Reading the readings have helped give me with SOME insight with PD. When I hear the word Professional Development I immediately think of workshops. The district I work for has used the word Professional Development for workshops we attend.
I think the sustained professional development article and WSQ chapter 9 fit together. To begin on p. 126 of WSQ it discusses that teachers need support throughout their career in order for professional development to be effective. The article showed that Chula Vista spent several years with PD to acquire the goal for their students. It is important to continue PD through the years so that teachers can continually build on their knowledge and collaborate with each other the best practices for the students.
I also felt that the readings really demonstrated the idea that the teachers were able to collaborate and have a say in the content. Both mentioned allotting time for lesson planning. This was mentioned under the Role of the Administrator in WSQ and under Implications for Teachers in the article. Another concept the readings mention is allowing for teachers to reflect on their teachings.
I still am a little confused on the difference between PD and workshops. Do you girls have any suggestions that might help me separate the two? I think I might not have a clear sight of how a PD is set up.
Tuesday, September 30, 2014
Tuesday, September 23, 2014
Coaching 3
Which type of communication do you feel most confident with?
I think I would feel most confident with collaborative communication. I can really relate with the aspect of working with others to formulate new ideas. I really enjoy listening to ideas that colleagues have and work with them about the best practices to use when integrating the ideas. As a literacy coach, I know that I would have to help lead teachers to more critical thinking. I feel my strength with this type of communication is the fact that I have some experience collaborating with teachers.
Which type of communication do you feel least confident with?
Delivering hard messages kind of scares me! At times, I find myself less confident with this. I consider myself a "people pleaser." I don't like conflict nor do I like to step on people's toes. They idea of sharing information that might not be very accepting to others really causes me anxiety. I think in order to gain the confidence in this area of communication, I first think I need to build trust with the staff. Building trusting relationships with the staff first I feel will allow them to be more open with the message I am trying to share.
Communication skills are very important when you are trying to build a collaborative, trusting school climate. You need to know your teachers and what type of communication is needed when working with them. Being effective in communication will allow for collaboration to be effective. If you are unable to communicate effectively then the climate that you need to build in the school will not be established.
Survey/On-line meeting:
I gave my staff until Thursday to complete the survey. I have class on Wednesday until 7. I would not be home closer to 8. I would prefer not Wednesday because it makes for a long day but if that is the only time then I can make it work. Other then that I am free around 5 on Thursday and Friday. Saturday I am free too.
I think I would feel most confident with collaborative communication. I can really relate with the aspect of working with others to formulate new ideas. I really enjoy listening to ideas that colleagues have and work with them about the best practices to use when integrating the ideas. As a literacy coach, I know that I would have to help lead teachers to more critical thinking. I feel my strength with this type of communication is the fact that I have some experience collaborating with teachers.
Which type of communication do you feel least confident with?
Delivering hard messages kind of scares me! At times, I find myself less confident with this. I consider myself a "people pleaser." I don't like conflict nor do I like to step on people's toes. They idea of sharing information that might not be very accepting to others really causes me anxiety. I think in order to gain the confidence in this area of communication, I first think I need to build trust with the staff. Building trusting relationships with the staff first I feel will allow them to be more open with the message I am trying to share.
Communication skills are very important when you are trying to build a collaborative, trusting school climate. You need to know your teachers and what type of communication is needed when working with them. Being effective in communication will allow for collaboration to be effective. If you are unable to communicate effectively then the climate that you need to build in the school will not be established.
Survey/On-line meeting:
I gave my staff until Thursday to complete the survey. I have class on Wednesday until 7. I would not be home closer to 8. I would prefer not Wednesday because it makes for a long day but if that is the only time then I can make it work. Other then that I am free around 5 on Thursday and Friday. Saturday I am free too.
Tuesday, September 16, 2014
Coaching 2
This whole process of coaching seems a little overwhelming for me. I am actually nervous about following through with the process. I want this experience to be educational not only for me, but also for the teacher. I know that the teacher has not yet had an experience working closely with another teacher.
On the upside, I do think this will be a great experience for me to see what input and creativity I can provide. Also, I am eager to see my leadership ability grow.
Goal Setting:
I really liked how the chapter broke down the SMART goals. I like how specific they are and that it made it seem easy to address with the teacher. It allows for very detailed plans and allows for specific direction. This will allow me to address the concerns the teacher may have in her instructional ability. I will be able to help the teacher specify what major area she needs guidance with and it will help me set goals for my input/help in the teacher's classroom.
Modeling:
This chapter is very informing. I really like the idea of developing an observation form for the teacher. This way the teacher has specific strategies or details to look for while you are modeling. I also like the idea of discussing the role of the teacher while you are modeling. For me personally, if I were observing a Literacy Coach I would have a hard time as a teacher not to interject. If a student wasn't behaving or a student needed help I feel that I would jump in and try to help. I think with the experience I have, it will be helpful for the teacher to view a new perspective of teaching. It is useful to broaden your perspective and find new techniques to use within the classroom.
Co-Planning:
I found this chapter very useful. This is the beginning of the coaching cycle that begins to make me nervous. The steps were very specific in how to go about the co-planning session. When planning with the teacher, you really need to know the students and what level they are are on. I find that it could be a little difficult planning with a teacher because I am afraid that the teacher might be planning the majority of it. I want to be able to listen to the teacher's ideas and thoughts in this process. Here not only can I give my input and ideas but I will also be able to gain ideas. I do like the collaboration of this strategy.
Co-Teaching:
I find this strategy could be the most fun and the most stressful. I think co-teaching with a teacher would be extremely fun! I think it could also be difficult if it's not your room, too. I found the step of adhering to behavioral expectations of the classroom an interesting input. I just would have figured it to be known to respect a teacher's classroom. I think that I will see what and how much of the lesson the teacher feels comfortable teaching. If she wants to run most of the show I feel comfortable with that. I will jump into the lesson when needed.
Observing:
It was interesting to know that in the pre-conference you should discuss where you should sit. I would not have thought of that. I think that this will be very informing for the teacher. I like how as a coach you are there to just observe as a colleague and to be able to provide effective feedback for the teacher.
Overall, I think I am most nervous about making the experience effective for the teacher. I am afraid I will not be able to ask the right questions that will guide the teacher effectively. Do you all plan on writing questions down beforehand that will help you with guiding the teacher through the strategies, or do you think that you will "wing it?"
On the upside, I do think this will be a great experience for me to see what input and creativity I can provide. Also, I am eager to see my leadership ability grow.
Goal Setting:
I really liked how the chapter broke down the SMART goals. I like how specific they are and that it made it seem easy to address with the teacher. It allows for very detailed plans and allows for specific direction. This will allow me to address the concerns the teacher may have in her instructional ability. I will be able to help the teacher specify what major area she needs guidance with and it will help me set goals for my input/help in the teacher's classroom.
Modeling:
This chapter is very informing. I really like the idea of developing an observation form for the teacher. This way the teacher has specific strategies or details to look for while you are modeling. I also like the idea of discussing the role of the teacher while you are modeling. For me personally, if I were observing a Literacy Coach I would have a hard time as a teacher not to interject. If a student wasn't behaving or a student needed help I feel that I would jump in and try to help. I think with the experience I have, it will be helpful for the teacher to view a new perspective of teaching. It is useful to broaden your perspective and find new techniques to use within the classroom.
Co-Planning:
I found this chapter very useful. This is the beginning of the coaching cycle that begins to make me nervous. The steps were very specific in how to go about the co-planning session. When planning with the teacher, you really need to know the students and what level they are are on. I find that it could be a little difficult planning with a teacher because I am afraid that the teacher might be planning the majority of it. I want to be able to listen to the teacher's ideas and thoughts in this process. Here not only can I give my input and ideas but I will also be able to gain ideas. I do like the collaboration of this strategy.
Co-Teaching:
I find this strategy could be the most fun and the most stressful. I think co-teaching with a teacher would be extremely fun! I think it could also be difficult if it's not your room, too. I found the step of adhering to behavioral expectations of the classroom an interesting input. I just would have figured it to be known to respect a teacher's classroom. I think that I will see what and how much of the lesson the teacher feels comfortable teaching. If she wants to run most of the show I feel comfortable with that. I will jump into the lesson when needed.
Observing:
It was interesting to know that in the pre-conference you should discuss where you should sit. I would not have thought of that. I think that this will be very informing for the teacher. I like how as a coach you are there to just observe as a colleague and to be able to provide effective feedback for the teacher.
Overall, I think I am most nervous about making the experience effective for the teacher. I am afraid I will not be able to ask the right questions that will guide the teacher effectively. Do you all plan on writing questions down beforehand that will help you with guiding the teacher through the strategies, or do you think that you will "wing it?"
Wednesday, September 10, 2014
Coaching 1
Monday, September 8, 2014
Coaching 1
The way that the readings relate is that they explain the roles of a literacy coach. Each article/reading share the same concept of working with teachers. They all explain that a literacy coach should collaborate with teachers and be supportive. The role of a literacy coach is so much more then what I expected. Not having an effective literacy coach in my past schools I developed different expectations of an effective literacy coach.
One of the ideas that I found important was the information about the CCCM. As I gain more knowledge in coaching, I feel that I could apply this with my grade level team. In the past, our school never had designated grade level meetings. This year, our principal, has made it clear that we will be meeting with her once a month as a team. After reviewing data from our assessments, I can introduce this to my team to develop a plan to cover an area that our students seem to be struggling with. Another idea I found important was the guidelines for literacy coaching especially Principle 3: Collaborative Relationships are Essential for Coaching. I think this one most importantly because I find that it correlates with my goal to become a better communicator that builds trust. This part of the reading gave advice on how to build trust with teachers and how to communicate effectively.
I think that team and individual coaching are similar in that the structure is very similar. Both models use collaboration, reflection, are inquiry-based, etc. They both allow for teachers to meet with the literacy coach for individual brainstorming and feedback. Reflecting on both coaching models, I can see the benefits of both. Although they may share the same structure they are both very different. I find that team coaching would be very beneficial at my school. I am at a new school where teachers transferred from other schools. We have a wide range of experience in teaching along with a wide range of teachers who worked in different socio-economic schools. If we were able to use the CCCM and pre-conference, lesson plan, reflect, debrief, etc. I think that all the teachers could learn from the different perspectives and ideas that all the teachers have to offer.
Both models of coaching show student achievement and an increase in effective instruction, if you were a coach at your school, do you think individual coaching or team coaching would be more effective for the students and teachers?
I think that team and individual coaching are similar in that the structure is very similar. Both models use collaboration, reflection, are inquiry-based, etc. They both allow for teachers to meet with the literacy coach for individual brainstorming and feedback. Reflecting on both coaching models, I can see the benefits of both. Although they may share the same structure they are both very different. I find that team coaching would be very beneficial at my school. I am at a new school where teachers transferred from other schools. We have a wide range of experience in teaching along with a wide range of teachers who worked in different socio-economic schools. If we were able to use the CCCM and pre-conference, lesson plan, reflect, debrief, etc. I think that all the teachers could learn from the different perspectives and ideas that all the teachers have to offer.
Both models of coaching show student achievement and an increase in effective instruction, if you were a coach at your school, do you think individual coaching or team coaching would be more effective for the students and teachers?
So apparently, I don't know how to blog and I did it wrong. Too be honest, I don't know if I'm doing it correctly right now. I'm so sorry!
Friday, September 5, 2014
New Literacy Tools
What strengths do I have with the new literacy tools that will be used in class?
Technology has always been a struggle for me. I have slowly adapted my "pen and paper" ways to enter into the era of technology. I have become very familiar with using a SMARTboard in the classroom. I have found it's user friendly use comforting as I branch out into new technology tools. The tools we will be using in the class are all new to me except Adobe Connect. I do feel very comfortable using Adobe Connect for whole group and small group meetings.
How will the tools be helpful with learning in class?
With technology there is a degree of unlimited possibilities. Learning these new tools will allow me to use them within my classroom. Learning to set up a Blog will allow me to share and reflect on my classroom and reach out to other teachers for input. Also, it will allow me to share my daily classroom life with parents.
Question: What tool do you plan to use in the classroom, if any?
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