www.flickr.com/photos/juiceybrucey/2542962328

Happy Spring!

 

Sumer is i-cumin in

BY ANONYMOUS

Sing, cuccu, nu. Sing, cuccu.

Sing, cuccu. Sing, cuccu, nu.

Sumer is i-cumin in—

   Lhude sing, cuccu!

Groweth sed and bloweth med

   And springth the wude nu.

         Sing, cuccu!

Awe bleteth after lomb,

   Lhouth after calve cu,

Bulluc sterteth, bucke verteth—

   Murie sing, cuccu!

         Cuccu, cuccu,

Wel singes thu, cuccu.

   Ne swik thu naver nu!

(*This is a 14th century English round.)

 

Facilitator: Cindy

Recorder: Joel

 

Calendar

Meeting Agenda

Coaching by Jim Knight Book Study

 

SENTENCE

 

GREG-"...schools that had the greatest improvements in student achievement were those in which the staff had expressed dissatisfaction with their work, and that schools with limited improvement in student achievement had staff who were satisfied with their work."  (p.13)

 

ANN- Coaching heavy,on the other hand includes high-stake interactions between coaches and teachers, such as curriuculum analysis, data analysis, instruction, assessment, and personal and professional beliefs and how they influence practice.

 

PAUL-"Coaching heavy demands that coaches  shift their drivers from being liked and appreciated  to making a difference." 

 

KELI-"A school's culture -the invisible yet powerful structures of a school-influences how a coach allocates time in each role." 

 

AMY- "However, the shift to coaching heavy cannot wait long because students cannot wait for the best teaching possible." 

 

JOEL-"The difference is magnified in the results achieved."  (p.22) 

 

CINDY-"How a school faculty communicates, whether openly and honestly in meetings and other forums or secretly in the parking lot, influences a coach's potential for impact." 

 

JANE- "Coaching heavy occurs when coaches ask thought provoking questions, uncover assumptions, have fierce or difficult conversations, and engage in dialogue about their beliefs and goals, rather than their knowledge and skills." 

 "To coaches, coaching heavy causes them to feel on edge, questioning their actions and decisions." 

"Coaching heavy requires coaches to seek and use data about their work and regularly analyze their decisions about time allocations, services, and impact." 

 

KAREN-"The distinction between coaching light and heavy is evident in how coaches talk about their work, their motivation, their purpose, and the results they achieve."

 

PHRASE

"...his or her own continuous development, searching for ides, resources, and strategies to strengthen coaching practices, and to reflect on his or her work as a coach." 

 

"...acquire deep knowledge about adult development and change" (Karen, pg. 9)

 

"...thoughtful, reflective conversation (Greg, pg. 12)

 

"...provide a variety of services to accomplish similar outcomes" (Cindy, pg. 17)

 

"...work is complex and challenging" (Keli, pg. 26)

 

"...maximize the impact of coaching on teaching and student learning" (Paul, pg. 14)

 

"...implementing and analyzing frequent formative assessments." (Joel, p.23)

 

A conversation resulting in action--Greg and Keli 25 minutes

 

What next year is going to look like and feel like.

Words, phrases, headlines, of what it's going to look like the first 3 months.

 

Writing exercise:

5 minute individual writing activity

Think about the headlines about our organization if it was as successful as it can be.

What would the headline say after our first year? What are some fo the key elements the article would contain?

HEADLINES

"Instructional coaches in CCSD are indispensible" (Karen)

"21st century education in CCSD" (Jane)

"Hittin' em up and movin' em out" (Greg)

"Coaches' lasers zoom in on student learning" (Cindy)

"Learning and teaching soars in CCSD" (Keli)

"NSDC Keynote: Instructional coaching impacts achievements" (Paul)

"CCSD coaching model adopted by all schools in Colorado" (Joel)

"Coaches road is uphill but progress is evident" (Ann)

"Office of professional learning changes the face of staff development for CCSD" (Amy) 

 

ACTION: Post your headlines and details to the HEADLINES page

21 CC Observations:

Follow up- Ann 30 minutes  ??????

 

Jane: Both teachers did the same lesson around STANDOUT Math. More evidence of 21st century learning than other observations. Added a question: "What are you taking away about your learning?" to the teacher being observed

Comments-Observed teacher appreciated the protocol. Participant walked away with lots of ideas.

Amy: Helped other teachers re-think their own observations.

Karen: thinking about the work to be done BEFORE the observation. It's powerful to ask teachers "What are you wondering about? "

Cindy: having conversations about 21st century learning. "What have you been thinking about your students' learning around ____? " Hopeful that the upcoming observations that I'm facilitating exemplify 21st century learning, because of the conversations I've had with them, and because of I've observed others' facilitations.

Karen: Would it help to bring in the TLC document to help teachers think about their teaching and learning?

 

 

 

 

 

 

 

 

Conference 2.0 Review (Paul, Ann, Joel)

The conversation wiki      Joel's resources

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