I have had this book for a really long time, and feel that only now is it becoming a useful resource to me. I think when I was introduced to it, at OSU, I didn't have enough teaching or coaching experience to really understand or appreciate it. There are so many great ideas in this book.
Page 14 is how you'd want it to be...in an ideal world (school) this is exactly how things would play out.
I think in many schools, the coach gets stuck in a loop of DEMONSTRATING (numnber 3 and we never get to the TRY IT OUT (number 6). This happens for a number of reasons... only a few that are within a coach's control.
ESTABLISH the rationales is SUCH a critical step,and one we do have control over. We miss it sometimes though, and jump to establishing the routines and procedures (number 7). So, we demonstrate the routines and procedures ( 3 and 7) over and over, and because we don't establish rationales (number 4) we don't get the teachers to take it on (number 6).
I am thinking we often don't get to the rationales because that takes time, because it forces us to take a more "expert" role that may be uncomfortable. We have to get teachers to theory, to best practice, to the rationale, so they can take it on and try it out and not get stuck in that place of having the coach simply demonstrate the procedures and routines.
We will never get to 8, 9, and 10 (Coaching for Shifts in behavior, coaching for analysis and reflection, and extending learning) if the teachers never try things out and undertand why they should try it out (the rationale).
Next year is quickly approaching and talk about professional development plans have already begun. As I read Chapter 5, I am thinking this book has a lot of good information to consider during the planning and implementation phases of PD.
The 10 Actions Leading to Effective Professional Development as listed on page 46 will have positive implications on a school if they are considered prior to PD planning. Too often I think PD has not been successful because those planning/requiring it have not made it relevant to the specific needs of the individual schools and teachers. Also, the impact of PD is not always monitored so adjustments can be made.
So true, RaeAnn. We will definitely use figure 5-1 on page 46 to help us plan for next year's professional development. The framework for professional development in literacy on page 14 will also be very useful. It would be so beneficial to be able to reach so far. However, I would like to reach this goal with all teachers, in reality it is a lofty goal.
Journey and Angela, I also agree that step 4 is often overlooked. At the MS teachers are ready to skip down to number 6, but since several components have been bypassed they are quick to drop the strategy if they don't see immediate results. I am hopeful in the future that I will be able to coach that can effectively implement a PD approach at the MS level that will at least partially mimic the framework described here. What a magical place that would be!
I agree Journey. Even with our best efforts, sometimes we do not get to the shifts in behavior, analysis and reflection, or extended learning. I also feel like there are times when we do not talk about the "why" of the learning. Since the focus on improving test scores is driving us all crazy, we should focus our PD on improving instructional practices which in turn will improve student achievement.
I have had this book for a really long time, and feel that only now is it becoming a useful resource to me. I think when I was introduced to it, at OSU, I didn't have enough teaching or coaching experience to really understand or appreciate it. There are so many great ideas in this book.
ReplyDeletePage 14 is how you'd want it to be...in an ideal world (school) this is exactly how things would play out.
I think in many schools, the coach gets stuck in a loop of DEMONSTRATING (numnber 3 and we never get to the TRY IT OUT (number 6). This happens for a number of reasons... only a few that are within a coach's control.
ESTABLISH the rationales is SUCH a critical step,and one we do have control over. We miss it sometimes though, and jump to establishing the routines and procedures (number 7). So, we demonstrate the routines and procedures ( 3 and 7) over and over, and because we don't establish rationales (number 4) we don't get the teachers to take it on (number 6).
I am thinking we often don't get to the rationales because that takes time, because it forces us to take a more "expert" role that may be uncomfortable. We have to get teachers to theory, to best practice, to the rationale, so they can take it on and try it out and not get stuck in that place of having the coach simply demonstrate the procedures and routines.
We will never get to 8, 9, and 10 (Coaching for Shifts in behavior, coaching for analysis and reflection, and extending learning) if the teachers never try things out and undertand why they should try it out (the rationale).
Next year is quickly approaching and talk about professional development plans have already begun. As I read Chapter 5, I am thinking this book has a lot of good information to consider during the planning and implementation phases of PD.
ReplyDeleteThe 10 Actions Leading to Effective Professional Development as listed on page 46 will have positive implications on a school if they are considered prior to PD planning. Too often I think PD has not been successful because those planning/requiring it have not made it relevant to the specific needs of the individual schools and teachers. Also, the impact of PD is not always monitored so adjustments can be made.
So true, RaeAnn. We will definitely use figure 5-1 on page 46 to help us plan for next year's professional development. The framework for professional development in literacy on page 14 will also be very useful. It would be so beneficial to be able to reach so far. However, I would like to reach this goal with all teachers, in reality it is a lofty goal.
ReplyDeleteJourney and Angela, I also agree that step 4 is often overlooked. At the MS teachers are ready to skip down to number 6, but since several components have been bypassed they are quick to drop the strategy if they don't see immediate results. I am hopeful in the future that I will be able to coach that can effectively implement a PD approach at the MS level that will at least partially mimic the framework described here. What a magical place that would be!
ReplyDeleteI agree Journey. Even with our best efforts, sometimes we do not get to the shifts in behavior, analysis and reflection, or extended learning. I also feel like there are times when we do not talk about the "why" of the learning. Since the focus on improving test scores is driving us all crazy, we should focus our PD on improving instructional practices which in turn will improve student achievement.
ReplyDelete