Elementary Schools: Andersonville, Briceville, Claxton, Dutch Valley, Fairview, Grand Oaks, Lake City, Norris, Norwood
Middle Schools: Clinton, Lake City, Norris, Norwood
Tuesday, March 22, 2011
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.
When assessing the culture of my school I used the guidelines on pages 78 and 79. I shared these instruments with my teachers so they can use them to reflect on the atmosphere of their classrooms. I think these could be useful to use at the beginning of the school year as teachers are setting up their classrooms and beginning their initial planning for the school year. Teachers could also quickly identify areas of weakness, which in turn could set the purpose of future coaching sessions.
More than anything else, I find the forms most benefcial in this chapter. Figure 7-1 on page 77 illustrates the levels of information in assessing classroom contest.
What to Look for in the School Culture, Figure 7-2, and 7-3 pg. 79 have been shared with a couple of teachers in our school. In our discussion of these forms, they seemed to realize exactly what the coaches are looking for during observations.
It's very interesting to drop in during lunch and hear what the teachers are discussing. That aids me in my coaching.
Rereading this chapter I was struck by the opening quote from Magdalene Lampert which says, "We shall need to adopt an image of teaching that takes account of the possibility that the teacher herself is a resource in managing the problems of educational practice."
I can think of so many educators across this county that I would consider an expert at their profession. As I think of all the problems we encounter with student learning, this quote is a reminder to me that I have experts in my midst that I should embrace as valuable resources.
These forms remind me of the ESAIL documents...in terms of how they help you walk through an environment and analyze various criteria. ESAIL about literacy, and these about school culture and classroom environment. But, there is SO much overlap. For example, both address respectful language and talk.
I am struck, when I go on school visits (in our county, in neighboring counties that contract for Reading Recovery services, and as part of Arkansas or Georgia State work) by how much you can glean about a school and its staff by observing the kinds of things described on page 78.
The schools I have visited in Georgia are much more intentionally decorated, and student work adorns the walls (unlike our schools here in ACS). I always wonder if that is about tax dollars (or lack thereof) or a reflection of how schools and education is perceived.
Good question about funds or lack thereof when considering student work on the walls, etc. Journey. I find at the MS level, putting student work on the walls is very gratifying for the students. The students are very proud of the work but it takes a conscious effort on the teachers part to put work up. Maybe this is something we can coach about next year. If we can coach the teachers to plan and post work and they can see the students' pride through reflection, we might be able to raise the level of engagement.
Personally, I see more student work displayed in elementary schools than in middle schools. It seems as if many middle school teachers are afraid that busy walls might somehow cause distractions. However, I feel like there's no better way to immerse students in content than to decorate the walls of the school with examples of their learning.
The classroom environment is extremely important. As mentioned on p.79, "you can get a great deal of information simply by looking at an empty classroom." Teachers need to realize this. We have classrooms at my school that have practically nothing on the walls, no evidence of routines, and barely any available materials, books, supplies, etc. There is no evidence of students' participation in the learning taking place in the classroom. It's really a shame.
Opposite of those classrooms are the exciting classrooms in my school! Many of them are displaying current evidence of student learning and supplied to the fullest. The teachers in those classrooms are well organized and seem to enjoy facilitating their classrooms.
I agree Cindy. I also like the idea of the schools we visited in AR using anchor charts and leaving them up for the students to use when they need them.
I realize when I was in the classroom I was one of those teachers that did not like things on my wall unless they were organized and nice looking. I am ashamed. When I walk into alot of rooms they look organized but it was more of what I used to think of as organized chaos. I love to see it but I was not very effective in using it.
When assessing the culture of my school I used the guidelines on pages 78 and 79. I shared these instruments with my teachers so they can use them to reflect on the atmosphere of their classrooms. I think these could be useful to use at the beginning of the school year as teachers are setting up their classrooms and beginning their initial planning for the school year. Teachers could also quickly identify areas of weakness, which in turn could set the purpose of future coaching sessions.
ReplyDeleteMore than anything else, I find the forms most benefcial in this chapter. Figure 7-1 on page 77 illustrates the levels of information in assessing classroom contest.
ReplyDeleteWhat to Look for in the School Culture, Figure 7-2, and 7-3 pg. 79 have been shared with a couple of teachers in our school. In our discussion of these forms, they seemed to realize exactly what the coaches are looking for during observations.
It's very interesting to drop in during lunch and hear what the teachers are discussing. That aids me in my coaching.
Rereading this chapter I was struck by the opening quote from Magdalene Lampert which says, "We shall need to adopt an image of teaching that takes account of the possibility that the teacher herself is a resource in managing the problems of educational practice."
ReplyDeleteI can think of so many educators across this county that I would consider an expert at their profession. As I think of all the problems we encounter with student learning, this quote is a reminder to me that I have experts in my midst that I should embrace as valuable resources.
These forms remind me of the ESAIL documents...in terms of how they help you walk through an environment and analyze various criteria. ESAIL about literacy, and these about school culture and classroom environment. But, there is SO much overlap. For example, both address respectful language and talk.
ReplyDeleteI am struck, when I go on school visits (in our county, in neighboring counties that contract for Reading Recovery services, and as part of Arkansas or Georgia State work) by how much you can glean about a school and its staff by observing the kinds of things described on page 78.
The schools I have visited in Georgia are much more intentionally decorated, and student work adorns the walls (unlike our schools here in ACS). I always wonder if that is about tax dollars (or lack thereof) or a reflection of how schools and education is perceived.
I am interested in trying out the forms on pages 82 and 83...it is all about engagement!
ReplyDeleteGood question about funds or lack thereof when considering student work on the walls, etc. Journey. I find at the MS level, putting student work on the walls is very gratifying for the students. The students are very proud of the work but it takes a conscious effort on the teachers part to put work up. Maybe this is something we can coach about next year. If we can coach the teachers to plan and post work and they can see the students' pride through reflection, we might be able to raise the level of engagement.
ReplyDeletePersonally, I see more student work displayed in elementary schools than in middle schools. It seems as if many middle school teachers are afraid that busy walls might somehow cause distractions. However, I feel like there's no better way to immerse students in content than to decorate the walls of the school with examples of their learning.
ReplyDeleteThe classroom environment is extremely important. As mentioned on p.79, "you can get a great deal of information simply by looking at an empty classroom." Teachers need to realize this. We have classrooms at my school that have practically nothing on the walls, no evidence of routines, and barely any available materials, books, supplies, etc. There is no evidence of students' participation in the learning taking place in the classroom. It's really a shame.
Opposite of those classrooms are the exciting classrooms in my school! Many of them are displaying current evidence of student learning and supplied to the fullest. The teachers in those classrooms are well organized and seem to enjoy facilitating their classrooms.
I agree Cindy. I also like the idea of the schools we visited in AR using anchor charts and leaving them up for the students to use when they need them.
ReplyDeleteI realize when I was in the classroom I was one of those teachers that did not like things on my wall unless they were organized and nice looking. I am ashamed. When I walk into alot of rooms they look organized but it was more of what I used to think of as organized chaos. I love to see it but I was not very effective in using it.