But, the single most important thing I remembered throughout these first several weeks was the critical importance of selling myself and my product. I was not in classrooms to tell teachers what to do; on the contrary, I was observing to learn how to support them and the important work they did. I needed to be still; to learn what they needed without maybe having the ability to exactly define it.
FRAME is thus a protocol that clarifies learning expectations and provides a consistent structure of support. It eliminates wasted time and helps the teacher stay true to the lesson while students move systematically through the learning. Utilized within the first ten minutes of class, FRAME offers a comprehensible opener to ensure that all students make connections throughout the lesson
As an instructional coach, I collaborate with nearly 65 teachers at an urban high school. My goal is to support teachers of many subjects in embedding literacy in their lessons without disrupting their classroom objectives.
WHAT DOES YOUR LITERACY PHILOSOPHY SAY ABOUT YOU?
Take a few minutes and re-read your reading philosophy. Do you still agree with it? Do you need to revise it? If you've never written one, perhaps now is the time.
While I might have considered the cooperating teacher to be "rigid, extremely professional, and focused," those qualities are necessary when creating a classroom community. She had structures and routines in place that worked for her students and expectations that were transparent and attainable.
Instead of creating lessons of rigor, why not create lessons of vigor? Lessons of vigor encompass three distinct thinking components: Thinking Critically, Thinking Creatively, and Thinking Flexibly thereby creating classrooms that are stimulating, engaging and supportive.
Read: Rigor of Vigor
What might happen if we decide to empower students to utilize self-management – to actually allow students to use their phone for discretionary purposes, but under a watchful eye and within a structured time?
Being an Instructional Coach means that I am available for teachers, accessible to change and open to feedback. For those who are new to the coaching role or who have moved from teaching to coaching, or those veteran coaches who might feel your practice needs a tweak, here are some suggestions,
The opportunity to share my writing experiences with students takes the mystery out of the process. Writing, for the most part, is not innate. It is hard work that starts with a purpose, moves toward a plan, and proceeds to a process. It is seldom, if ever done, but, is reclaimed, re-purposed, and recycled.
Read: TEACHER WRITER
Our veteran teachers want to plan specifically, give directions explicitly, and offer student support intentionally, we also know they could probably offer teachable moments to the novice teachers as well as the instructional coach.
For an instructional coach, it may seem daunting to coach the new teacher. Where does one begin to assist him or her in creating the best learning experience possible for students, parents, and colleagues?
Use this reflection tool as a way to observe peers in a non-threatening way. The Guiding Questions encourages honest, non-evaluative discussion.
ASCD Inservice March 17, 2017
“Co-teaching” has become a buzzword in education; but, the key to successful co-teaching is the respect toward each other’s skills and knowledge. That respect translates to student success and empowerment in the classroom and beyond.
After 25 years in the education “business,” I’ve learned that visionaries are rare. I’ve also worked with resume-padders, limelight-grabbers, and narrow-minded ninnies. Some were more concerned about their own personal agenda than about personnel.
Read: What Do You Stand For?