Coaching 4 P's
Review, Preview, Praise and Problems: Nov. 9-13
Progress (OPE)
Observed in a fourth grade classroom on Monday and Wednesday to record engagement.
Gathered student data for coaches' meeting on Thursday. Observed in LLI classroom as well as regular classroom to gather the data.
Worked in anchor chart ideas with John Collins to tie in with State Dept. Literacy Specialist's recommendation. Modified the presentation to target OPE specifically.
Lead John Collins Writing training on Friday for Early Release.
Continued to work on printer-friendly MAP Reading RIT Band charts.
Attended Coaches' Cohort meeting on Thursday.
Attended Instructional Leadership Team meeting on Friday.
Gathered resources for first grade upper-level reader.
Plan (FOE)
Just a note: Monday morning I have to have an MRI so Monday is 1/2 day (in the afternoon) for me.
- Work with third grade during grade-level meetings on the Serravallo Engagement Inventory. We will discuss what authentic engagement looks like and how to use the inventory. This discussion is based on the results of the HPLC surveys that teachers completed the week before last.
- Meet with Sissy to purchase my Choice Literacy subscription.
- Observe in a first grade and fifth grade classroom to analyze schedules and teachings for authentic engagement. The goal is to have 75% of classroom time and 75% of students (as a beginning, but 100% is the goal) authentically engaged.
- Attend Coaches' PLC meeting at Northside on Thursday.
- Sometime this week, I want to check in with the 2nd grade upper RIT band group to see how they are progressing on their animal research.
- Attend OPE Tailgate Party (Literacy Night) from 4-6 on Thursday. I need to go over to OPE right after the PLC on Thursday.
- Continue working on printer-friendly MAP Reading RIT Band charts.
- Gather resources for third grade Guided Reading group.
Praise
- My John Collins PD this week went extremely well. Teachers were presented with a huge amount of information, but stuck with me thru the presentation.
- My weekly modifications are truly working. I was able to keep the "stress" questions from the PD separate. I knew the teachers were not attacking me personally, and many of the teachers made sure I knew that, too.
- Our literacy night at OPE has come together nicely. Just have some last minute things to finalize.
Problems
- I am concerned that teacher's may not have enough background knowledge (or possibly time) to reach the higher readers in their classrooms. I am afraid that sending them to different grades for group instruction may keep teachers from knowing reading behaviors and strengths for cross-curricular instruction. I DO believe that multi-age classrooms have some positive aspects, but if we have those kids at any point in the day we need to know what they can do and where we can take them from there.
- I am also concerned about the thinking and reactions of upper-elementary classroom teachers in terms of small group instruction. ELA AND Math can be taught with small groups all the way from kindergarten to high school. I think we need to find model classrooms that exemplify this. Here's an idea: have two reading coaches who co-teach and practice the theories and suggestions we offer teachers. The teachers could alternate yearly between teaching the classroom and attending coaches' training. The classroom would also give the "coach" the ability to come in and video lessons to use as coaching tools across the district. This would also keep the coaches "in the trenches" so that we never forget what it actually feels like.
- Teachers continue to see John Collins as a separate program. With this perception, it is seen as just something else to do. I would love an extended amount of time in a school so that I could spend 2-3 weeks in a classroom showing how this CAN be done.