The discussion schedule:
THE DISCUSSION SCHEDULE:
Chapters 1&2 March 6-12
Chapters 3 &4 March 13-19
Chapters 5 & 6 March 20-26
Chapters 7 & 8 March 27- April 2
Chapter 9 April 3-9
Chapter 10 April 10-16
Please read the chapters, reflect and post your thinking to the blog. You need to post a minimum of 3 times for each discussion week.
As I am reading the first two chapters from Differentiated Coaching I keep coming back to first key element of effective staff development: using a common framework for unbiased reflection on education.
ReplyDeleteIn my mind I am trying to determine what the common framework, which is defined as a common mental model or a mutual language, looks like at the MS level. I am reminded of the ten features of the PCL model, especially the first feature which says…..uses a workshop framework to provide differentiated instruction in literacy, including small group, whole group, and individual conferences to meet the diverse needs of all learners.
During this year of training we have been reminded repeatedly that these 10 features are the foundational piece for our schools. Is this what the author is referring to when she refers to using a common framework?
And now the part that I have struggled with all year, what does this look like at the MS level? What is our common framework?
At the middle school level we have to have the teachers' educational philosophy of how students learn before we can expect change. Once we understand the teacher's philosophy we will have a better idea of how to approach them with change that needs to occur.
ReplyDeleteSo many teachers have also been exposed to so much change over the decades, much of which they don't feel has been useful, they are reluctant to try different ways of teaching because those changes in the past have been "following the band wagon". Because of this, teacher-centered staff development must have the goal of helping teachers understand where their strenths and beliefs can limit them and not control their teaching.
As a coach, we must provide a positive, guiding experience. It is our job to help all teachers experience change in their teaching by differentiating instruction with the teachers just as we expect the teacher to differentiate instruction with all students.
I agree Angela that teachers are coming from different places and it is important we acknowledge each teacher’s philosophy by creating a non-threatening and non-evaluative environment for teacher PD.
ReplyDeleteFurther thought and reading has made me think and focus on the different learning styles and the role of the awareness of these different learning styles. As a foundational piece of our coaching cycles, I am beginning to understand the importance of understanding these learning styles so I can provide teachers with support to improve their instruction.
RaeAnn, I agree with you on not being able to understand the "common framework" after reading Chapters 1 and 2. The text refers to several different places further in the book (example: which I explain in Chapters 5 and 6). We must have to keep reading to discover the "framework". Kise even states on page 28 that teachers want the details, not the big picture.I feel like she has given me the big picture first and I'm waiting for the details.
ReplyDeleteConfusing, isn't it? On page 16 the author says that the common frameworks need to meet several criteria including:
ReplyDelete-preferences for learning in a
nonjudgmental way
-a strengths-based mental model
-a model that honors differentcultures
Working with middle school teachers involves not only working with various educational beliefs but also a variey of personality differences.
Yes, Cindy it is confusing.
ReplyDeleteAngela, you are right. We must remember that it is important to meet the teachers where they are, just as we ask teachers to do with students. We should never make assumptions about their ideas and beliefs. Disregarding a teacher's philosophy will only cause the teacher to resent the coach and the coaching process.
I agree RaeAnn and Angela. It is such a fine line that we do not want to cross. The most important thing that we can do as a coach is to encourage the teacher to engage in self-reflection so that she will realize the need for change. If we choose to disregard a teacher's philosopy, we haven't been that "positive, guiding experiene" that Angela talked about.
ReplyDeleteI loved reading these first two chapters. As I was reading I could imagine different teachers in my building. After reading these sections I now see them in a different light. Page 24 really spoke to be, "literature on coaching treats resistance in teachers as if teachers are the cause of the problem, rather then considering whether the coaching strategies, may be implemented in a way that does not take into account the individual's needs ot the huge changes they're being asked to make." There are a handful of teachers in my building who are so against any change and negative and I don't like working with them. I never thought what I just saw their attitude as the problem. After reading this I see now as the teahers as students and what can I do to help them become better teachers.
ReplyDeleteI agree with you guys that it is such a fine line working with teachers. You want to help the teachers, but in a way that doesn't sound like you are judging or evaluating them. I really like in chapter two when she describes coaching in the corporate world as a good thing, because they are investing in their employees. I'm not sure if our role is seen as valuable in our schools. I think some of our teachers see our help as they are weak in certain areas.
ReplyDeleteChapter two has really made me think of the various roles of the coach and how similiar it is to teaching children. The section where she describe chameleon coaching and the different coaching styles that we need to use seems very hard to do. I think it starts with meeting the needs of the teachers where they are, knowing your teachers. I"m ashamed to say I haven't put much thought at all into how to help those teachers. I need to incorporate more of the chameleon coaching into my interactions with all my teachers.
ReplyDeleteI agree, Jessie. I'm not sure if our role is seen as valuable in our schools. So many teachers feel they are doing the "right" thing in the classroom and old habits are hard to break. Then the Director of Schools tells RaeAnn, Cindy and me that we are the "saviors of the middle school". What kind of pressure is that? At Norwood I have teachers that value my position and those that seem to want to run from me. But on page 29 Kise lists ways to motivate teachers to change and as I read through the list I see different methods that I think will reach all the teachers. For example, Sam wants step-by-step instruction on how to teach his classes. On the other hand, Sherry wants logical explanations of the change.
ReplyDeleteI like Evans' (2001) description of "continuum of competence, involvement, and growth, with "key members" as the stars of the school who are on the cutting edge of education and who bring enthusiasm to the school. Then the "contributors", "stable and stagnant" and "deadwood". We can probably all put a face from our school with each category. I find it very frustrating to work with the lower half and very exciting to have the opportunity to work with the upper half. However, the bottom half are the ones that need the most out of us.
When Kise discusses large-group staff development, it reminds me of the first week of school being at ACHS auditorium listening to some high priced speaker who I seem to remember by personality rather than anything taught to me. I much prefer professional learning communities like subject area teachers across the county meeting together to problem-solve but even those don't seem as effective as I would think they should be. So, I have become convinced that differentiated coaching is the most effective avenue for change among our teachers.
I like the analogy with the diving coach. Each teacher has their own strengths and challenges that coaches must approach in a way that fits that teachers personality traits and coach them in a change process. As teachers are expected to model for all students, coaches must model for all teachers.
Jessie...you are exactly right. I think we really need to know our teachers and be flexible in our coaching methods. After we completed our MAX teaching training, many of my teachers told me that it was the best PD they had ever attended. Their reasoning behind their feelings was that we actually handed them strategies that they could use in the classroom. Just as Sarah said on p. 34 when her coach handed her a ready-made lesson plan,"...cool, wow, this is great. She really is here to help!" I suppose that we would have some teachers who would be offended by the coach being a useful resource, but my experience with the majority of my teachers is that they welcome anything that I can give them to use in the classroom. I know that's just one role of a coach, but I think it can be very effective.
ReplyDeleteCindy, you described my role as a coach last year to a T. Since I was being trained in Reading Recovery and CIM, I didn't feel I could represent myself as a coach, so I took on the role of resource person, digging deeply into my personal files/ideas that might be of help to some teacher. This gave me a foot in the door and an opportunity to talk shop with my new colleagues. I was in constant communication with the first grade teacher. Since I had taught first grade the previous year, I had many current materials to share. M was like Sara in chapter 2, page 34. She was eager for any "relevant subject matter that applies directly to one of their(her)interest areas". (pg.23). M is an excellent teacher who is open to new, interesting ways of teaching her curricula, but she is confident/competant enough that she could be offended if I handed her a lesson plan. I've found that she prefers to have the hard copy to preview/reflect upon rather that a sit down/share session, but as we've had our 'teacher check-in' time together this year, I'm seeing more openness and collaberative discussion. It takes TIME to gain an understanding of each teachers' strengths, how to best approach them, and how they learn best!
ReplyDeleteAs I was reflecting on the conference in Arkansas, I was reminded of the list on pg.27 -What Information Do Teachers Want? I purposefully chose sessions that focused on intermediate grades/issues, as this is where I am weakest. In the sessions I attended, I was exposed to many ideas that have IMMEDIATE APPLICATION. I have lesson ideas/resources that teachers can use immediately. THE IMPACT ON INDIVIDUAL STUDENTS - I purchased two new professional texts with two different teachers in mind. Got so many book titles that one teacher will love to use in Writers' Workshop.
ReplyDeleteI appreciated the DETAILS, NOT THE BIG PICTURE. With testing right around the corner, my teachers will appreciate having a detailed lesson to try, and perhaps find time later to reflect on the bigger picture. I had A SAY IN THE PLAN. I was pleased with the variety of sessions offered that met my focus. These are important elements to consider as we plan to work with teachers.
Jessie I agree with you about enjoying this book. As I started reading it, I thought "Wow, one more book I am going to have to read, when will I have the time", however, as I have started reading it, I have found that it does help me look at teachers in a different way. Especially those that I have looked at as obsticales. Cindy, even at the Elementary level we face the same things with teachers. We are faced with very different educational beliefs and personalities. It is sometime discouraging to try to implement change within a teacher, especially those that are so resistent.
ReplyDeleteTaken from Angela's earlier post "Each teacher has their own strengths and challenges that coaches must approach in a way that fits that teachers personality traits and coach them in a change process. As teachers are expected to model for all students, coaches must model for all teachers."
ReplyDeleteI completely agree with this statement, however, for me I am struggling with a few teachers in my building as they have a negative impact on other staff memebers. There are a few that are constantly looking for something to complain about or someone to complain to. The reason this has become a problem for me is that one of these teachers is strong personality that can be very dominant and sway people to believe her thoughts are the right way to think. She doesn't seem to embrace the fact they we all need to work together for the common good of the child, instead she wants to complain that things like team meetins only take up her time. It is attitudes and influences like this that I am hopping to learn how to chnage through reading this book.
Oh Stephanie. You just explained at least one staff member on all of our staffs. They have negative attitudes and tend to influence some around them. Everything in education except exactly what THEY are doing is wrong. They tend to look at coaches as a waste of dollars and their time because we sure can't help them. Everything they do is right so how could we help them improve? Well, we all have those on our staffs. I, too, would like to have a solution to this problem. I tend to try to ignore them. I would like to have administration call them in and discuss their negativity with them and if necessary, show them the door. But, I guess that is not the answer. What is? I don't know but if you ever find out, please let me know!!
ReplyDeleteLadies,
ReplyDeleteI enjoyed reading your posts and reflecting on your thoughts. Some things that came to mind as I was reading was the fact that the book mentions how hard change can be for some. I am a prime example of how one can fear change but can overcome it. I knew I wanted to do more to help our school embrace literacy learning, not just the students in my class but also the staff. I had always tried to be a mentor to others but when a coaching position came open, I wasn't sure that I could do it. In reading this text, I realize that even though I wanted to change, I had to accept within myself that change is hard but well worth the effort. There are so many of our teachers that we deal with that not only fear change, don't want change, and don't see that the effort would be worth it. We also have those who might want change but are not willing to put forth the effort that change requires. As stated in the text, change is hard work!!
Debbie I think we can all sympathize with the fear of change. However, I think that it takes being open to it in order to embrace what the future holds, especially in education. Change is hard, VERY HARD, but how do we impact those who refuse or just don't want to change or try something new? When I took this job, I too wanted to impact the staff in a positive way. I felt that I could work well with everyone and would enjoy being able to interact with all classroom teachers and staff. However, I have found myself recently avoiding those staff members who want to bring things down. I am trying to find out how I can be a positive influence on them so they in turn can influence those who look up to them! If anyone has any advice, I'm open!!!
ReplyDeleteStephanie,
ReplyDeleteI think those who are so resistant to change are those who need us the most. The book suggested that we have to be in their classrooms and model how the change can be worth the hard work it requires. However, there are those teachers who won't even allow you to come into their classrooms so I too wonder how to reach those folks. Maybe we as coaches can all work together to brainstorm some ways to reach this particular group of teachers????
Debbie,
ReplyDeleteThe book does suggest that we be in the classrooms of those teachers resistant to change, but how do we force ourselves into their rooms without causing tension? I think that maybe at our next coaches meeting, now that we have them, we could brainstorm ideas as you suggested. The meeting at FES is in January. I'll try to put that on my agenda.
Angela,
ReplyDeleteDo you think that calling in those negative teachers and meeting with the principals would make a positive impact at all? I'm just thinking of the teachers in my building that think the same way you described, that coaches are a waste of dollars and say that we have the easiest job in the school. I know that calling those teachers in with my principal would make the situation even worse for me. I found a quote in chapter two, "Changing beliefs touches on the very essence of how teachers see themselves. The information teachers receive must help them reevaluate their core beliefs while validating who they are." I believe this is a lot of the problem, at least at FES. The teaches do not want to change or reevaluate themselves; they believe themselves to be just fine with no improvements needed. Until these teachers realize they could improve the amazing job they are already doing, they will not implement the changes.