Coaching
See below for the constructed response to the following real-world scenario:
A teacher comes to you asking for help using technology to support a research project he or she is doing in the near future. What are some considerations you would take in coaching the teacher? What preparation would you do before meeting with the teacher? What questions would you ask? What would you recommend? How would you follow up?
A teacher comes to you asking for help using technology to support a research project he or she is doing in the near future. What are some considerations you would take in coaching the teacher? What preparation would you do before meeting with the teacher? What questions would you ask? What would you recommend? How would you follow up?
What are some considerations you would take in coaching the teacher?
There are many considerations to ponder when first approached by a teacher to assist in a project:
There are many considerations to ponder when first approached by a teacher to assist in a project:
- What are the intended purposes of the project?
- What will the students be learning? What standards will be addressed?
- What is the age and skill level of the intended audience?
- What digital tools will work successfully for completion of the desired project?
- What strategies will be used?
- What will the specific role be for the coach and the teacher during student work on the project?
- What classroom technology will be used to complete the project...hardware and software? Will additional hardware be needed? And if so...what?
- How will success of student learning be determined?
What preparation would you do before meeting with the teacher?
After being informed on the intended purposes of the project, I would begin by gathering resources to assist in the research. Not only would I be looking for educational websites for the actual research, I would also suggest several types of containers for the actual writing, annotating, and submission of the completed project.
For example, I might introduce the Tennessee Electronic Library/World Book Online as a reputable resource for correct information for the research process. In addition to that, I may also suggest a container for the data such as a shared OneDrive folder, Edmodo, TEAMS, or OneNote Class Notebook. Due to the relationships I have with my teachers, I feel that I can pinpoint which container would work best for them based on past coaching experiences.
After being informed on the intended purposes of the project, I would begin by gathering resources to assist in the research. Not only would I be looking for educational websites for the actual research, I would also suggest several types of containers for the actual writing, annotating, and submission of the completed project.
For example, I might introduce the Tennessee Electronic Library/World Book Online as a reputable resource for correct information for the research process. In addition to that, I may also suggest a container for the data such as a shared OneDrive folder, Edmodo, TEAMS, or OneNote Class Notebook. Due to the relationships I have with my teachers, I feel that I can pinpoint which container would work best for them based on past coaching experiences.
What questions would you ask?
As with all lessons or projects, my initial question would be about the desired result. My goal would be to help the teacher plan with the end in mind.
As with all lessons or projects, my initial question would be about the desired result. My goal would be to help the teacher plan with the end in mind.
- What standard does this project address?
- What will the teacher be doing?
- What will the students be doing?
- Have you taught this lesson before? How can be "Blendify" it?
- What do you expect your students to learn?
- What will the success criteria look like?
- What is the time frame for completion of the project?
- Are there any students with special needs who will need specific resources to be successful?
What would you recommend?
I would recommend for the teacher to model expectations for students. This would include providing the students with a rubric or list of expectations for successful completion of the project. If available, a completed research project that meets all criteria would be presented to the class as a model. I would ask the teacher to review expectations and give the students positive reinforcement throughout the process.
In beginning the research process, I would encourage the teacher to have students submit a logical thesis for their research subject which must be approved by the teacher prior to starting any research.
In addition, I would advise the teacher to provide students with a good, solid list of previewed research sites and have those sites linked on the teacher's webpage or classroom container (OneNote Class Notebook).
I would recommend for the teacher to model expectations for students. This would include providing the students with a rubric or list of expectations for successful completion of the project. If available, a completed research project that meets all criteria would be presented to the class as a model. I would ask the teacher to review expectations and give the students positive reinforcement throughout the process.
In beginning the research process, I would encourage the teacher to have students submit a logical thesis for their research subject which must be approved by the teacher prior to starting any research.
In addition, I would advise the teacher to provide students with a good, solid list of previewed research sites and have those sites linked on the teacher's webpage or classroom container (OneNote Class Notebook).
How would you follow up?
Reflection allows the teacher to formulate thoughts about what occurred within the classroom. During reflection, the coach and the teacher think about what was observed and compare those observations to the goals and targeted teaching practices that were the focus of the lesson. This reflection can take place by journaling, asking reflective questions, use of a checklist or just through conversations between the coach and the teacher.
Sample questions might include:
The goal of the reflective piece is to give supportive and constructive feedback. Data-based feedback is one way coaches can provide teachers with data about their use of teaching practices.
Reflection allows the teacher to formulate thoughts about what occurred within the classroom. During reflection, the coach and the teacher think about what was observed and compare those observations to the goals and targeted teaching practices that were the focus of the lesson. This reflection can take place by journaling, asking reflective questions, use of a checklist or just through conversations between the coach and the teacher.
Sample questions might include:
- Describe what happened when you...?
- How did the children respond to...?
- I noticed that you...Tell me more about that strategy.
- What do you think would happen if...?
- What would you do differently?
The goal of the reflective piece is to give supportive and constructive feedback. Data-based feedback is one way coaches can provide teachers with data about their use of teaching practices.