Planning with the New Educators

Planning with the New Educator can be held when there is no intention of following up with an observation. The sole purpose, in this instance, can be simply to plan a lesson, unit, or map out a semester or course. When planning with a New Educator before an observation it is important to ask the following questions.

• What are the students suppose to know and be able to do?
• How are the objectives related to the State Standards.
• How will student progress be measured?
• What will the New Educator do?
• What will the students do?
• How will the assessments be used to adjust the lesson or re-teach the lesson?

Contributed by: Dr. Doug Miller

SITE-BASED INDUCTION/STAFF DEVELOPMENT

The most willing and able teachers should be trained first, because they can help sell and support the training to the rest of the faculty. The decision to train the most needy teachers first reduces faculty buy-in because it stigmatizes training as remedial. Rather than mandating that teachers participate, it is more effective to create a atmosphere of success with strong teachers who volunteer.

One of the hardest things for an administrator to do is permit a program to gain strength gradually as people discover its value. There is not training that will fix a faculty in one year. Professional development is a career-long process and administrators need to develop systems that support the continual growth of everyone on their faculty.

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?

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

Effective math questions: to promote problem solving

What information do you have?
What do you need to find out?
What strategies are you going to use?
Will you do it mentally?
Will you need pencil and paper?
Will you need a formula?
What tools will you need? Will a calculator helps?
What do you think the answer or result will be?

Source: www.pbs.org/teacherline

Root Cause and Impact

When an intervention does show results in the classroom it is not necessarily the fault of the client or the students. It usually means that the appropriate intervention was not identified or implemented correctly.

Last year I was working with a teacher who shared with me that the students were always off task instead of doing their classwork. I visited his classroom and he was right many of the students were off task. As a result of several conversations with the teacher we implemented several interventions that focused on procedures and classroom management strategies, but each time I return to measure impact of the interventions many of the students were still off task. I will admit that both of us were very frustrated and every intervention we had tried so far had not worked.

Then one day I happened to observe his class during a question and answer period. He was allowing unison responses from the students. Unison response occurs when groups of students shout out the answer to the teacher's question. What this means is that no student is being held responsible for his/her learning because there was always a student who knew the answer and would shout it out. Common sense says just because one student knows the answer it does not mean that all the students in the class know the answer.

I met with the teacher and we implemented a strategy. He use a clip board to call on students by name and he redirected those who shouted out answers. After two weeks these strategies reduced the amount of unison response by two thirds. This change in his practice caused a major change in the students’ behavior during questing sessions and the students became more involved in their classwork because they never knew when they would be called upon to respond.

This example does not mean that all the other interventions were ineffective it was just that once the root cause of the problem was identified and the appropriate combination of interventions were implemented the learning environment improved.

Quotes from Outstanding Coaches

Coaches in sports sometimes say things in the most insightful ways . The quotes below were collected from several sites on the internet. As you read these quotes think about how they apply to our work as teachers. Please respond to one or all the quotes in the comment section.

"If you're not making mistakes, then you're not doing anything. I'm positive that a doer makes mistakes." -- John Wooden

"People of mediocre ability sometimes achieve outstanding success because they don't know when to quit. Most men succeed because they are determined to." -- George Allen

"Coaches have to watch for what they don't want to see and listen to what they don't want to hear."
--John Madden

"A good coach will make his players see what they can be rather than what they are."
--Ara Parasheghian

"Great teamwork is the only way we create the breakthroughs that define our careers."
--Pat Riley

" Excellence is the unlimited ability to improve the quality of what you have to offer." --Rick Pitino

“Ability is what you're capable of doing. Motivation determines what you do. Attitude determines how well you do it.”--Lou Holtz

“It's not the will to win, but the will to prepare to win that makes the difference.”--Bear Bryant

"Sit up straight, listen, and participate."--Pat Summitt

How To Be An Ineffective Teacher

Don't take responsibility for results. Its not me I covered the material. The research is clear the only way to increase student achievement is with a competent, qualified teacher.

Make excuses for your students. I believe all my students can learn but... The effective teacher not only establishes high expectations for their students, they also model appropriate professional behavior in their relationship with others.

Don't plan just cover the textbook. I have more than enough to cover in the textbook to worry about planning. In a standards-driven- system the effective teacher identifies learning objectives, develops appropriate assessments, and designs lessons that provide students an opportunity to learn those standards.

Be a "know it all.” Been there done that. Effective teachers, no matter how good they are, know that they can always improve their instructional practice.

Show no interest in professional development. I have a college degree and am State Certified; I don't need anything else. Effective teachers are enthusiastic life long learners and constantly seek ways to improve their lives and practice.

Let's have some fun, what do you think are some other qualities of an ineffective teacher?

Coaching in Stages

Coaches emphasize that many beginning teachers progress in stages. The first stage focuses on practical skills and information -- where to order supplies, how to organize a classroom, where to find instructional resources, what kind of assistance the teacher association can provide, etc.

During the second stage, coaches and clients concentrate more intently on the art and science of teaching and learning and on polishing classroom management skills.

In stage three, the coach and new teachers's relationship evolves from coach - client to peers working together as equals on a deeper understanding of instructional strategies and ongoing professional development that is based on the needs of their students.

Where a new teacher enters this matrix and how long each stage lasts vary according to the knowledge, experience, and skills that the new teacher brings to the job. A skillful coach works with the new teacher to determine what level of assistance to provide and when to provide it.

Source: http://www.nfie.org/publications/mentoring.htm - content

Advice From My Coach

First year teachers in the Broward County Public Schools shared the best advice their coaches gave them during their first semester on the job. If you are a new teacher and have any additional advice you received please post it in the comments.

The best advice my Instructional Coach gave me was...

Take one thing at a time. My coach noticed that I tend to take on too much, so he told me to pace myself. He gave me some great ideas on how to be more effective and use time more efficiently. This way I can help the students but still have time to plan other interesting activities instead of doing work that will not be as beneficial to the students.
Irene, Second Grade, Colbert Elementary

Review the Florida Performance Measurement System (FPMS) observation tool used by my AP when doing his formal observation. She explained each category in depth so I understood what I would be observed on.
Megan, First Grade Teacher, Palm Cove Elementary

Do not take on too many things. Its new and exciting, but I cannot do everything. Learn to say no and take time to complete my steps towards my professional certification.
Rachelle, World Languages, West Broward High School

Believe in myself and my abilities to change children's lives for the better!
Lauren, Davie Elementary

Take it one day at a time with a peek at the following day.
Dayana, Kindergarten teacher, Silver Shores Elementary

Don’t be afraid to ask questions!!
Nicole, ESE Teacher, Pembroke Pines Elementary

Don’t worry about things that I cannot control.
Savannah, Pembroke Pines Elementary

To always ask a lot of questions. It is better to ask a lot of questions then to be unclear.

Jenna, 3rd Grade Teacher, Silver Shores Elementary

Plan, Do Study Act

An earlier Induction e-newsletter article described the PLAN phase of the Continuous Improvement Process (CIP). The step after Plan in the CIP is DO. The Do phase usually involves the client’s learning and integrating a new behavior in his/her practice. For example, if the area that needs strengthening is students are off task, a teacher will implement a new strategy or modify an existing one that will encourage student involvement in the lesson. In the DO phase the data found during the planning stage is used to identify the goal and the appropriate intervention(s) needed to improve the clients current reality.

The DO consists of meeting with your client to:

• generate potential interventions/solutions that will address the root causes of the problem (i.e. were student off task because materials were not ready, directions were inaccurate, lesson was not relevant to students, or it was a procedure problem)
• select an intervention/solution that will likely lead to a successful implementation of a more effective teacher behavior, and
• integrate the intervention/solution into practice.

The next step will involve measuring the impact of the new behavior in the classroom and that will be the next installment.

Continuous Improvement: PLAN, Do, Study, Act

Plan, Do, Study, and ACT (PDSA) is a structured process of continuous improvement. This article describes a planning process commonly used by Instructional Coaches. During the PLAN phase the coach together with the New Educator discuss and identify the characteristics of an effective, competent teacher. These characteristics represent the goals (Desired State) that teachers work toward to improve their practice.

The coach begins the planning process by collecting baseline data. This baseline data is use to clarify the new teacher’s Current Reality. Current Reality is written in concrete measurable terms, such as, “class started on time”, “13 questions were knowledge level and 4 were application level”, or “teacher ignored two student talking off task during warm up activity”.

After baseline data is collected the coach and the new teacher discuss the meaning and possible impact of the information. During the discussion the new teacher and coach select a Goal or area that the new teacher could improve. Once the Goal is established the Desired State can be refined or brought into focus. Then the new teacher and coach can select possible Interventions. Interventions are actions that could lead to a change in teacher behavior that will have a positive effect on student achievement. The reason I said, "could lead" is that we will not know the effect of the interventions until we measure Impact.

Tips for the Planning Process:
• Align actions towards the Desired State
• Fix process not blame
• Use data and data narrowing tools to identify Current Reality
• Build a professional relationship based on commitment, not compliance.

This article focused on the steps to Plan. There will be follow-up articles on Do, Study, and Act.
Source: Doug Miller

The Good Mentor

In the past few weeks, new and inexperienced teachers across Broward County will look to their Instructional Coach for the advice and support they need to survive and prosper in one of the world's most challenging professions. Will they find the mentor they need? In this 1999 article from Educational Leadership, James Rowley described six "basic but essential" qualities of good mentors. Rowley bases his analysis on his decade of work helping school districts design mentor-based, entry-year programs.

1. The good mentor is committed to the role of mentoring.
2. The good mentor is accepting of the beginning teacher.
3. The good mentor is skilled at providing instructional support.
4. The good mentor is effective in different interpersonal contexts.
5. The good mentor is a model of a continuous learner.
6. The good mentor communicates hope and optimism.

Source: James Rowley (1999) Educational Leadership

The Role of a Coach

AREAS OF FOCUS IN SUPPORTING YOUR NEW EDUCATOR
The Principal determines the role of the New Educator Support System (NESS) and with the NESS School Liaison identifies the Instructional Coach’s role and responsibilities in supporting the New Educator. The following list contains some suggestions for prioritizing New Educator support:
1. Classroom performance

• Student/Classroom management
• Lesson planning incorporating Sunshine State Standards
• Lesson presentation
• Assessing student work
• Student Expectations

2. Site expectations

• Parent, community relationships
• Site policies and procedures
• Site culture

3. State and District requirements for retaining employment.

• Completion of Child Abuse
• ESOL Requirements
• State Competencies
• Professional Exams
• Special Circumstances: ACE, additional State or District Requirements
• Other items listed on the New Educators Statement of Eligibility.

This list is not meant to be a checklist but to offer suggestions that may help support the New Educator more effectively.
Source: Dr. Doug Miller

PDSA

Purpose:
To enhance an educator's diagnostic procedure in supporting a colleague or change in practice

Opportunities for use
When an educator is intending to change/improve a work activity or practice.

Benefits
Helps us to 'really' learn from experience. We get closer to the improvements we intended. Moves us out of the fire fighting cycle. Adds focus on continual improvement.

How to use this tool
PLAN- "If we do this, then ..." - something will be improved. Then DO something to try it out - preferably on a smaller scale - to see what can be learned. STUDY the results to see what we have learned. Work hard at this step; seek and value different opinions. ACT adopt the change, or abandon it, or run through the cycle again, changing the plan in some way.
Original Source: Deming, W.E., adapted for challenges in education.

Old Enough to Teach

My favorite teacher was my high school English teacher. It was fun just being in her classroom. I began my first full-time teaching job two months shy of my 23rd birthday. On a college campus, being over 21 is considered old and wise. While my elementary students appreciate my age, my colleagues don’t. My pigtails and flip-flops don’t fit into this new world. I began coming in early and staying late to prove that I, too, could join the ranks of “Super Teachers.” I worked extra hard on my lessons and tried my best to be at every parent function so that my commitment could never be questioned. However, some teachers seemed annoyed by my ever-present enthusiasm.

Generation Y is growing up. We want to influence the world like the generations before us did. We are transitioning into the “adult world” and we need to be heard. We are full of knowledge and desperately trying to make an impact. We should not be discouraged.

Summary from Teacher Magazine July 16, 2007 by Erin Reed

Orange Brook Elementary's Instructional Coaches

The following are stories provided by six of Orange Brook Elementary's Instructional Coaches. The stories focus on the rewards the coaches received helping new educators transition into the teaching profession.
Story One
I like to help people. As an Instructional Coach, I have an opportunity to help another teacher get things organized in her classroom and I can offer suggestions to help make her day a little smoother and easier. I have also enjoyed watching her teach her class. Once she had a great project that she did with her students and I was able to modify it to use with my class.
Story Two
Being able to reduce the pressure on a New Educator's by assisting in various aspects especially the overwhelming paperwork and procedures so she could focus on teaching, was one of the most rewarding experiences. Maintaining an open, two way communication being there for my NE to express her concerns and needs on a regular basis and seeing how my assistance and advice give her more confidence was a great feeling also!
Story Three
It was so nice to see a new teacher have support and actually know what to do each day. I know that I felt so unsupported when I was a new teacher. It was also nice to know that my new educator felt comfortable coming to me with issues and that I could work with her to come up with answers.
Story Four
My most rewarding experience as an Instructional coach was having a NE that is truly enthusiastic and vibrant about being and educator! Also, sharing the many new and exciting teaching skills, strategies, and ideas at the NESS meetings has made me a more reflective teacher.
Story Five
My most rewarding experience as an instructional coach was seeing my mentee grow and learn. She started off very timid and self-conscious and now she is a confident teacher. She does not question herself anymore. She knows that she has the skills to teach her students and she does it without hesitation. I am proud to see how much my mentee has learned and how much her students have learned because of it.
Story Six
My most rewarding experience this year as an Instructional Coach, was helping a new educator be successful. I was able to help my new educator have a great first year . That in it self was rewarding to me. Although, my NESS person is teaching in intermediate, and I am primary, we found experiences that related to each other.

INDUCTION MATTERS: The Difference between Mentoring and Induction

A growing body of research demonstrates that implementing a comprehensive induction program is one of the most effective methods for retaining quality teachers, and can cut teacher attrition rates by 50 percent. In addition, designing well-crafted induction programs can improve teaching quality and increase teacher retention. (www.teacherquality.org)

Mentoring is considered a formal coaching relationship in which an experienced teacher gives guidance, support and feedback to a new educator. High quality mentor programs fully train mentors/coaches, pair first and second year teachers with mentors in similar grades and content areas, and release time and common planning time is provided for mentors and mentored.

Induction goes beyond mentoring to provide an extensive framework to support the continual professional development for everyone in the organization. Comprehensive induction programs may vary in their design, but essential components include a high quality mentor program, ongoing professional development, access to a supportive network in the school, and a criteria-based evaluation of job performance and the process itself.

Mentoring: Focuses on survival and support
Induction: Promotes career learning and professional development

Mentoring:Fosters a mentor apprentice relationship
Induction: Fosters interdependent collegial support of everyone on the staff

Mentoring: Treats mentoring as an isolated event
Induction: Induction is comprehensive and is a part of a career long professional development design

Mentoring: Reacts to whatever arises
Induction: Acculturates a vision that proactively adapts to changes in expectations and in the organization

Mentoring: Short term
Induction: Long term, recurrent, and sustained

Source: Dr. Sheila Lewis, HRD Program facilitator

Teaching Routines versus Announcing Rules

Research has repeatedly shown that highly effective teachers spend most of the first two weeks of a semester teaching classroom routines.  Yet, the older the students are the less investment we make in teaching routines.  Typically, by high school, teaching routines has become rather perfunctory -- often consisting of just a few announcements on the first day of school.

Teachers who do not make the investment in teaching their procedures and rules on the first day of school and over the first two weeks -- will spend a huge amount of time and energy bringing order out of chaos day after day for the rest of the school year.

Source: Education World

Creating a Climate for Learning

Howard Miller, Associate Professor of Education at Lincoln University (Jefferson City, Missouri) suggests 12 steps teachers can take at the beginning of the year to promote effective classroom management.

1. Develop a set of written expectations you can live with and enforce.
   
2. Be consistent. Be consistent. Be consistent.
   
3. Be patient with yourself and with your students.
   
4. Make parents your allies. Call early and often. Use the word "concerned.” When communicating a concern, be specific and descriptive.
   
5. Do not talk too much. Use the first 15 minutes of class for lectures or presentations, and then get the kids working.
   
6. Break the class period into two or three different activities. Be sure each activity segues smoothly into the next.
   
7. Begin at the very beginning of each class period and end at the very end.
   
8. Do not call roll. Take the roll with your seating chart while students are working.
   
9. Keep all students actively involved. For example, while a student does a presentation, involve the other students in evaluating it.
   
10. Discipline individual students quietly and privately. Never engage in a disciplinary conversation across the room.
    
11. Keep your sense of perspective and your sense of humor.
    
12. Know when to ask for help.
    

Source: http://www.education-world.com/a_curr/curr155.shtml