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.
Teaching English Language Learners (ELLs) is important, rewarding, and often challenging work. In fact, teaching in general is all three of those things as well! So, while it’s true that teaching practices that are great for ELLs are great for all students, many educators and districts with growing numbers of ELLs are focusing their professional learning and resource creation on supporting ELLs. In that spirit, Teaching Channel is bringing you new a set of interactive videos in Tch Video Lounge, developed in partnership with Oakland Unified School District, so that you and your colleagues can hone in on key shifts, practices, and strategies for teaching and learning with ELLs.
The footage for these new videos comes from a series we produced with Oakland last year, Content Conversations: Strategies for ELLs. In that series, we visited the classrooms of elementary and high school teachers taking on the challenge of integrating language instruction for their ELLs during content instruction. There was so much to learn from these educators and so much amazing footage that was left on the cutting room floor! Now, you get to see and discuss some of that unedited footage in these eight new interactive videos. Here are the topics we can explore together.
Tch Video Lounge 2.0 is open for business.
Last year, we opened the doors to Tch Video Lounge, a place where the Teaching Channel community can watch and discuss videos with each other. This past fall, due to the closing down of the player we were using, we unfortunately had to temporarily close the doors to the lounge. Now there’s great news! Thanks to our friends at PlayPosit, the lounge doors are swinging back open.
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.
This entry is the first post in the series Getting Better Together: A Lesson Study
Don’t you just love those days when a math lesson goes really well? A lesson where, at any given moment, you could look around and see students engaging in a task, persevering through problems, talking with one another about the mathematics, making connections, and in the end, be able to demonstrate understanding of the mathematical goal for the day? While it’s an amazing experience we probably wish we could have every day, there’s also much to be learned when a lesson doesn’t go quite as well.
Last April, a group of colleagues and I applied to the New York Teacher Leadership Summit (powered by Teach to Lead). It was billed as an opportunity to:
- Develop the skills to design and advocate for a teacher-led initiative
- Network and build relationships with critical national thought partners
- Connect with teacher leaders and administrators from across the NY Metro region
Driven by our love for our south Bronx public middle and high school students, we aspired to improve our practice. To do so, we wanted more professional learning opportunities and a structure to help us share what we learned with each other. We submitted a proposal that would allow us to do just that. Our proposal was one of twenty selected from across New York State, and we were excited to join other teams working to create opportunities for teacher-led learning and leadership at their schools, in their districts, or across the state.
It started with one idea on how to help support our National Board Certified Teachers. Four years later, we have at least seven ways we’re building teacher leadership in our district with the support of Teaching Channel and Teams. Click below to hear all about how we’re redefining professional learning via video and helping make #anewkindofPD.
As a new teacher, I’ve struggled in my classroom this last year. I’ve had lessons that don’t go as planned, students that I can’t seem to reach, and days where no matter how much I prepare, it doesn’t seem to be enough. I had this idea that I needed to be the “perfect” teacher. But let’s face it, there is not enough time to always be perfect, and perfect is boring.
The life of an instructional coach is a balancing act. On the one hand, you are still a teacher. You still plan lessons, they’re just called agendas. You still assess the effectiveness of your instruction, but now refer to the process as follow-up professional development sessions. On the other hand, you are a part of the instructional leadership team with the assistant principals and principal of the school. You have “crossed over” to the other side, to use teacher parlance.
This straddling of two perspectives can help you craft initiatives for great teaching that work for both teachers and the instructional leadership team. The beauty of this duality is that it allows teachers and leaders to work together to determine what the initiatives will be. The improvement of teaching is best realized when teachers are involved in the conversation, rather than summoned to the table. Here are four ways I’ve worked with teachers and administrators to create room for teacher voice and collaboration:
My first example of love was from my parents, which is probably true for most people. Their care and attention to my moral, spiritual, and physical development provided the template for what I hope to achieve with Laila and Joshua, my two children. In the space between the example that I saw and the habits I hope to repeat, learning took place. This relationship is essential to creating an infrastructure that allows great teaching to flow.
You must set a vision of excellence that is visible, practical, and impactful. For many, this vision requires an intentional shift. Throughout my work at Paul Laurence Dunbar Senior High School, it has become clear that there are three high-leverage actions that begin to facilitate this change: establishing common language and expectations, building a standards-based foundation, and maintaining a tight feedback loop. Here are some dos and don’ts to consider when engaging with each action: