As I read this chapter, I focused on the coaches' job during the problem-solving process. When working with a team of teachers to solve a problem, consideration must be taken into all personality types in order for everyone to feel important and valued as part of the process.
I really liked Myers' process of problem-solving. Myers saw type as a guide to making better decisions. "Using the model help educators tap the deep value of reflective collaboration as they benefit from colleagues who are stronger in different areas of problem-solving".
In step 1: Defining the problem the coach is a detective. The coach makes observations and brings data to the table. This is imperative to meet and value all personality types in the meeting. The coach is the outsider needed to grasp all of the facts.
In step 2: Consider the posibilities, the coach is the catalyst providing outside resources and deflecting "nay-saying". If the sensing teacher only looks at her feelings then the intuition personality may see that the "whole" problem is not being considered. Therefore, the coach must spark new paths to explore so that everyones needs are being met and the whole scope of the problem is being considered.
As a mediator in step 3 of the process the coach must balance the two sets thinking and feeling to define the strengths of both methods ensuring that both sides are heard and understood.
I found it interesting on page 162 when Kise wrote about writing prompts and teaching a single novel to the entire class. When this is done, many students shut down because their wants, emotions, and needs are not considered so their commitment to the project is not respected.
During step 4: Evaluation the coach assist in action reach as the advisor. The coach is responsible for data collection, setting short and long-term benchmarks for progress and analyzing data.
The main focus of problem-solving is student needs rather than debating which teaching practice is right. Teachers need to consider the needs of all personality types when collaborating with a group to solve a problem. Teachers gain opportunities to learn from each other as they compare practices and results.
I see a need for this type of problem-solving framework at NWMS because of grade level teams of 3-4 teachers working together. One such team working together now has "too many chiefs" as the saying goes. I think the team does not have enough diversity on it to effectively work together to solve proelms. As the coach, it is my responsiblity to work with this team, valuing everyone on the team regardless of my own biases to come up with solutions that are best for the students.
Angela, you did a nice job summarizing the steps for an effective problem solving model. I might briefly add that at every step of the process, a coach can help teachers in the following five areas:
1. Expanding - In this area, the coach can determine if the team has probed deeply enough and asked enough questions. 2. Pacing - Has enough time been spent at each stage? 3. Probing - Should we probe deeper into the problem-solving process. 4. Focusing - Is the focus of the problem correct? 5. Intervening - The coach might need to mediate so that the team stays within the common framework.
This process can encourage teachers to work closely together and share with each other as they become natural resources for improving instructional practices.
I am using the problem-solving model in my school and have found it very effective in probing deeper than just the surface of problems. Teachers are so busy just trying to survive. Often they have difficulty getting to the root of the problem much less getting to the point to be able to solve in, reflect on it, than continue to work on it. This model gives the coach the opportunity to focus on the problem, mediate the meeting, and strive for results.
Cindy I agree that the process of effective problem solving can encourage teachers to work closely together and share with each other. However, I think most often in my building, defining the problem seems to be a real issue. I really began to reflect on this after reading the steps for an Effective Problem Solving Model. On Page 157, step one is defining the problem. I feel that sometimes this is an issue becuase many teachers' personalities, views and opinions can directly effect the process of defining the real issue to be solved. I like how it says that for this issue, coaches oftern serve as dectives, adding to the facts.
As I read this chapter about problem solving, I was reminded that problem solving works best if NOT a solitary exercise. I may spend much time and effort on some solution to a problem, but Myers says "we are naturally better at certain steps of problem solving than others." We have blind spots that cause us to not see the whole picture and by collaborating with others with various personality styles, we, together can bring about better solutions.
On page 156 Kise refers to “The SIXTH Key Element of Staff Development: Deep, Reflective Collaboration.” OK, is that anything like the SIXTH sense?
I believe that with all of the mounds of responsibilities on teachers only a few take the time deep, reflective collaboration and I don’t think it typically happens during a PD session. I am excited and optimistic about future PD sessions that will be held within my school next year. I can see this framework for problem solving being very beneficial.
I find alot of time it is defining the entire problem is the problem. When groups of teachers collaborate on a problem it seems to be defined to its fullest.
I agree with you on "The Sixth Sense" RaeAnn, I too am seeing dead people.
I like the part too liked the part comparing a coach to a detective. That's exactly like I feel when I'm working with the one teacher that I continue to struggle with. I usually leave the coaching conference more confused then before though. Defining the problem is sooo the hardest part of coaching. Then explaining the problem without making the teacher feel like they did something wrong. Journey is the master a this. When she comes to observe she gives advice without making you feel like you goofed up the entire lesson. The other issue I have is when is defining the problem the coaches job vs. the prncipal's job. When working with my teachers I feel like it's a fine line between coaching and evaluating. I don't want the teachers to see me as an evaluator, but more of how can I help lift their teaching. When working with the one teacher I've had issues with, I have the hardest time walking that line.
I also noted the part of the chapter that teachers "need to take time to articulate problems they face, generate possible solutions with colleagues whose natural strengths might provide new insights, and then test whether they work" (pg. 164). Teachers at my building work sooo hard, but I think we all need to work together and work smarter. The best way to do this is for the teachers to either make time or be given time to colloborate and reflect together. I always tell new teachers that their best resource are the teachers in the building, but not all of theteachers are taking advantage of this resource.
Jessie, you are so right. Our most valuable resource is our teachers. Recently the MS coaches attended TVAAS training. During this training we were advised to search through the system and find schools that were having success in grade levels and subject areas where our schools were struggling and approach these successful schools to see what they are doing. I think we can even do that within our own schools. Level 4 and 5 teachers should be paired with Level 1 and 2 teachers to offer support for improvement.
I agree Jessie. Most teachers work so hard. It is difficult to expect more from them. You are also right that we all need to work together and work smarter. We must be given time as part of our PD to collaborate and reflect together.
RaeAnn, I also think you are on the right track of pairing Level 4 and 5 teachers with Level 1 and 2 teachers to offer support for improvement.
Oh, by the way, can we borrow some of your Level 4 and 5 teachers (I can think of many on your staff) to pair with some of ours? Thanks!
I certainly agree that our most valuable resource is our teachers. We have so many talented teachers who work extremely hard to do a great job teaching our students. With all of the evaluation changes taking place and the pressures that they feel, they need our support now more than ever. We can find strengths in every teacher. It's amazing to see how their attitudes improve when these strengths are recognized.
There are many benefits to having a small number of students per class. Right? But this also means that we have a very small staff with very little opportunity to collaborate at grade level. We have some Level 4 and 5 teachers, but it's difficult to match them with a teacher from a different grade level. We're looking at working with DV some this year. They have the same problem, so I'm hoping Pete and I can get some collaboration going- at least at grade level.
Jessie I agree that a teacher's best resource is sometimes right in front of them! I witness it over and over again when I here teachers sharing things that for them in grade level planning meetings, in staff meetings, etc... What I don't see that often is advice being solicited. I wish teacher would feel confident enought to just say, "I need help with this" or "I'm confused, how do you teach this". Unfortunately, many times teachers feel they need to be a pro at everything, so they hesitate to ask other for advice. Do any of you see this at your buildings?
I certainly do Stephanie. However, I have been noticing some positive changes along these lines. Since our middle school math teachers have not had a textbook for two years that is aligned with our new state standards, I've watched them share lesson plans and ideas more than ever before. This is how it should be. No one alive can do everything! We need to depend on each other and be willing to help whenever we can.
Cindy, I agree we need to depend on one another. I feel blessed to have worked with some wonderful educators over the years. Although, I have watched some of the hardest working teachers stuck on teaching teams that consist of mostly slackers. Those are the teachers I feel sorry for at times. Those are the teachers that feel like they have the weight of the world on their shoulders. I am glad to be in this new coaching position at the middle school level. Maybe I can offer some support to those hard working educators.
I totally agree Stephanie that teachers hate to admit that they need help. It's like they are admitting failure and they just want to work alone in their class rooms. I have hardest time reaching these teachers. I wonder sometimes if it's because the teachers I'm working with were my teachers. I feel like they're admitting that they don't know something and hate to ask for help from they're former student. I don't know though. I just have the hardest time reaching these teachers and they're some of the most valuable teachers we've got. They don't want advice and they don't want to give advice to other teachers.
Jessie, you might be right about how some of your teachers struggle to ask you for advice since they were your teachers. I bet in some ways it does feel wierd for them. But if you stop to think about it, they may be the ones that need it the most. They are probably the teachers that have seen so many programs come and go ove the years that they don't by-in to anything and may not accept change very well! You will just have to keep trying to be a positive influence on them!
As I read this chapter, I focused on the coaches' job during the problem-solving process. When working with a team of teachers to solve a problem, consideration must be taken into all personality types in order for everyone to feel important and valued as part of the process.
ReplyDeleteI really liked Myers' process of problem-solving. Myers saw type as a guide to making better decisions. "Using the model help educators tap the deep value of reflective collaboration as they benefit from colleagues who are stronger in different areas of problem-solving".
In step 1: Defining the problem the coach is a detective. The coach makes observations and brings data to the table. This is imperative to meet and value all personality types in the meeting. The coach is the outsider needed to grasp all of the facts.
In step 2: Consider the posibilities, the coach is the catalyst providing outside resources and deflecting "nay-saying". If the sensing teacher only looks at her feelings then the intuition personality may see that the "whole" problem is not being considered. Therefore, the coach must spark new paths to explore so that everyones needs are being met and the whole scope of the problem is being considered.
As a mediator in step 3 of the process the coach must balance the two sets thinking and feeling to define the strengths of both methods ensuring that both sides are heard and understood.
I found it interesting on page 162 when Kise wrote about writing prompts and teaching a single novel to the entire class. When this is done, many students shut down because their wants, emotions, and needs are not considered so their commitment to the project is not respected.
During step 4: Evaluation the coach assist in action reach as the advisor. The coach is responsible for data collection, setting short and long-term benchmarks for progress and analyzing data.
The main focus of problem-solving is student needs rather than debating which teaching practice is right. Teachers need to consider the needs of all personality types when collaborating with a group to solve a problem. Teachers gain opportunities to learn from each other as they compare practices and results.
I see a need for this type of problem-solving framework at NWMS because of grade level teams of 3-4 teachers working together. One such team working together now has "too many chiefs" as the saying goes. I think the team does not have enough diversity on it to effectively work together to solve proelms. As the coach, it is my responsiblity to work with this team, valuing everyone on the team regardless of my own biases to come up with solutions that are best for the students.
Angela, you did a nice job summarizing the steps for an effective problem solving model. I might briefly add that at every step of the process, a coach can help teachers in the following five areas:
ReplyDelete1. Expanding - In this area, the coach can determine if the team has probed deeply enough and asked enough questions.
2. Pacing - Has enough time been spent at each stage?
3. Probing - Should we probe deeper into the problem-solving process.
4. Focusing - Is the focus of the problem correct?
5. Intervening - The coach might need to mediate so that the team stays within the common framework.
This process can encourage teachers to work closely together and share with each other as they become natural resources for improving instructional practices.
I am using the problem-solving model in my school and have found it very effective in probing deeper than just the surface of problems. Teachers are so busy just trying to survive. Often they have difficulty getting to the root of the problem much less getting to the point to be able to solve in, reflect on it, than continue to work on it. This model gives the coach the opportunity to focus on the problem, mediate the meeting, and strive for results.
ReplyDeleteCindy I agree that the process of effective problem solving can encourage teachers to work closely together and share with each other. However, I think most often in my building, defining the problem seems to be a real issue. I really began to reflect on this after reading the steps for an Effective Problem Solving Model. On Page 157, step one is defining the problem. I feel that sometimes this is an issue becuase many teachers' personalities, views and opinions can directly effect the process of defining the real issue to be solved. I like how it says that for this issue, coaches oftern serve as dectives, adding to the facts.
ReplyDeleteAs I read this chapter about problem solving, I was reminded that problem solving works best if NOT a solitary exercise. I may spend much time and effort on some solution to a problem, but Myers says "we are naturally better at certain steps of problem solving than others." We have blind spots that cause us to not see the whole picture and by collaborating with others with various personality styles, we, together can bring about better solutions.
ReplyDeleteOn page 156 Kise refers to “The SIXTH Key Element of Staff Development: Deep, Reflective Collaboration.” OK, is that anything like the SIXTH sense?
ReplyDeleteI believe that with all of the mounds of responsibilities on teachers only a few take the time deep, reflective collaboration and I don’t think it typically happens during a PD session. I am excited and optimistic about future PD sessions that will be held within my school next year. I can see this framework for problem solving being very beneficial.
I find alot of time it is defining the entire problem is the problem. When groups of teachers collaborate on a problem it seems to be defined to its fullest.
ReplyDeleteI agree with you on "The Sixth Sense" RaeAnn, I too am seeing dead people.
I like the part too liked the part comparing a coach to a detective. That's exactly like I feel when I'm working with the one teacher that I continue to struggle with. I usually leave the coaching conference more confused then before though. Defining the problem is sooo the hardest part of coaching. Then explaining the problem without making the teacher feel like they did something wrong. Journey is the master a this. When she comes to observe she gives advice without making you feel like you goofed up the entire lesson. The other issue I have is when is defining the problem the coaches job vs. the prncipal's job. When working with my teachers I feel like it's a fine line between coaching and evaluating. I don't want the teachers to see me as an evaluator, but more of how can I help lift their teaching. When working with the one teacher I've had issues with, I have the hardest time walking that line.
ReplyDeleteI also noted the part of the chapter that teachers "need to take time to articulate problems they face, generate possible solutions with colleagues whose natural strengths might provide new insights, and then test whether they work" (pg. 164). Teachers at my building work sooo hard, but I think we all need to work together and work smarter. The best way to do this is for the teachers to either make time or be given time to colloborate and reflect together. I always tell new teachers that their best resource are the teachers in the building, but not all of theteachers are taking advantage of this resource.
ReplyDeleteJessie, you are so right. Our most valuable resource is our teachers. Recently the MS coaches attended TVAAS training. During this training we were advised to search through the system and find schools that were having success in grade levels and subject areas where our schools were struggling and approach these successful schools to see what they are doing. I think we can even do that within our own schools. Level 4 and 5 teachers should be paired with Level 1 and 2 teachers to offer support for improvement.
ReplyDeleteI agree Jessie. Most teachers work so hard. It is difficult to expect more from them. You are also right that we all need to work together and work smarter. We must be given time as part of our PD to collaborate and reflect together.
ReplyDeleteRaeAnn, I also think you are on the right track of pairing Level 4 and 5 teachers with Level 1 and 2 teachers to offer support for improvement.
Oh, by the way, can we borrow some of your Level 4 and 5 teachers (I can think of many on your staff) to pair with some of ours? Thanks!
I certainly agree that our most valuable resource is our teachers. We have so many talented teachers who work extremely hard to do a great job teaching our students. With all of the evaluation changes taking place and the pressures that they feel, they need our support now more than ever. We can find strengths in every teacher. It's amazing to see how their attitudes improve when these strengths are recognized.
ReplyDeleteThere are many benefits to having a small number of students per class. Right? But this also means that we have a very small staff with very little opportunity to collaborate at grade level. We have some Level 4 and 5 teachers, but it's difficult to match them with a teacher from a different grade level. We're looking at working with DV some this year. They have the same problem, so I'm hoping Pete and I can get some collaboration going- at least at grade level.
ReplyDeleteJessie I agree that a teacher's best resource is sometimes right in front of them! I witness it over and over again when I here teachers sharing things that for them in grade level planning meetings, in staff meetings, etc... What I don't see that often is advice being solicited. I wish teacher would feel confident enought to just say, "I need help with this" or "I'm confused, how do you teach this". Unfortunately, many times teachers feel they need to be a pro at everything, so they hesitate to ask other for advice. Do any of you see this at your buildings?
ReplyDeleteI certainly do Stephanie. However, I have been noticing some positive changes along these lines. Since our middle school math teachers have not had a textbook for two years that is aligned with our new state standards, I've watched them share lesson plans and ideas more than ever before. This is how it should be. No one alive can do everything! We need to depend on each other and be willing to help whenever we can.
ReplyDeleteCindy, I agree we need to depend on one another. I feel blessed to have worked with some wonderful educators over the years. Although, I have watched some of the hardest working teachers stuck on teaching teams that consist of mostly slackers. Those are the teachers I feel sorry for at times. Those are the teachers that feel like they have the weight of the world on their shoulders. I am glad to be in this new coaching position at the middle school level. Maybe I can offer some support to those hard working educators.
ReplyDeleteI totally agree Stephanie that teachers hate to admit that they need help. It's like they are admitting failure and they just want to work alone in their class rooms. I have hardest time reaching these teachers. I wonder sometimes if it's because the teachers I'm working with were my teachers. I feel like they're admitting that they don't know something and hate to ask for help from they're former student. I don't know though. I just have the hardest time reaching these teachers and they're some of the most valuable teachers we've got. They don't want advice and they don't want to give advice to other teachers.
ReplyDeleteJessie, you might be right about how some of your teachers struggle to ask you for advice since they were your teachers. I bet in some ways it does feel wierd for them. But if you stop to think about it, they may be the ones that need it the most. They are probably the teachers that have seen so many programs come and go ove the years that they don't by-in to anything and may not accept change very well! You will just have to keep trying to be a positive influence on them!
ReplyDelete