Week 7: May 3/6

Continue to read Differentiated Coaching with a purpose. Cross reference your reading with other coaching books, Glickman's Leadership for Learning, Hargrove's Masterful Coaching, and Lyons and Pinnell's Systems for Change. Use these resources to construct yoru personal coaching style, one that is based on theory and identity.

Would it be helpful to share (on here) about the reflective activity we plan to share in class next week?

Week #6: April 12/April 15th Discussion

Read Chapter 7 in Systems for Change. Use the criteria in this chapter to assess your school environment. How can you use other forms for coaching teachers? Try them out with teachers, and reflect on this experience in your log.

Week #5: Discussion for April 5ht/8th

Read Chapters 1 and 5 in Systems for Change. Focus on the Framework for Professional Development page 14. How can this be used in your school?

Week #4: March 29/April 1st

Read Chapter 4 in Reflective Practice to Improve Schools, Reflective Practice with Partners. Be prepared to share your reflections online March 29th (April 1st).

Week #3 - Discussion and Activity

Chapters 8-10 of Ferrall's book - Select one activity to introduce to teachers and implement the activity.  Write a reflective analysis of how the activitiy met the learning goal.  Rate yourself using the rubric.

• (Relate to section 2 of rubric) Prepare and coach teachers in understanding and implementing a reflective activity (dialogue journal, classroom observation, or teaching portfolio) for deepening understanding in a literacy-related area.  Write a reflective analysis of how the activity met the learning goal.

Week #2 - Reading and Discussion

After reading chapters 5, 6, and 7 from Farrell's Reflecting Practices book, choose one of the reflection techniques that you will use in staff development.  Discuss how you plan to use it with your teachers.

Week #1 Discussion Focus (part 2)

Select one of the Reflection Breaks and be prepared to discuss with your cohort group.  What have you learned about yourself as a reflective teacher?

Week #1 Discussion Focus (part 1)

 Reflective Practice in Action (Chapter 1-4) by Ferrell

• What do you think this statement means: "We do not learn as much from experience, as from reflecting on that experience, as from reflecting on that experience" (pg7)?
• "If teachers do not take time to reflect, they can become prone to burnout" (pg8).
• How can you use this information in your work with teachers (e.g. student teachers, mentor teachers, colleagues, paraprofessionals, etc)?

Notes from class with L. Dorn 1/25/11

Why Reflect?

• With reflection, teachers can proactively take control of their own professional lives.

Robert Hargrove - Masterful Coaching - great book to use with coaching

Reflective Practice in Action - Preview

• pg7 - take control of your own actions!
• Self-reflection promotes
• empowered decision-making
• systematic analysis
• keen observation skills
• collaborative attitude
• conceptual knowledge
• Reflective teachers can look back on events and make changes to his/her craft.
• pg 8 - burnout - miserable place - feelings of not having control - devasting
• reflection can help you to put yourself back into control - power - action
• primed for burnout - if feeling out of control
• negative talk - should be cut out!
• pg 9 - burnout - comes from being anxious, bored, overwhelmed...
• pg 13 - 3 phases of reflection

How can this information be shared with teachers?

Theories of reflective models:

• pg 18-20 -
• anticipatory reflection
• recollective reflection
• interactive reflection
• these all should be part of a coaches craft

pg 22 Most educators don't receive beyond the first 2 levels of reflection.

Reflective tools

• dialogue journals
• cluster meeting

Coaches should ask the 2 part question when working with teachers - pg 32 investigate the types of questions you ask:

• What did you do?
• Why did you do?
• Stay away from the how?

Pg 26 Getting Started

Pg 38 Examples of Reflections

pg 46 Reflection through video and/or audio

pg 54 Group Reflections

Classroom Observations

Cluster Visits