1. Welcome to all of you Don’t forget to setup your audio wizard
Make sure you have all the materials necessary for our session with you
We’ll begin promptly at 4:00 pm
Glad you could join us!
4:00

2. More Work on Coaching
4:00
April 29, 2013
Diane Powell

3. Today…
You’ve come prepared to do more work on the coaching of teachers.
You’ve completed a text analysis on Swimming Across the Pool, a level J fiction selection.
4:05

4. 4:05 What did you find in the text analysis? (10 minutes here)
theme?

5. What were some of the things you thought would be important enough to include in a text introduction?
4:15 What were big ideas to include in the text? (5mins)

6. Moving On…
You had a chance to view the Pre-Conference between the teacher and her coach.
What did you notice about that 11:30 minute interaction between the two?
What felt useful/ productive?
Anything feel less useful/productive?
Thoughts?
4:20 Spend some time talking as a whole group about the role of the preconference
What info could you gather about the readers, the text, and the teaching?
Where was the emphasis placed?
Anything else you’d want to know at this point?
Any thoughts about the teacher’s understandings at this point? NEXT SLIDE
2:53 What’s your next focus for them?
T Well, I know I need to do a running record and I’m wondering should I have had people read out loud so I could catch any errors that they might have had or should we work a little bit longer with this book before we do the rr? So that was one of the concerns because I think most of them are reading well…
Co uh huh
T I think the errors that they might make are minimal

7. Look at this exchange Co What’s your next focus for them?
2:53 into the preconference:
Co What’s your next focus for them?
T Well, I know I need to do a running record and I’m wondering should I have had people read out loud so I could catch any errors that they might have had or should we work a little bit longer with this book before we do the running record? So that was one of the concerns because I think most of them are reading well…
Co uh huh
T I think the errors that they might make are minimal
Thoughts?
4:30 Can you get behind the teacher’s question to her coach – what’s she really asking here?
What does that show about the teacher’s understanding?
If you were the coach how might you respond?

8. From the preconference only…
What did you hypothesize might be the teacher’s understanding of how readers build an effective reading process?
Your evidence?
4:35

9. Then, you viewed the lesson…
What did you see?
What did you hear?
What are you wondering?
Now what are you thinking about this teacher’s understanding of how children learn to read? Cite your evidence!
4:40 Discussion as a whole group about their observations

10. We’re going to get into breakout groups to plan for the coaching of this teacher:
You’ll work as a group to organize a coaching session for this teacher much like you would face to face in class. Spend time sharing thinking through the use of the microphone. (15 minutes) THEN: One of you will volunteer to be the teacher, and one of you will volunteer to be the coach. The rest of you will scribe the coaching conversation and be prepared to lead the talk after the coaching session. (15 minutes) As a group, debrief the coaching session trying to get to the big ideas the teacher/coach discussed. (5 minutes).
4:45 It is critical that both people’s voices are heard in the decision making. There’s no deferring to the other person here.
If something isn’t clear to you, you need to ask for clarification from your partner.
There are no experts here – we’re all on this learning journey together so no question is off limits

11. Consider…
What do you want to help this teacher think more about with respect to teaching guided reading/building a reading process?
What professional resources will you want to have available to take the teacher to?
What will be your way in – what language will you use to open your coaching?
(How do you think it went isn’t an option !)
Select someone to serve as the timekeeper for the group.
4:46

12. Then, role play through your session
Try out the coaching session in your breakout group – remember you can call a time out for help from your peers (explain what you’re trying to do and what you need support with).
You will have a total of 40 minutes to prepare role play, and debrief your coaching. The coaching session shouldn’t last longer than about 15 minutes.
Plan to return (drag yourself) to the main room at 5:35.
4:50 I’ll be asking a pair to role play for the whole group.

13. Back in the Main Room….
Let’s talk about what you came away with as big ideas to support this teacher’s understandings of guided reading.
What did the teacher leave the session understanding more about with respect to guided reading?
How might her teaching and the children’s learning be different tomorrow because of the time she spent with her coach today?
How did this session help you think more about a coach’s role in a school?
5:35

14. There is growing support for the notion that coaching teachers in their practice is the most powerful means to increase their knowledge and improve their practice. (Costa and Garmston 1994: Garmston and Wellman 1999)
Lyons and Pinnell, Systems for Change in Literacy Education, Heinemann, pg. 106
5:50 wonder if that could be basis for a reflection about the power of the work that could have been done with this teacher around the coaching of this lesson

15. Have a great evening and ...
See you all this Friday/Saturday for our final face-2-face session:
8:30 – 3:30
Room
Later this week we’ll send you a reminder about what to bring to class on Friday
5:59