From the first all staff in-service at the conclusion of summer, to the end of the year checklist session, teachers are inundated with meetings. More specifically, teachers are overloaded with meetings that see them as actors and doers rather than collaborators.
The teacher-centered pre-observation conference shifts this narrative. This approach to the pre-observation meeting is more collaborative and less intimidating and in order to call attention to the nuances of this process, I created two interactive videos for Tch Video Lounge to help you notice how I approach coaching with the teacher taking the lead.
In The Teacher-Centered Pre-Observation Meeting, I model what this may look like with a second-year teacher, Marquis Colquitt. What I hope you glean from our interaction is that the meeting is collaborative, learning-focused, and practice-centered. Additionally, I hope you can clearly observe the principles that guide an effective pre-observation meeting.
Have You Tried Number Talks?
What strategies are you planning for building number sense and problem-solving skills this year?
Check out our Number Talks collection to see a daily, short, structured way for students to talk about math with their peers.
I felt the blood rushing to my face. I was standing in front of a group of teachers presenting on a topic I was very familiar with and all of the sudden, I couldn’t for the life of me remember what I was saying. The teachers were very gracious, but I was cringing. I didn’t know what to do. I didn’t have the strategies to make my next move. I sure could’ve used some coaching in that moment.
I often have the opportunity to work with teachers as a professional learning provider or coach around the implementation and assessment of the three-dimensional learning expected from the Next Generation Science Standards. In this work, I’m expected to be the “expert” and the collaborator, but sometimes I need coaching too.
I couldn’t be more excited about the launch of this Teaching Channel project — it’s so near and dear to my heart. Over the past five years, much of my work in the classroom and with teachers has centered around math routines that generate student discourse and help us learn more about our students’ understandings. All of this work has been inspired by books I’ve read, conversations with colleagues in person and on Twitter, and the amazing student mathematical discussions I’ve heard, sparked by these routines. With this project, I have the opportunity to share all of the hard work of my colleagues, showcase the safe culture they have established in their classrooms, and highlight all of the wonderful mathematical ideas of their students.
My first year as an instructional coach was a learning year.
I was experienced as a department chair, but the role of an instructional coach was a bit different. For starters, I was in a different district. The District of Columbia Public Schools have a robust approach to coaching called LEAP — Learning together to Advance our Practice. This method of coaching almost mirrors how assistant principals observe, except for the evaluation component. It was an adjustment at first, but LEAP has helped me to hone my craft as an intentional observer.
The school where I coach and teach, the historic Paul Laurence Dunbar High School, was America’s first Black public high school. In the first half of the twentieth century, this school was an elite institution, which attracted an extraordinary faculty. (Watch as I give a tour of the school’s museum.) Today, we remain a committed and extraordinary faculty; however, like many urban public schools, Paul Laurence Dunbar High School is a high-poverty school that has historically experienced high staff turnover. Nearly half of my ELA department is either new to the building or new to teaching.
Finally, understanding the human dynamic present within the feedback cycle is something that has to be experienced to be appreciated. Teachers are humans, just like every other professional, and their humanity must be maintained throughout the observation and feedback process. At the same time, however, instructional coaches and other school-based leaders must see the potential in each teacher and design learning opportunities that help them to see potential in themselves as well.
This entry is the second post in the series Getting Better Together: A Lesson Study
In my first Lesson Study post, I discussed choosing a mathematical goal and task. In ending the post, I invited you to take some individual think time to work out the four questions posed. This was your time to think about how you would plan the lesson for your class, what sequence you would use, and what questions you would ask. You were also tasked with choosing a warmup to engage your class and a formative assessment strategy. Now it’s time to think about the math and the lesson plan.
As teachers, we all know the cycle. It seems just as our heads stop spinning from the end-of-year craziness and we have some downtime, we just can’t seem to help ourselves from reflecting, reading, learning, and planning for the upcoming school year. Not to say this reading, learning and planning isn’t mixed with a healthy dose of beach, pool and golf outings, but no matter how hard we try to relax, we just can’t seem to shake the teacher in us. Now that my head has finally stopped spinning and I have some relative downtime, I wanted to reflect on what has been such an incredible learning year for me.
The climate, or culture, of a school is one of the most important factors in its success. In fact, you can almost feel the climate of a school within seconds of ringing the buzzer for entry. A culture of collaboration and excellence provides the climate for consistent success for students and increased job satisfaction for teachers. Working towards creating this generative environment is a worthy, yet difficult goal.
Whenever you invite humans into the process of any complex work, there’s the inevitability of error, miscalculation, or failure. What’s also possible in this space, and I think what makes this process so messy and beautiful, is the potential for teachers to change, grow, and create transformative teaching experiences.
It’s that time of year again. You know, when you can tell people exactly (down to the second) when school lets out for the summer.
It can’t get here fast enough and we know why. You deserve a much needed break! But we also know that many of you take the summer to catch up on activities that stimulate the mind, from visiting your city’s local museums, to reading books from your classroom library so you can recommend more options to your students. We want to help you accomplish all of these things, so we created a list of great resources. Here are ten things you can do to take advantage of summer.
At the end of the school year, I always find myself in such a weird space. I’m exhausted, need a breather, and know I should take some time to get off the runaway train that is teaching.
However, that need to disconnect, decompress, and check out of education thinking for a bit is quickly followed with the excitement of finally having time to catch up on all the great educational reads I can’t seem to get through during the school year. As I start to make my list — and question whether I’m a workaholic unable to disconnect from teaching — I find so many teachers and coaches on Twitter asking for book recommendations. Whether it be recommendations for the following school year’s professional learning or simply for personal learning, I’m relieved to see I’m not alone!