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?"