen carefully to what the
teacher is saying to plan support for the teacher's reflection.
analyze the description
The teacher is thinking about what the data is telling him/her. The
skill of the coach is to listen and ask the kinds of questions that will
lead the teacher to deeper analysis of the information.
challenge
their thinking about what they know and
what they need to know
The teacher is coming to understand the changes that need to be made in
instruction that will improve student learning. The skill of the coach
through skillful questioning is to keep the teacher's focus on student
learning and how instruction will change.
reconstruct - change the instructional
practice based on what they now have learned
The teacher makes a commitment to the change in practice and can
articulate how this will happen and why it's important. The skill of the
coach is having the knowledge to support this articulation and the skill
to provide feedback when following up the implementation in the
classroom.
This developmental cycle is one more support as coaches begin to think
about how support can be provided.
Marilyn
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Wendy
Thanks Marilyn, It sounds like that would be a good read along side
yours. Sometimes we need to find different paths to the same outcome. I
love Carol Rodgers' work too who teaches us to see without judgment which
is also your message.
She wrote an article which I have used a lot called: “Seeing Student
Learning: Teacher Change and the Role of Reflection.” Her work is based
on Dewey.
Wendy
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Debbie
Most of the articles I have of Brian Cambourne’s are from NCTE
publications. He's also published a book called something like Responsive
Evaluation dealing with assessment.
Debbie
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Shelley
The Whole Story by Brian Cambourne is one text and he has written
several articles for the Reading Teacher Journal from IRA.
Shelley Levy
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Wendy
Hi Carla,
Brian C did a good article in the Reading Teacher November 1995. Vol
49 No 3. Many are saying how relevant his work is on the
conditions of learning.
Wendy
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Marilyn
Hello Carla,
It's a beautiful and chilly spring
morning here in New
Zealand and I have been excited to wake up and read all of your great
posts. I see that you've had lots of support while I was sleeping in
sourcing information about Cambourne's Conditions of Learning. My
favorite is still
The Whole Story.
It's been hard to find over the past few years but it's always a great
read and reread.
In my experience, the best way to get a superintendent's attention in a
meeting is with compelling data. When I meet with the superintendent I
usually precede the meeting by sending the superintendent a brief (1-2
page paper) around what I want to talk about. I have learned through the
years that if it's more than two pages most people won't read it. I
bring with me data (prepared in color, with graphs what will quickly
allow me to tell the story I want to tell).
What information would I bring to the table with this superintendent?
- Chapter 8 in my book gives an overview of the research that supports
instructional dialogue (Qualities of Effective Instruction, Job-embedded
professional development, Teacher choice in their own learning,
Reflection, and Feedback).
- You might also look at the Literacy Coaching Clearinghouse website (NCTE
and IRA sponsor this). There is a library where you can search
research. http://www.literacycoachingonline.org/library.html
- There are some data examples on the Richard C Owen website from
schools supported by The Learning Network that might be of interest to
your superintendent http://www.rcowen.com/TLN-Making%20News.htm
- There is also compelling data from Boston Public Schools about their
Collaborative Coaching model http://www.bpe.org/research.htm
- Here's another article written by Theresa Deussen and Marsha Riddle
Buly http://www.nwrel.org/nwedu/12-01/brief/
I think we all realize there is not enough research to directly link the
impact of literacy coaching on student achievement but maybe some of you
on this listserve have additional data to share.
I wouldn't bring all of this information to the superintendent but I
would pick one or two items to share that I could talk very convincingly
about. And if you have stories of the impact of approximations of
coaching through your work (with teachers and the impact on kids) I'd
share that as well. Many researchers say that good research is really
supported by good stories.
Good luck!
Marilyn
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Judi
Carla, In order to make a sound proposal for using coaching, I would
encourage you to look up the work of Bruce Joyce and Beverly Showers.
Their research makes a strong case that other forms of professional
development e.g. demonstration, modeling, information (like a workshop
etc.) basically do not get at any capacity building. Only when a
coach is involved in supporting a new innovation, can the innovation
take hold and become part of a culture.
Hope this is helpful.
Judi Gottschalk
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Geri
I'd like to explore the idea of putting Conditions for Learning at a
bit deeper level as we apply them to our work with adults-both in the
coaching sessions and the area of professional development. I so often
see that when we start planning professional development at a district
level for adults, our understanding of using The Teaching Learning
Cycle and the Conditions of Learning suddenly seem to go underground.
Across the country, I still see mostly "one size fits all" for
professional development. These constructs of Conditions of Learning
and The Teaching Learning Cycle and the Reflective Process are part of
my soul, so it's easy for me to see the vision of how they are used at
all levels at all times. I'm struggling with the application of these
ideas at the district level and would love to dig a bit deeper into this
notion.
Geri
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Marilyn
Hello Geri,
I think this is a great topic. I would bet that anyone who sits very
often at district level meetings would whole heartedly agree with you. I
still believe that facilitation of large groups of adults is the most
challenging professional development that I've experienced. And I
believe that many people are put into the role of facilitator without a
lot of facilitation experience. I think that planning meetings for these
district experiences often focus on the content but seldom focus on the
facilitation.
When I think about high quality professional development at the district
level, I think of what might make up the qualities for successful
professional development.
Content
- Clearly stated outcomes based on identified needs of
participants
How often are district meetings planned around the idea that the
facilitators are responsible for the learning of participants? What do
we want these folks to learn and how will that learning be evidenced in
their work?
- Time for reflection on research, theory, content
Do we provide opportunity for participants to read and reflect on
information that links directly to the outcome? What information are
we using to help deliver the content?
- Time for reflection on the participants "real work"
What data will participants be asked to bring that will link what they
are learning to what they are doing in their schools? How can we ensure
the data brought will be manageable and meaningful?
- Commitment made by participants to implement new learning
What will we expect people to be able to do when they go back to their
jobs? How will we provide feedback? How will we know that what we have
taught has been learned? What evidence are we looking for on the job?
- Reflections about the quality of the content and facilitation by
the participants
What evaluation questions will help us evaluate the effectiveness
of this meeting (both content and facilitation)? What do we want to
know?
Facilitation
- Agenda with outcomes and expectations of learning available to
participants
How transparent are we about what we want folks to learn and how would
we like them to apply that learning?
- Careful planning for how time will be used
What information will need to be delivered to the whole group?
Where will we provide time for personal reflection?
What might be the advantage of working in pairs?
When will small groups be effective and why will we group this way?
How will people be asked to share information from the groups they work
with?
What opportunities might present themselves for people to go out and
practice what they are learning in small groups in their schools, then
come back to debrief? If we can't get out into buildings, what other
tools can we use to make the practice more meaningful?
- Opportunity
to debrief facilitation and plan to collect feedback around the
effectiveness of this meeting
How will we use this information from the evaluation to plan for our
work with these people?
What does the evaluation tell us about changes we might need to make in
either content or facilitation or both?
What do you think?
Marilyn
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Gen
Your coaching training is similar to mine. I totally share in your
philosophy as well. However, when all is said and done, the teachers
still don’t want to be coached!!! I have tried to allow teachers the
flexibility to sign up for coaching times and pick areas they want some
support. It finally comes to the point where I just say, “I am assigning
this time.” I have done most anything and everything to make the
experience positive and non-threatening. I find that many teachers do
not feel a need to be coached. As hard as I try to convince them that we
are in this together for the sake of the children, it continues to be an
issue. I want it to be a professional dialogue around student learning.
The teachers know that coaching is an expected component of our
professional lives but they sure seem to struggle with the concept.
Any suggestions?
Gen
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Katie
the teachers still don’t want to be coached!!!
The above statement is very true. However, a big difference in the model
of coaching the Learning Network has designed over the years and what I
see school districts adopting is a structure that includes a role for
administrators. Marilyn does a nice job describing that structure in
her book on pages 77, 78, and 79.
Many districts simply adopt coaching and it is up to the teachers and
the coach to figure out how the process is going to work. There has to
be development of the structures and "way of work."
It is the leader's role to help the faculty understand that being
coached is a process of learning that is part of the culture of the
school. It is the way we do things around here....is the message that
becomes part of what the school is all about.
Unfortunately because of historic experiences, people tend to think
being coached means being in need of improvement. Therefore the fears
have to be addressed, structures have to be put in place, roles have to
be defined and the leader has to lead! :) Coaches can not work in
isolation; they work with the administrator and the teachers to help
support effective teaching and learning.
Regards,
Katie
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Marilyn
Hi Gen,
Katie hits the nail on the head when she says, "Coaches can not work in
isolation; they work with the administrator and the teachers to help
support effective teaching and learning." Coaching is not a job you can
do by yourself.
Chapter 7 in my coaching book talks about the process one school used to
determine the focus for coaching. And the focus was all around student
achievement data. In this example, the school's data shows that less
than 25% of students have achieved proficiency in writing on the state
assessment. This data ends the conversation about whether coaching is
needed or not. The data provide the brutal facts about writing in this
school and the need for the staff (as a group) to solve the challenges
students are facing.
In schools where I'm currently working, many of
the personal challenges that
teachers face with student achievement come out of discussions in grade
level meetings. When the conversation begins with current challenges
around student learning, teachers are sometimes more willing to open up
about where they are stuck and the kids they are stuck with. Even though
that conversation may be focused around what certain kids can't do, the
coach can often turn those comments into a good professional development
question.
For instance, one group of teachers I was working with recently were
sure they could not use the new resources for reading instruction
because their second language kids had "no background knowledge."
After a long discussion among the team about what the kids didn't know
-- I said, "So it sounds like our question is - What kind of questions
do we have to ask to determine the background knowledge our students
have?" I'm not sure they were all convinced that was the question they
had - but they couldn't argue that background knowledge was their issue.
We discussed strategies for tapping into kids’ background knowledge by
planning for some shared reading instruction. I demonstrated with kids
and they all watched. We found that these kids knew a lot more than the
teachers expected them to know. Following that demonstration they were a
little more willing to give the resources a try. We talked as a group
about what we'd try individually, we talked about how we'd be provided
feedback, and we talked about the data we would bring when we came back
in two weeks to the next grade level meeting.
So whether or not you are determining the focus of coaching with an
individual or a small group, I think there are structures that are
helpful.
Expectation - The building administrator sets the expectation that the
focus of coaching will be around the gaps in student achievement.
Regular - The work with the coach will be regular (grade level meetings,
individual coaching happen on a regular basis).
Systematic - There will be a system to the way we work (we review
student data, we look for personal challenges to instruction as a result
of that data, we determine the kind of support we need with instruction,
we plan for that support and the impact our commitment to changing
instruction will have on student learning - what do we expect to see in
2/3 weeks).
Focused - It's all about changes in instruction that will impact student
learning.
Hope this is helpful.
Marilyn
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Yvonne
One of things I always ask when working with teachers is: "What can I do
to help you do your work better?" Another important question to ask
teachers is: "Was that helpful? Why or why not?"
Another important aspect of coaching is following the teacher's lead. I
think that some teachers may be resistant to being coached because they
think it's just more work and nonsense. How teachers are approached and
how the coaches interact with them are crucial. This is why I always
follow the teacher's lead.
Yvonne Siu-Runyan, Professor Emerita
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Marilyn
Dear Yvonne,
Thanks for your thoughts. One thing they remind me of is how
good teaching is good teaching regardless of who you are working with.
When I'm challen |
Literacy
Coaching
The
Kindergarten BookThis
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