Mary visits ~ as much time as she needs
The topics:
How do you leave a teacher with something meaningful?
How do you get teachers to focus more on the technology and less on the detours?
How might walkaway prompts get included in an email.
These seem to group around the big idea of getting the most out of our time with the teachers.
Hold steady on the goal, and value where thy are.
What part of the PTMA cycle are we working in when we do a project? Which part do they need the most help with, because we need to attend to pacing with them in a n area where they are functioning, and only then to move out in front and lead.
My job as a coach is to see the big picture, to be "in the balcony." That is, we might be conscious of the maps that guide conversations, and then help the teachers know which step we are working in, and then which is next. Our vision is of the big picture of effective integration - the macro. The micro belongs to them, we work to know that, and work from that to move them forward.
One of our goals is to get them to be more conscious about their work and the progress they are making. To help them recognize the strategies they are learning.
Differentiate by strategy, resources, or assessment.
This process is about our own efficacy - our confidence for making a difference for those folks.
How do we assess our effectiveness? (Our job is performance improvement.) How do we ascertain the teacher's goal, while keeping our own goal in mind, and then find a way to mesh those two.
Professional rapport means cleaning up the messes. Taking responsibility for your own mistakes.
Make not knowing OK for our adult learners. Help them recognize that we are all smart in different ways; that they have strengths in areanas we might not. Scale your adult learners down to the size of kids you are comfortable with, and then apply the same safety nets and support for learning we would with children.
What state of mind does our walkaway prompt come from? How can we astutely diagnose the needs of our people?
What would the essentials of a good coaching session look like? What is the PTMA for coaching. What are the essentails of coaching? Once we know the foundations, then what are the applications and specializations we would then overlay?
Put more energy into the planning conference via email, rather than the walkaway. This reflects the best practice of knowing that the planning conference is the most important aspect of the coaching cycle.
Ask a teacher, "What one thing should we work on that will provide you the most growth or independence?"
One overarching aspect of a good leader is to create a sense of possibility; to inspire others; to see what's good in the journey, not just the destination.
Assessing progress among our people. 1) Where are they relative to where they were? 2) Where are they relative to the other people? 3) Where are they relative to the standard?
What would it be like for us to shrink our adult learners to the size of students? Could that give us a whole new toolbox to use with them?
The classroom walk-through reflections model is a way to decide when, where, and what type of feedback to use. We then apply the cognitive coaching tools on top of that.
The notion of the wlak away prompt is to wonder what I want my client to feel when I leave. Validated, supported, and honored.
What are my indicators for success? What feedback do I need, and from whom? If I need feedback and reflection on my practice, ask for it from my peers, coordinators, Dave, and even my clients.
If you have really good mental discussion maps, they can guide you so that you're not grasping at straws when you're working with teachers.
Dave ? ~ email communications ~ 20 minutes
Paul and Keli~ Workshop data ~ 30 minutes
Ann and Amy ~ SMARTBoard support and coordinators ~ 10 minutes
Workshop Responses.pdf
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