Jim Knight discusses five key components involved in coaching: our biggest fear!, a starting point (I added "The Big Four" to the graphic organizer on page 18), an emotional connection, implementation (accountability), and the principal (administrative support).
We have recognized and worked on building rapport with our staff to overcome the fear of buy-in. From feedback I am receiving from you, we are slowly making headway in abetting change through one-on-one relationships. We have worked with building principals to erect data walls and create EBIS teams. Now we begin the tricky part: getting into classrooms, asking for implementation "with fidelity", and working with administration for systematic change! Yikes! The job gets even more complicated when we address Amy's issue of "Too Many Hats!" In addition to the title of "Instructional Collaborator" as Devona defines herself, we need to be cautious of becoming "Instructional Coordinators!" So, what are your thoughts.
1. How do you envision fulfilling our role of becoming "classroom" coaches while supporting our schools in general as they move toward a data based decision making model of instruction?
2. What do you think of creating "checklists", "protocols", and other tools to assist us in modeling and observing classrooms?
3. Do you feel equipped to encourage implementation as Jim Knight defines it (Collaboration, Modeling, Observing, Providing Feedback, and providing support)? If not, what do you need to feel prepared to do this?
If you have other questions you would like to have addressed by your colleagues, "post" the question for "comments" by other participants.
Due to the death of my dad, I am late posting these questions. Rather than request comments by tonight, let's aim for Wednesday, November 5, 2008. I will have questions for Chapter Three posted that same day, so we can get back on track.
We have recognized and worked on building rapport with our staff to overcome the fear of buy-in. From feedback I am receiving from you, we are slowly making headway in abetting change through one-on-one relationships. We have worked with building principals to erect data walls and create EBIS teams. Now we begin the tricky part: getting into classrooms, asking for implementation "with fidelity", and working with administration for systematic change! Yikes! The job gets even more complicated when we address Amy's issue of "Too Many Hats!" In addition to the title of "Instructional Collaborator" as Devona defines herself, we need to be cautious of becoming "Instructional Coordinators!" So, what are your thoughts.
1. How do you envision fulfilling our role of becoming "classroom" coaches while supporting our schools in general as they move toward a data based decision making model of instruction?
2. What do you think of creating "checklists", "protocols", and other tools to assist us in modeling and observing classrooms?
3. Do you feel equipped to encourage implementation as Jim Knight defines it (Collaboration, Modeling, Observing, Providing Feedback, and providing support)? If not, what do you need to feel prepared to do this?
If you have other questions you would like to have addressed by your colleagues, "post" the question for "comments" by other participants.
Due to the death of my dad, I am late posting these questions. Rather than request comments by tonight, let's aim for Wednesday, November 5, 2008. I will have questions for Chapter Three posted that same day, so we can get back on track.
6 comments:
1. Gradually! I have been thinking about the Many Hat issue a lot lately, and I think that it will take a while before we can move into the full-on coaching model. I think there is a real need for Instructional Coordinators, especially when we are trying to implement any new, cross-curricular, or schoolwide programs - sometimes there just needs to be the designated "go-to" person to help in the facilitation of such things. But I also see that we need to gradually move away from these things, delegating responsibility to other school leaders after the initial push. For example, with Data-Based models, for the first year or two I see us as needing to be the Supreme Data Mavens, with intense facilitating and pushing and training of others, but after teaching our staffs how to look at numbers and what to do about them, we can de-escalate into being background resources. I think that what I am doing right now is going to be very different from what I will be doing in the spring, and vastly different from what I will be doing next year, and practically unrecognizable compared to five years from now (assuming we still have the instructional coach model). This job is definitely a work in progress.
2. I would love to have some checklist/protocol/models for classroom observations. I even think it would be valuable if we instructional coaches were able to take a (gulp) administrator class in conducting observations - I've heard that there are courses offered on this topic.
3. I don't feel fully equipped. This year I am constantly feeling that I there are things that I should have learned/implemented before September started! I have some trepidation about modeling lessons, simply because I know that if my teaching is serving as a "model," it must be at a VERY high standard.
I would definitely like more training in the Providing Support area. With team teaching, I've had plenty of opportunities to collaborate and provide feedback. But for supporting, I always feel like I should have a checklist of suggestions but I've misplaced it somehow... Sometimes teachers want solid answers, and I don't feel like I have enough of those right now.
I am on....Yea!!!!...I figured it out. Gerard wants to know if Jim Knight is a good author. He has heard of him, but is not sure if he has any books in print. If he does can somebody steer him in the right direction.
Amy, I couldn't agree with any more!! You stated exactly how I have been feeling!!
1. I do think out jobs will be changing continuely and that's okay!
2. A checklist would be great!
3. If there is a providing support class, sign me up!!
1. I feel pretty fragmented, probably due to all of those hats. On the days I'm feeling pretty focused and that maybe I'm helping a teacher or teachers move in a positive direction, POW!, I'm off to something else. I am thankful for the training we have had AND each training brings up something else I'm not doing yet, shooting me toward a new target. And I haven't hit the first one yet. It will be hard to see myself as a classroom coach until I have more time to spend in the classroom.
2. Some checklists would be great. I find myself writing a book when I am observing, and that is not always helpful. I think I am looking at too many things during one lesson. A checklist would focus the observation.
3. I feel OK in most of the areas Knight addresses--collaboration, observing, feedback, support. The area I find difficult is the modeling--not for all classrooms, but for some. And for teachers I think it can feel uncomfortable for me to take over their class. Does anyone else feel this way?
Hey all, this is Amy Morrison. I want to thank you all for including me in your group. I was a little fearful of this new job and wondered if I would be welcomed. And I would like you all to know that I have truly felt like I was coming home...you all are so wonderful and welcoming and I just wanted to say a huge thank you.
Now - coaching. I have a unique position that allows me to float in and out of buildings and I have heard some really amazing things about all of you. You are excellent coaches ... i know this because your staff members feel supported and speak highly of you. I appreciate and look up(literally and figuratively)to you all.
#1 Jim Knight encourages building those relationships. In fact, the first example of Devona Dunekack, was of her doing just that.
I feel this is excellent advise. I have made some of those connections with some of the staff. Because of those connections we have had positive feedback. In fact, 3 of the staff members talked about using the instructional strategy of note taking in their classrooms and how it worked for them.
This is HUGE in my book that we have some staff trying what we are presenting to them
I feel I need to get out to more of the staff. One of the comments in the book was she went to each and every staff member personally. I need to do that.
I believe the data can drive the need also.
#2 I like the idea of having a checklist. I'm an organized person, that is up my alley.
I feel comfortable in my years of teaching (I'm a dinasaur!) to collaborate, model, observe and provide feedback.
I also went through the admin program so took those classes for observing (that Amy was talking about) and it is helpful!
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