Strategies for Coaching Sharon Walpole, Ph.D. University of Delaware Michael C. McKenna, Ph.D. Georgia Southern University.
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<ul><li><p>Strategies for CoachingSharon Walpole, Ph.D.University of DelawareMichael C. McKenna, Ph.D.Georgia Southern University</p></li><li><p>The RF ConundrumIt has to be SBRRIt has to include whole group, needs-based, and differentiated instructionIt has to include extensive, site-based staff development</p><p>But how?</p></li><li><p>They call it coaching, but it is teaching. You do not just tell them it is so. You show them the reasons why it is so." Vince Lombardi</p></li><li><p>Coaching ModelsAmericans ChoiceCollaborative Coaching and LearningLiteracy Collaborative</p></li><li><p>Americas Choice</p><p>S.M. Poglinco, A.J. Bach, K. Hovde, S. Rosenblum, M. Saunders, and J.A. Supovitz. The Heart of the Matter: The Coaching Model in Americas Choice Schools, Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania, 2003. </p><p>Instructional ModelingJoint PlanningCo-TeachingFormal Observation and FeedbackInformal one-on-one coachingMentoring</p></li><li><p>Collaborative Coaching and LearningNeufield, B (2002) Using what we know: Implications for scaling-up implementation of the CCL model, Education Matters, Inc.Demonstration in the host classroomReading of professional literatureEngagement with colleagues in inquiry groupsUse of observation, practice, and reflection to improve instruction. (BPE document on CCL, SY2001-2002)</p></li><li><p>Literacy CollaborativeLesley College web page: http://www.lesley.edu/crr/lc_intro.htmlAwareness and PlanningLeadership Development and Start-upIntensive In-service Courses for Teacher Leaders and Classroom TeachersProfessional Development and RefinementContinued and Ongoing Implementation</p></li><li><p>As long as the literacy content is consistent with the RF legislation, any coaching model is potentially helpful </p></li><li><p>But what to I actually do and say when coaching teachers?</p></li><li><p>Heres what you can doSchedule and conduct meetings (individual? grade-level?)Observe and give feedbackPlan collaborativelyAnalyze data with teachersSchedule and conduct study groups or book clubs</p></li><li><p>Within these structures, is anyone struggling to manage difficult conversations?</p><p>(remember not to lie)</p><p>There are some things that you can say to help</p></li><li><p>Accentuate the Positive</p><p>Validate the teachers concernDepersonalize the conflictOffer helpAsk for specific examples</p></li><li><p>Eliminate the Negative</p><p>Do not quote research resultsResearch says.</p><p>Do not refer to grant requirementsThe Grant says</p></li><li><p>Latch on to the AffirmativeAlways point out what the teacher is doing well before suggesting changes</p><p>Focus on a small step that will show immediate results</p><p>Set reasonable goals for long-range achievement</p></li><li><p>Dont Mess with Mr. In-Between words by J. Mercer music by H. Arlen, 1945</p><p>Work directly with the person who is in conflict</p><p>Deescalate potential situations before they become unmanageable.</p></li><li><p>Lets try itYou are an RF Literacy Coach. A brand-new first-grade teacher comes to you because she is overwhelmed with professional development initiatives at school RF being only one of them. She simply cannot juggle them all. </p></li><li><p>Lets try itYou are an Regional Coach. You are working with a coach who is really struggling. Her principal is pressuring her to provide documentation about a struggling teacher.</p></li><li><p>Now you try itGroups of 5 again.We have scenarios linked to the content of the LC Handbook, and we will assign you a chapter.Practice your role playShare it with another groupShare it with the whole group?</p></li></ul>
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