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!
I also really enjoyed the co-planning part. I really like the idea of working WITH the teacher. Sharing ideas and working together is really what I thrive off of, so I think co-planning sounds fun and exciting! I think these strategies were so helpful and I know it really helped me to better understand each part of coaching.
ReplyDeleteFor your questions:
1. Since you are in an early care setting, I personally would stick to those standards, even though she wants to eventually teach Kindergarten. I feel like it is important to use those guidelines since that is the setting you are in. I think that would help with the goal setting, since the goals will align with the setting Nicole will be in. However, that is just me. I am curious to read what others think about that.
2. Oh goodness, I understand your anxiety with co-teaching. I would say just as the reading points out, I would really make sure to plan out each part of the lesson and determine who will teach what. I think the hardest part is figuring out who does teach what. I plan on considering the goals of my "coachee" to help us plan out who will teach what. Does that make sense?
Jacqueline, I hadn't thought of using Nicole's specific goals when planning what each of us will teach. Great idea!
DeleteI think you're right about using early care standards. The more I think about it, using CCSS wouldn't be appropriate for the setting. After the readings this week I'm feeling excited about starting the cycle. I know I'll learn so much from planning and teaching with her.
I agree with Jacqueline about sticking with the early learning guidelines. CCSS are out of Oklahoma anyway so better to help her with the standards that are important in early childhood.
ReplyDeleteCoteaching takes practice! You will learn what works for you and who you are coaching
Dr. Beach, the more I think about my coaching experience I understand that it's going to be unique and individual based on who I'm working with. I'm nervous and there's that part of me that wants Nicole to think I did a good job with her. :)
DeleteI agree that each section did help with a little understanding as to how to implement the coaching cycle.
ReplyDeleteI wouldn't use CCSS when setting goals because Oklahoma has retracted from using them. Just stick to what you know! That way your guidance won't be too confusing. You got this!!!
I, too, have anxiety about the co-teaching aspect. I think that maybe giving the teacher the option to pick what she feels comfortable teaching first will help. Allowing her to decide how much to take on will guide you to know how much to input. Also, I think trying to remember to only give input that will not confuse or disrupt the children's learning (which can be hard because having more experience you want to just help).
Erin, I love the "push pause" and "push play" ideas but I'm not sure about using them with PreK. I can see that quickly becoming hilarious for them. You made a great point about allowing her to pick what she feels comfortable teaching. I'm hoping that once I sit down with her everything will start to fall into place.
DeleteI would stick to the standards at your facility. It seems more natural. I think co-teaching takes practice. You also know your person's personality. Would it offend them if you interrupted them, took over a portion, etc. I would think every situation when co-teaching is different. I'm also assuming as you begin to do it often you take on your own style. The only experience I have co-teaching is with my assistant. We had such a good relationship that interrupting each to add to the lesson wasn't a bad thing. But I could see it upsetting some. I think setting guidelines before you do it will help too! See what she wants you to do! Tell her what you'd like do to!
ReplyDelete