As I planned my teacher reflection activity, I knew it was important to allow time for everyone to collect their thoughts and possibly do research before we met together. I found the guidelines on pgs. 133-135 very helpful as I planned the staff meeting. As I reviewed my agenda, I used these charts to ensure that I was including some needs of all personality types. This discussion is not one that will be controversial, but considering teacher's different needs while I plan is good practice for future 'touchy' discussions. I'm blown away at how different we all are!
WOW, you mean the rest of the world doesn’t think like me?? I guess in coaching there is no room for my Dad's motto on life, “It’s my way or the highway!”
As I approach my reflection activity I remember Doug Beuhl’s talk about gaps in knowledge and the importance of frontloading. I found this very applicable when working with my teachers. I found a couple of short articles from Educational Leadership that discuss the implications self-reflection can have improving instruction. I feel sharing these articles with teachers prior to our first meeting would help the conversation, which in turn would help their willingness to participate.
Now, I guess I need to consider the variety of personalities around the room....so much to consider!!
As stated in Ch. 7, "we all have biases, either because of our strengths or past educational experiences, or because of the educational theories we've learned. Admitting our biases often increases acceptance." This may be one of the most important steps we can take in creating that commom framework that is necessary for effective staff development. Next, we have to understand the strengths and beliefs of the teachers with whom we are working. Knowing more about their personality types will give us a good idea about the impact of the change we want to make with our staff development. Finally, providing information and evidence that will influence our teachers' beliefs will also create more effective change. As I read through the four examples of initiatives that many schools try to implement, I was thinking about my own personality, as well as the personalities of many of my teachers, and trying to decide what practices could be used to meet our needs. I'm like you, Sue, I'm blown away by how different we all are. When planning staff development, we must consider those differences and prepare a variety of activities that will meet the needs of all of our teachers.
It is amazing how different people are. I see myself learning as much about each teachers' personality types before I go into a coaching cycle with them. Learning about personality types helps me understand the resistance or lack there of when it comes to change in our schools. Take for example, the battle between math teachers on the math adoption. It explains alot to me about how teachers react and why they react the way they do.
Cindy, I agree with you on your blog. I couldn't have written it better. Before we can become effective coaches, we must know who we are coaching and their personality traits, biases, and educational beliefs.
On page 110, Kise states, "natural biases affect how we run our classrooms, putting students with preferences very different from our own at a disadvantage". We as coaches, need to understand the source of the teachers' biases and then use the common framework to provide solid reasons for change.
I also highlighted on pg. 113 Kise stated, "Teachers need this information to understand the source of their beliefs and why their beliefs may not be sufficient to help all students succeed academically. Teachers do not need to teach to all styles at every moment, although they should honor all styles in their classrooms some of the time". We must honor our students values, beliefs, just as the teachers must honor their students and where they are coming from (background, etc.).
As coaches we must realize that all teachers progress at different levels and that is okay. The teachers that require the greatest change from their norm, no matter what change is expected, will have the hardest time making the change. Those teachers are the ones we must be prepared to provide the most support.
On page 139, Kise refers to the National Staff Development Council (2004) that says, “because people have different learning styles and strengths, professional development must include opportunities to see, hear, and do various actions in relation to the content.” This implies what we already know as coaches, we have to differentiate our coaching and our PD sessions just like we are asking the teachers to do in their classrooms.
As I previously said, there is so much to consider before approaching a coaching cycle with a teacher. It is reassuring to read that if I will familiarize myself with the preferences as described on pages 133-135, I can help to increase a teacher’s enthusiasm for change.
In Chapter 8 Kise states that, "coaching is the art of identifying and developing a person's strengths." I truly believe that our focus has to be on a teacher's strengths, or we will not be successful in helping her improve her weaknesses. Coaching involves looking at what motivates a teacher, how we can best communicate with the teacher, what personality type the teacher has, and even how willing she is to change. I do get overwhelmed when I look at coaching someone with a different personality preference. It seems complicated to get it all right... expecially since I am such a SENSING, FEELING kind of coach!
As I am writing my paper on coaching cycles, I am reminded of the trust it takes to work with another teacher, "critical friends". Understanding personality types is essential to being able to effectively coach different types. One personality may hear or say something that would offend others while another person may not be offended at all. I find myself having to be cautious of my communications with other because I usually say what I feel or what I think is right. I find myself trying to be deplomatic but then frustrated when my suggestions are ignored so then I tend to get upset and forget all about diplomacy.
As I conclude chapter 8, I find myself agreeing with the idea Kise has about the action plan and the importance of working with the teacher to create the action plan. From my experience as a classroom teacher, I know I am much more likely to follow through with a plan of action when I have had some input on the plan. When something is just mandated and handed down to a teacher, resentment is usually their response.
Angela I agree, personality differences can be a touchy situation. I have had to learn to apply a filter to my thoughts so I am sure not to offend others that think differently than me.
Creating an action plan is the final step in coaching. This action plan needs to include clear goals, action steps, roles the coach will play, how progress will be measured, and the expected outcomes. The teacher and the coach need to work together to make the plan work. Just as Angela and RaeAnn mentioned, it is important to work well with the teacher to be as productive as possible. The teacher needs to feel like her needs are being met and that her strengths are recognized.
I agree that the teacher and coach must both be a part of the action plan for it to be effective. The teacher must feel ownership or the plan will simply become discarded.
After reading my email today and finding a link to TN Curriculum maps and pacing Guides, I decided to reread the section entitled, Curriculum Mapping, on pages 128 - 129. My understanding has been that teachers in Anderson Co. spent many hours writing/devising maps for our curriculum just a few years ago. Then these maps disappeared. Well, "Here they come again!" Page 129 describes how different personality types respond to these mandated standards. The mapping ensures that important topics are covered without being repeated! Kise suggests 3 ways to help curriculum mapping serve everyone. 1. Distingusihing between "flexibles" and "nonnegotiables." 2. Adjusting the level of detail. -Timing of units and material to be covered. 3. Adjusting schedules for completion. - Use mini-deadlines and progress checks for pacing.
Not all personality types appreciate the structure of curriculum maps, but by establishing some flexibility and individual choice (when possible), most will be able to adjust to this mandate. Now that we're studying personality types, we could possibly help our staff members better understand their response to them.
Sue, as I read these chapters, I too, had to look back at currirulum mapping in Anderson Co. that has gone by the wayside. I searched TN Dept. of Ed.'s website and could not find the link you referred to. Can you send me that, please? I am interested in what it has to say. RaeAnn, Cindy and I have discussed pacing guides and 9-week assessment for the MS teachers. We are looking at setting up a test bank for each subject's standards where the teachers can go and pull test questions that coincide with each standard. I think the link you referred to may give us a good starting point.
As I read Chapter 7, I got stuck on one part that I wish I could share with the "powers that be" in our county. On page 128, the importance of curriculum mapping is brought up. It says that curriculum mapping is essential because it ensures that important topics are covered without being repeated. I think that is so true! All of us have been in the county long enough to remember a few years back when we were all focused on designing curriculum maps. Some of us, including myself, were on the CM teams helping design and write the county wide maps. However after a couple of years and changing in standards, the importance of those maps have gone by the wayside. I can remember when we were writing those maps, I kept thinking what a good tool they could be for classroom teachers, especially those that were new to this county. I wish those could be established again, especially with the amount of standards we have to cover.
RaeAnn, I think you are right about the development of an action plan. I too, as well as most of the teachers I know, am much more likely to follow through with an action plan if I have had a role in developing it. Unfortantely, many times teachers are mandated to do things that they have no buy in too. When this happens, the end result is one of "let's just get this done so we can say we did it" , rather than "let's do this because the outcomes could be positive." I wish there was an effective way to give teacher's a voice and opinion in they way some things are designed and carried out with in our county. I feel that if committees of teachers were put together to give input, many people's attitudes would slowly change over time and they would be able to embrace the thoughts that activitiies are designed for positive outcomes.
Stephanie, As you know, this is only my second year in TN, but I've observed enough to understand the frustration of many teachers when some new curriculum is introduced and teachers don't feel they have a voice. Last year while we were at RR conference, we had to have teachers vote on their favorite writing curriculum. Only problem was, we didn't have the preview materials very long, and then I was told that this was only an adoption...this curruculum would not actually be purchased. I think you get the best 'buy-in' when the stakeholders feel their opinion is heard.
I totally agree with you Sue about the chart on pg. 133. That is very useful that I have referred to a couple of times. I too am blown away by the importance of embracing our differences.
Stephanie, I too remember creating those maps one summer and felt good that as a classroom teacher I had that tool. Now as an interventionist if we had some map or pacing guide I could assist the classroom teacher and the kids more. I've brought it up to the powers that be and our Dagget coach said that was our school's biggest problem. We had the "powers that be" tell us to create our own pacing guides for Norris. That was soooo frustrating and they completely missed the point.
I never thought about how to present information to the teachers. We're a small school and most important information is given out at staff meeting. As I think back to the most heated meetings they've centered around big changes. I can predict how each teacher will react before I even go into the meeting. I never even thought of presenting the information in a differnt way. In chapter 7, Kise says, "people with different learning styles may hear different messages when they're in the same room" (pg. 126) I can't even count the number of staff meetings I've lefted and everybody heard something different. I found this section very beneficial. On page 132, he describes Barger and Kirby's survey and how they suggested using a checklist for change that considers the needs of each preference, allowing people to focus on their strengths in adapting to changes. Loved those checklists!
Jessie, Sue introduced the MS teachers to a website under construction by the state dept. of ed. It basically has a pacing guide and curriculum guide for each subject and each grade level. There is much information on that site that may be useful to you and your staff. I will show it to you next week in AR if you don't know about it.
Angela I would be intersted in seeing that website too. It is very frustrating not to have guides of any kind within our county. When I first came to Anderson County from Knox County, I remember being handed my standards and told to teach them how I wanted and in whatever order I saw fit. I was overwhelmed! I had came from a county with very organized curriculum, to one that almost had too much flexibility. Don't get me wrong, I liked having some freedom, but I really need guidance. We really need to have something in place that is the standard across the system.
As I planned my teacher reflection activity, I knew it was important to allow time for everyone to collect their thoughts and possibly do research before we met together. I found the guidelines on pgs. 133-135 very helpful as I planned the staff meeting. As I reviewed my agenda, I used these charts to ensure that I was including some needs of all personality types. This discussion is not one that will be controversial, but considering teacher's different needs while I plan is good practice for future 'touchy' discussions. I'm blown away at how different we all are!
ReplyDeleteWOW, you mean the rest of the world doesn’t think like me?? I guess in coaching there is no room for my Dad's motto on life, “It’s my way or the highway!”
ReplyDeleteAs I approach my reflection activity I remember Doug Beuhl’s talk about gaps in knowledge and the importance of frontloading. I found this very applicable when working with my teachers. I found a couple of short articles from Educational Leadership that discuss the implications self-reflection can have improving instruction. I feel sharing these articles with teachers prior to our first meeting would help the conversation, which in turn would help their willingness to participate.
Now, I guess I need to consider the variety of personalities around the room....so much to consider!!
As stated in Ch. 7, "we all have biases, either because of our strengths or past educational experiences, or because of the educational theories we've learned. Admitting our biases often increases acceptance." This may be one of the most important steps we can take in creating that commom framework that is necessary for effective staff development. Next, we have to understand the strengths and beliefs of the teachers with whom we are working. Knowing more about their personality types will give us a good idea about the impact of the change we want to make with our staff development. Finally, providing information and evidence that will influence our teachers' beliefs will also create more effective change. As I read through the four examples of initiatives that many schools try to implement, I was thinking about my own personality, as well as the personalities of many of my teachers, and trying to decide what practices could be used to meet our needs. I'm like you, Sue, I'm blown away by how different we all are. When planning staff development, we must consider those differences and prepare a variety of activities that will meet the needs of all of our teachers.
ReplyDeleteIt is amazing how different people are. I see myself learning as much about each teachers' personality types before I go into a coaching cycle with them. Learning about personality types helps me understand the resistance or lack there of when it comes to change in our schools. Take for example, the battle between math teachers on the math adoption. It explains alot to me about how teachers react and why they react the way they do.
ReplyDeleteCindy, I agree with you on your blog. I couldn't have written it better. Before we can become effective coaches, we must know who we are coaching and their personality traits, biases, and educational beliefs.
On page 110, Kise states, "natural biases affect how we run our classrooms, putting students with preferences very different from our own at a disadvantage". We as coaches, need to understand the source of the teachers' biases and then use the common framework to provide solid reasons for change.
I also highlighted on pg. 113 Kise stated, "Teachers need this information to understand the source of their beliefs and why their beliefs may not be sufficient to help all students succeed academically. Teachers do not need to teach to all styles at every moment, although they should honor all styles in their classrooms some of the time". We must honor our students values, beliefs, just as the teachers must honor their students and where they are coming from (background, etc.).
As coaches we must realize that all teachers progress at different levels and that is okay. The teachers that require the greatest change from their norm, no matter what change is expected, will have the hardest time making the change. Those teachers are the ones we must be prepared to provide the most support.
Boy, I'm glad I'm so NORMAL! HA!
On page 139, Kise refers to the National Staff Development Council (2004) that says, “because people have different learning styles and strengths, professional development must include opportunities to see, hear, and do various actions in relation to the content.” This implies what we already know as coaches, we have to differentiate our coaching and our PD sessions just like we are asking the teachers to do in their classrooms.
ReplyDeleteAs I previously said, there is so much to consider before approaching a coaching cycle with a teacher. It is reassuring to read that if I will familiarize myself with the preferences as described on pages 133-135, I can help to increase a teacher’s enthusiasm for change.
In Chapter 8 Kise states that, "coaching is the art of identifying and developing a person's strengths." I truly believe that our focus has to be on a teacher's strengths, or we will not be successful in helping her improve her weaknesses. Coaching involves looking at what motivates a teacher, how we can best communicate with the teacher, what personality type the teacher has, and even how willing she is to change. I do get overwhelmed when I look at coaching someone with a different personality preference. It seems complicated to get it all right... expecially since I am such a SENSING, FEELING kind of coach!
ReplyDeleteAs I am writing my paper on coaching cycles, I am reminded of the trust it takes to work with another teacher, "critical friends". Understanding personality types is essential to being able to effectively coach different types. One personality may hear or say something that would offend others while another person may not be offended at all. I find myself having to be cautious of my communications with other because I usually say what I feel or what I think is right. I find myself trying to be deplomatic but then frustrated when my suggestions are ignored so then I tend to get upset and forget all about diplomacy.
ReplyDeleteAs I conclude chapter 8, I find myself agreeing with the idea Kise has about the action plan and the importance of working with the teacher to create the action plan. From my experience as a classroom teacher, I know I am much more likely to follow through with a plan of action when I have had some input on the plan. When something is just mandated and handed down to a teacher, resentment is usually their response.
ReplyDeleteAngela I agree, personality differences can be a touchy situation. I have had to learn to apply a filter to my thoughts so I am sure not to offend others that think differently than me.
Creating an action plan is the final step in coaching. This action plan needs to include clear goals, action steps, roles the coach will play, how progress will be measured, and the expected outcomes. The teacher and the coach need to work together to make the plan work. Just as Angela and RaeAnn mentioned, it is important to work well with the teacher to be as productive as possible. The teacher needs to feel like her needs are being met and that her strengths are recognized.
ReplyDeleteI agree that the teacher and coach must both be a part of the action plan for it to be effective. The teacher must feel ownership or the plan will simply become discarded.
ReplyDeleteAfter reading my email today and finding a link to TN Curriculum maps and pacing Guides, I decided to reread the section entitled, Curriculum Mapping, on pages 128 - 129. My understanding has been that teachers in Anderson Co. spent many hours writing/devising maps for our curriculum just a few years ago. Then these maps disappeared. Well, "Here they come again!" Page 129 describes how different personality types respond to these mandated standards. The mapping ensures that important topics are covered without being repeated! Kise suggests 3 ways to help curriculum mapping serve everyone.
ReplyDelete1. Distingusihing between "flexibles" and "nonnegotiables."
2. Adjusting the level of detail. -Timing of units and material to be covered.
3. Adjusting schedules for completion. - Use mini-deadlines and progress checks for pacing.
Not all personality types appreciate the structure of curriculum maps, but by establishing some flexibility and individual choice (when possible), most will be able to adjust to this mandate. Now that we're studying personality types, we could possibly help our staff members better understand their response to them.
Sue, as I read these chapters, I too, had to look back at currirulum mapping in Anderson Co. that has gone by the wayside. I searched TN Dept. of Ed.'s website and could not find the link you referred to. Can you send me that, please? I am interested in what it has to say. RaeAnn, Cindy and I have discussed pacing guides and 9-week assessment for the MS teachers. We are looking at setting up a test bank for each subject's standards where the teachers can go and pull test questions that coincide with each standard. I think the link you referred to may give us a good starting point.
ReplyDeleteAs I read Chapter 7, I got stuck on one part that I wish I could share with the "powers that be" in our county. On page 128, the importance of curriculum mapping is brought up. It says that curriculum mapping is essential because it ensures that important topics are covered without being repeated. I think that is so true! All of us have been in the county long enough to remember a few years back when we were all focused on designing curriculum maps. Some of us, including myself, were on the CM teams helping design and write the county wide maps. However after a couple of years and changing in standards, the importance of those maps have gone by the wayside. I can remember when we were writing those maps, I kept thinking what a good tool they could be for classroom teachers, especially those that were new to this county. I wish those could be established again, especially with the amount of standards we have to cover.
ReplyDeleteRaeAnn, I think you are right about the development of an action plan. I too, as well as most of the teachers I know, am much more likely to follow through with an action plan if I have had a role in developing it. Unfortantely, many times teachers are mandated to do things that they have no buy in too. When this happens, the end result is one of "let's just get this done so we can say we did it" , rather than "let's do this because the outcomes could be positive." I wish there was an effective way to give teacher's a voice and opinion in they way some things are designed and carried out with in our county. I feel that if committees of teachers were put together to give input, many people's attitudes would slowly change over time and they would be able to embrace the thoughts that activitiies are designed for positive outcomes.
ReplyDeleteStephanie, As you know, this is only my second year in TN, but I've observed enough to understand the frustration of many teachers when some new curriculum is introduced and teachers don't feel they have a voice. Last year while we were at RR conference, we had to have teachers vote on their favorite writing curriculum. Only problem was, we didn't have the preview materials very long, and then I was told that this was only an adoption...this curruculum would not actually be purchased. I think you get the best 'buy-in' when the stakeholders feel their opinion is heard.
ReplyDeleteI totally agree with you Sue about the chart on pg. 133. That is very useful that I have referred to a couple of times. I too am blown away by the importance of embracing our differences.
ReplyDeleteStephanie, I too remember creating those maps one summer and felt good that as a classroom teacher I had that tool. Now as an interventionist if we had some map or pacing guide I could assist the classroom teacher and the kids more. I've brought it up to the powers that be and our Dagget coach said that was our school's biggest problem. We had the "powers that be" tell us to create our own pacing guides for Norris. That was soooo frustrating and they completely missed the point.
ReplyDeleteI never thought about how to present information to the teachers. We're a small school and most important information is given out at staff meeting. As I think back to the most heated meetings they've centered around big changes. I can predict how each teacher will react before I even go into the meeting. I never even thought of presenting the information in a differnt way. In chapter 7, Kise says, "people with different learning styles may hear different messages when they're in the same room" (pg. 126) I can't even count the number of staff meetings I've lefted and everybody heard something different. I found this section very beneficial. On page 132, he describes Barger and Kirby's survey and how they suggested using a checklist for change that considers the needs of each preference, allowing people to focus on their strengths in adapting to changes. Loved those checklists!
ReplyDeleteJessie, Sue introduced the MS teachers to a website under construction by the state dept. of ed. It basically has a pacing guide and curriculum guide for each subject and each grade level. There is much information on that site that may be useful to you and your staff. I will show it to you next week in AR if you don't know about it.
ReplyDeleteAngela I would be intersted in seeing that website too. It is very frustrating not to have guides of any kind within our county. When I first came to Anderson County from Knox County, I remember being handed my standards and told to teach them how I wanted and in whatever order I saw fit. I was overwhelmed! I had came from a county with very organized curriculum, to one that almost had too much flexibility. Don't get me wrong, I liked having some freedom, but I really need guidance. We really need to have something in place that is the standard across the system.
ReplyDelete