OBSERVING NEW EDUCATORS

During an observation some coaches fall into the trap of interpreting what they think they see rather than recording what they actually see and hear. The following is an excerpt from two coaches simultaneously conducting a drop-in observation of a new teacher on November 18, 2004.

Coach 1

• The lesson plan was ready to go at the bell
• The teacher explained the directions clearly and asks for questions regarding clarification
• The teacher used specific desist (names) to get students on task
• The teacher gave an excellent suggestion that another student read
• The teacher has good relationship with students but this could be misconstrued as loose discipline

Coach 2

• All students working on warm-up activity when bell sounded
• Teacher talked with a student who had been absent
• Warm-up activity stopped and transitioned to lesson for the day
• Looked for handouts to give to class
• Students began talking
• Found materials and redirected students back to task
• Reviewed material covered yesterday
• Objectives for today were addressed
• Directions given for today’s activity
• Checked student’s comprehension by asking two students to repeat directions
• Students took 4 minutes to transition to reading/activity groups
• Students were redirected back to task

Observations are important in providing data to strengthen a professional’s practice. Both coaches observed the same lesson. Questions for reflection:

• Which observation provides more detailed data?
• What areas of concern did the first coach reveal? The second coach reveal?
• Which observation provides the best information for writing goals or Specific, Measurable, Attainable, Relevant, and Timely (SMART) objectives for the new educator?

Are we as rigorous as we think?

The information in the chart above was gathered by Data Works Educational Research. Assuming this information is true and there is no contradictory finding in the research at present, "What are the implications of this data for political leaders, universities, school districts, administrators, teachers, students, and parents?" Respond to all or part of the question above in the comment section.

SERVING AS A "COGNITIVE COACH"

Cognitive coaching can be applied to specific areas of teacher professional development through three phases of interaction with teacher-learners:

• A Planning Conference
• Lesson Observation
• A Reflection Conference

During the Planning Conference, coaches should help teachers think through their planned lessons using the 8-step process and helping them to anticipate what might happen during the lesson.

I. Planning:

• Identify standard and objectives
• Determine how student will demonstrate mastery
  
• Select appropriate learning strategies and content
  
• Identify how the teacher will determine effectiveness of lesson
  

The Lesson Observation coaches keep notes about what happened during the lesson so that this information can be shared with his/her new educator.

II. Lesson:

• New educator gathers information to share with the coach in the Reflecting Conference

o Evidence of student achievement
o Their own strategies and decisions

• The coach observes the new educator present the lesson and gathers information to share with the new educator at the Reflecting Conference

o Observation Instrument
o Analysis of observation

During the Reflecting Conference, coaches should discuss the lesson, with the new educator sharing information that was collected, and the coach encourages the new educator to reflect on what happened and consider ways to apply what the new educator has learned through teaching the lesson.

III. Reflecting:

• Summarize impact of the lesson
• Identify evidence that supports those impressions
  
• Compare planned with performed teaching decisions, and student learning

Colbert Elementary's Induction Team

At Colbert Elementary Magnet School, we have decided to have a joint effort in supporting our new teachers and second year teachers. This year, we have established a site based induction team that includes:

• administrators,
  
• team leaders,
  
• coaches and
  
• support staff.

We set a meeting schedule for the team. We meet monthly to discuss our successes and weaknesses in supporting the new educators. Coaches are asked to submit minutes about the weekly activities with their new educators. We as a team review the minutes from the meetings to see how we may better assist the coaches as well as to share best practices. We also use the information in the minutes to identify professional development needs of our school.

The Principal conducts Chats whereby - once a week any teacher may have a discussion with the principal about Colbert. This encourages new and veteran educators to have open communication with their principal.

Source: Laferne, former NESS Liaison, Colbert Elementary

My Greatest Success

I think that my greatest success was taking a group of students that didn't necessarily get along well with each other and forming a classroom that learned to respect each other. When I first tried to have the students work in groups, they did not know how to work in a productive manner. There was conflict and they were unsuccessful at completing even simple tasks.

They now work very well with each other, after I have been consistent with rules and consequences. They clearly understand my expectations and we have talked about the need to be able to work with different types of people. They act as a team and help one another. We have reviewed the need to have good character traits such as respect, kindness, responsibility, self-control, tolerance and cooperation. They have come a long way and it makes me proud to see them take responsibility for their actions and their work.

Elizabeth, Hollywood Park Elementary

I Ain't Never Leaving

As a new educator I find myself facing new experiences - new challenges - every day. My greatest success is that I'm still here - I'd thought I'd make a good teacher ever since high school. People always have told me I explain math in a way they can understand it, so I thought that was all I'd need - a good personality and mathematical ability. I was wrong.

Education courses I took prepared me only slightly for the reality of being in the classroom with 25 eleven-year-olds at a time. Each of them carrying their own personalities and emotional baggage, I am only beginning to understand how to work with all of those personalities and how to have them work effectively with each other and myself. Every day is a new adventure for me in the classroom, and I'm loving every minute of it.

To paraphrase an old country music movie - "Look out teacher city - 'cause I'm here now and I ain't never leaving!" I've found my niche and I look forward to continuing this adventure for many years to come.

Source: Brian, Rickards Middle School