leading teachers into effectiveness with a coaching hat part 2
DESCRIPTION
Slides for Part 2 of my session at Quality Educator Convention on June 19, 2014TRANSCRIPT
Leading Teachers into Effectiveness with a Coaching Hat Part 2
Jessica Johnson [email protected]
@PrincipalJ
} Use your coaching hat to practice giving feedback to teachers.
Session Goals
https://todaysmeet.com/qe14coach1 !
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3 minutes
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What does it mean to lead with a “coaching hat”?
How would you rate yourself on giving non-evaluative feedback to teachers?
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https://www.polleverywhere.com/multiple_choice_polls/DLOF9ED5OCS1JYz
CESA 6 Effectiveness Project: 1. Professional
Knowledge 2. Instructional Planning 3. Instructional Delivery 4. Assessment FOR and
OF Learning 5. Learning Environment 6. Professionalism
Danielson Model: 1. Planning and
Preparation 2. Classroom
Environment 3. Instruction 4. Professional
Responsibilities
Which standard do you lack “expertise” in?
Observation “form” versus informal feedback
During my visit, I noticed… !
I wonder… !
**Evidence, NOT opinion !
I Like
How to give informal/narrative feedback?
During my visit, I noticed…. } Content (What was being taught? What were
students learning?) } Evidence of effective strategies or practices
(“You were…” or “The students were…”) } Impact (“As a result…” or “The impact on
students is…”) !
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www.newteachercenter.org
Mr. Olson, When I visited your classroom today I noticed that your class was transitioning with a brain break that also let them practice compound words while singing/moving. You do a great job of finding brain breaks that also help practice their academics at the same time. I wonder if you could start a google doc list to share with other teachers and they could add to it as well? As you reviewed what students had previously learned (nouns, verbs) I noticed that you had students turn and talk. This is a great opportunity to give all students the chance to think and be engaged in thinking/responding. I did notice that they weren’t always sure who to talk to and often looked for their friends that they weren’t sitting by. I wonder if it would help to assign turn and talk partners or spend some additional time practicing how to quickly find a partner?
Ms. Billen, When I visited your classroom today I noticed that you were modeling writing for your students. You modeled writing 2 sentences, spelling words a kindergarteners would probably spell them using Jolly Phonics and referring back to the Jolly Phonics sheet they have in their bins. You also modeled how to draw a picture that matches your writing, emphasizing the importance of the picture matching the story so it makes sense. You had lots of kiddos excited to choose work on writing after this! I sat and watched a few doing Work on Writing and noticed them applying everything you had modeled. I notice that Lander was able to go right back to a page he had previously written and make a picture to go with it. I wonder how many of your kindergarteners are able to go back to their journals and independently go back to what they had worked on a previous day like this?
}Objective Questions
}Reflective Questions
} Interpretive Questions
}Decisional Questions
ORID Questions
During my visit, I noticed… !
I wonder… !
*Evidence, NOT opinion !
I Like
How to give informal/narrative feedback?
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www.teachingchannel.org
https://www.teachingchannel.org/videos/descriptive-writing-experience
During my visit, I noticed… !
I wonder… !
*Evidence, NOT opinion !
I Like
How to give informal/narrative feedback?
What about when you’re just not sure what to say?
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"Bueller, Bueller? Bueller, Bueller?"
What you wish you could say…
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Image from: http://www.eliteemail.com/features/contacts/
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“During your lesson I noticed you asked several questions and only had a couple of your students raising their hand to respond. You did give wait time and repeat each question, but no other students raised their hands to respond. Why do you think those students were the only ones raising hands? Did you notice anything about the others that gave you any indication that they were engaged?”
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“It’s time to get off of your butt and circulate the room.”
What you wish you could say…
I noticed that students worked independently on their assignments, completed part of it and were bringing the rest home for homework. How do you know if they understood the task or were able to complete the math problems independently before bringing it home? !
I walked around as they worked and noticed 6 students were solving the math problems incorrectly, which means they practiced the wrong way of solving and will go home and continue to do the same. The time that you have with students in your room is an important time to use for formative assessment, to see if students “got it” and be able to provide them with feedback and re-teaching if they don’t.
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"Leave. Right now. Don't come back."
What you wish you could say…
Write a teaching scenario that you’ve struggled with, or make one up. No Real Names! !
Give enough information for another set of partners to read/generate reflective questions.
What challenging teaching scenarios have you encountered?
Read the scenario you were given. Generate reflective questions to ask. What would you focus on in the conversation?
Plan a reflective conversation…
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Now what, So What, What’s Next? !
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https://todaysmeet.com/qe14coach1 !
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