Professional Development

After reading WSG 9 and the sustained PD article, my "Professional Development Fog" is beginning to lift.  I have a better picture of what my PD should look like.  My PD will be presented in the Program Planning course I'm teaching this semester, and to be successful it must:

• allow teachers to have a part in their own learning
• encourage collaboration
• be active/interactive
• give teachers the opportunity to set their own goals (content/process)
• be intensive and sustained, and
• offer follow-up through conversations, observations, or study groups

WSQ 9 and the PD article go hand in hand.  It's like the authors of the PD article read chapter 9 of WSQ and used that template to create a PD program for their school.  On page 125 in WSQ a characteristic of an effective teacher is one who has the ability to assess and support children who have learning differences.  The instructional framework implemented at the Chula Vista schools provided the base for teachers to plan while addressing individual needs.

Page 126 in WSQ discusses the importance of active PD, that teachers need TIME (for discussions w/other teachers, planning), and how essential sustained PD is for student achievement.  All three of these are addressed in the PD article.  

1. On page 557, one principal observed that teachers had the information, but weren't implementing it in the classroom.  Instead of lecturing teachers, administrators gave teachers the opportunity to discuss why group work wasn't being implemented.  
2. The authors believe, based on the Chula Vista outcome, that teachers need ample time to collaborate with their peers and participate in ongoing PD in instructional planning.  
3. The obvious connection is the success of sustained PD at the Chula Vista schools.  Their API score increased over 100 points since the sustained PD program began.

One particular idea from the PD article I would like to implement is "walking my building".  I think this is a fantastic way for me to see what is happening in classrooms as well as making myself available more often.  As I've been learning over the past few weeks, my teachers need more time to collaborate with their co-workers, plan lessons, and participate in relevant professional development. I'm excited to use what I'm learning in my PD and at my center.   

Coaching & Communication

In which types of communication am I most confident?

Critical Communication.  I'm actually a little surprised at my answer to this question.  Before I started reading, I assumed I would be most confident with collaborative communication.  I feel that my strengths are in not just what I say, but how it is said.  I work hard at choosing my words carefully and I know that how I say something to one teacher will not work with another.  Learned that one the hard way.  :)  I do believe that I am ethical and capable of delivering the "hard message" when necessary and doing so without tearing down someone's self-esteem.

In which types of communication am I least confident?

Collaborative Communication.  It's not that I don't collaborate at all, but I think I have a lot of work ahead of me.  Two statements in L&T stood out for me.  On page 89 the authors write that "through collaborative communication they move toward creating and producing."  Page 91 reminded me to use "we" instead of "I" as much as possible.  I do not practice this enough.  At times I feel like I'm chasing my tail.  In communicating collaboratively I need to build in time for reflection at the end of my work day.  This worries me a bit for my coaching cycle.  Will I collaborate effectively with Nicole?

When I looked at the How Ready Am I and How Ready is My School forms, I started to focus on teacher communication at my school.  They communicate, yes, but is it true conversations of importance or just general chatter.  My staff do not have the opportunity to spend time planning, collaborating, or deeply communicating with each other.  I really believe how they and I communicate with each other has to change in order for us to be successful.

Surveys/Online Meeting
My surveys are complete so I can move onto the planning stage.  I'm open to meeting times.  I'm available after 645 every night this week (Wednesday is open after 3).  Saturday is completely open.

Dr. Beach.....How would you like our surveys submitted?  Summary of findings or a copy of questions?

Coaching 2

The readings this week gave me a bit more clarity when thinking about the teacher I'm coaching.  I feel like I have specific answers to questions and ideas to implement with her.  I was very interested in reading about goal setting and how to facilitate setting realistic, obtainable goals.  

Goal Setting

After reading this section, I feel I have a better understanding of how to help Nicole set teaching goals.  Even though we're in an early care setting, I would like to use the SMART goal template because it is detailed and specific.  I also love the idea of working together in her space, with her materials, and having a concrete plan when we're finished.  The discussion prompts on page 139 are a great idea!  They're opened ended and definitely require a thoughtful response.

Modeling

While modeling is the area in which I am most comfortable, I learned that even this is purposeful and planned.  What I took from this section is that even modeling during coaching is detailed and specific.  For instance, I'm not just modeling how to read a book at group time.  I may be modeling how to include vocabulary words, asking inferential questions, or keeping group interest.  I find it interesting that there is a pre- and post-lesson conference.  I assumed I would plan the modeled lesson, she would watch, and that would be that. Again, I do want to use the templates with Nicole. 

Co-Planning 

I love that in this section there is still support and collaboration with the teacher, but they have a hands-on role in planning their lesson.  I haven't written the lesson plan in my office and left it in her mailbox.  I've done very little co-planning with teachers, so I'm a bit anxious.  I want to make sure I listen to Nicole and work WITH her, and that her goals and ideas are represented.

Co-Teaching

This is the area I'm probably most nervous about.  I feel like co-teaching is a lot of choreography.....we each have "moves" during the course of the lesson.  My fear is that I will take over the lesson.  We'll definitely use the co-teaching template and spend time talking about who will teach what section.  

Observing

Again, I love that it's so detailed!  I feel like I might actually know what the heck I'm doing!  Two things stood out for me.  Evaluative language vs. objective language on page 175 and the Possible Actions section on the template.  The language examples are wonderful for me because I can see myself saying "Great job, Nicole!" when she finished teaching a lesson instead of providing specific feedback.  I also love that the teacher and coach work collaboratively on Possible Actions.  The teacher isn't just left on her own at the end of the cycle.

I feel that I have a much better grasp on what literacy coaching entails, and I'm excited to start sharing the cycle with Nicole.  

Questions for my group:

1.  Nicole eventually wants to teach Kindergarten.  Because we're in an early care setting, we don't use CCSS/PASS.  We use Early Learning Guidelines and DAP.  For setting goals.....should I consider CCSS for the area to be addressed or stick with the guidelines we use for our PreK students?

2.  What is your advice for co-teaching?  I don't want to take over her lesson.

And any other ideas are GREATLY welcomed!

Literacy Coaching

When I began reading this week, I assumed I would glean different information from each source.  Which I did.  But I was pleasantly surprised to see many of the topics repeated by separate sources.  In each text I read that literacy coaching is job-embedded, ongoing, collaborative, and reflective.  I thought about our bubble map and the qualities we listed for effective literacy coaches, and I see so many of them in the readings.  Both articles and the WS&Q chapter all discussed the importance of having literacy coaches who not only possess an advanced degree, but also have teaching experience, continue their own professional development, and are trained to work with adults.  I saw collaboration and interpersonal skills as extremely important.  When I finished the readings I felt that if someone were to ask me what a literacy coach does, not only could I give them a clear answer but I could also explain the importance.

On page 546 in the Guiding Principles article I was shocked to read that on average, coaches spend only 28% of their time working directly with teachers.  Until I read what other responsibilities coaches have, or tasks administrators assign them, I assumed the majority of their time was spent with teachers.  It makes complete sense that students have higher reading gains in schools where the literacy coach has more interactions with teachers.  The second idea I learned more about (observations) is from Chapter 3 in WS&Q.  Mr. Grimm is observing Ms. Gray's writing conferences and asks her about the class.  She appears to know what didn't work (Billy waiting in line), but Mr. Grimm doesn't seem to have any concrete ideas on how to improve the situation.  It was like a light bulb for me when I read that formal supervision can move conversations from "what can be done to support growth" to "what did I observe". 

Team Coaching vs. Individual Coaching:  After our group discussion, bubble map, and reading the texts I believe that effective literacy coaches:

• have specialized knowledge in their field
• know how to work with adults
• spend at least 50% of their time working with teachers
• develop positive, trusting relationships with teachers   
• are leaders in their school

I think these qualities apply whether a leader is coaching a grade level team or one specific teacher.  In the Team Coaching article I highlighted the 3 Keys to Successful Team Coaching.  I love #1.....coaches must have a clearly defined coaching model and established role!  I think that helps with the "who" does "what".  The most obvious difference between Team and Individual Coaching is working with a larger group versus one teacher.  I think both have their place.  What I do like about the idea of Team Coaching is that the grade level team could continue working closely together even after their coaching cycle is complete.  They begin to look to their colleagues.  

What do you ladies think? 

New Literacy Tools

While I've used Blogger and Power Point before, I have not used many of the literacy tools we're using in our class.  I've never used a Smart Board or IPad.  Shocking, I know.  My initial knowledge in this area may be limited, but I feel my strength would be that I learn quickly and am willing to try new tools to reach those I work with. 

Question:  What are your favorite new literacy tools to use with children 4-5 years of age?