"Super" Spruce Scoop
Volume 2 Edition 13
December 7, 2015
Single-Gender Middle School
- Danielle Petters for her leadership in helping the administrative team and her coaches at Spruce develop planning protocols for the English and math department.
- Clarita River, Lisa Falcon and the science department for delivering very good instruction. We observed five science classes this week and saw very impressive instruction and demonstrated excellent planning ! See pictures below.
- Umoja Turner and a few of his teachers using a read aloud to integrate a standard into the lesson. It is a seamless and engaging way to teacher author's purpose.
- Ms. Cassidy at Moseley Elementary School for using time during the math block to provide small group instruction while other students were engaged in meaningful centers.
Balch Springs Science Class
Teachers are using data walls at a greater level of frequency to help them and their students progress monitor. Awesome tool!
Mr. Johnson is an instructional coach at Spruce High School. He is shown working with a group of Algebra students teaching them how to solve equations.
This is a science lab where students are using various objects to understand how electromagnetic waves have different frequencies in different objects. Thank you to Ms. Lapido at Balch Springs Middle School.
Balch Springs Science Class
"Trudy" What else needs to be said?
"Super" Leaders Having Some Fun
Masters & Sanchez
Guess they are headed to Chili's - maybe...
"This principal thing is pretty cool! Sometimes we have fun."
She seems to be enjoying the anguish of an awkward gift someone is receiving.
She is cautiously optimistic about what might be inside.
He is puzzled. Looks like a good match. He can always use a blanket!
Bernal, Williams and Wilson
It appears they are sheepishly planning an attack on someone's gift. Rocio and Sheryl's smirks give it away.
Playing it cool. "Maybe they will forget that I have these movie tickets."
She does not need any coffee with all that energy she has.
Yeah, no - those will be gone in a minute. Everybody likes scratch off tickets.
Tips for Working with Adult Learners
In this article in Literacy Today, Florida administrator Sloane Castleman says that one of the most positive developments in the last decade is the shift from one-shot PD workshops to instructional coaching. Effective coaches, she believes, have the potential to give teachers “growth opportunities embedded in the workplace, relevant to the specific needs of each learning and teaching community, and sustained over time.”
The problem, she’s noticed, is that not all teachers are open to working with an instructional coach. When working with colleagues, coaches need to constantly ask themselves, “What am I doing that’s conflicting with the developmental needs of adult learners?” Castleman identifies the following:
They have a deep need to be self-directed.
They are intrinsically motivated.
Their life experience is an excellent resource for learning.
They prefer learning opportunities that address immediate problems.
They’ll learn best when a coach meets the demands of their social roles.
Castleman has four principles for staying tuned to teachers’ developmental requirements:
• It’s all about relationships. “Instructional coaches need to demonstrate humility and a genuine respect for the knowledge, experience, and abilities of others,” she says. “In a field that is complex and constantly evolving, instructional coaches should resist the temptation to tell their colleagues what is best and should cultivate collegial conversations and collaborative explorations into best practices.”
• Trust is essential. Teachers need to feel safe in exposing their weaknesses and asking for help in areas of need, which means they must believe that coaches won’t convey negative evaluative information to administrators. “If teachers can’t trust their instructional coaches,” says Castleman, “coaches can’t help teachers learn from their mistakes and take important professional risks.”
• Involve teachers in PD decisions. Program choices should be made with teachers’ challenges and wishes in mind.
• Orchestrate collaborative learning opportunities. Teachers need forums in which they can share their diverse life experiences with colleagues. “Instructional coaches have to look for creative ways to connect teachers so they can learn to take action as a community,” says Castleman.
“Digging Deeper: Unearthing the Roots of Teacher Resistance to Instructional Coaching” by Sloane Castleman in Literacy Today, November/December 2015 (Vol. 33, #3, p. 14-15),