Coaching for Quality: Bridging the Gap from Content to Classroom. Objectives. Introduce NCQTL Describe what we know about professional development Define coaching Describe approaches to coaching Identify key components of coaching Look at coaching in action.
Implementing it in daily practice
Hearing about it in training
Joyce and Showers, 2002
Review teacher’s video
Provide materials or resources
Manipulate environmental arrangements
Other help in classroom
It was wonderful to have somebody right there with you, showing you along the way, rather than going to the training and here are your materials and I will see you in a couple of weeks or a couple of months.
Entry and Relationship Building
There were treats, there were words of encouragement, telling me what I was doing right what I was doing wrong. She gave me encouragement to be consistent and keep going. Even when I was like “okay this will not work” and she said, “let’s stick with it,” And it all worked out!
IDENTIFY AREAS THAT ARE DIFFICULT
BRAINSTORM STARTING TOPICS FOR COACHING
It’s great to have someone help you figure out your next step. This can be overwhelming, but the coach helped me identify my next steps.
It felt like coaching was more “We’re going to enhance the great jobs that you’re already doing,” instead of “We’re going to fix you because you’re not good.”
Build and use a community of coaches
Spend time building relationships
Anchor it in! Don’t be afraid of data.
Map it out! Use an action plan to guide you.
Make it your own – just like teaching, coaching isn’t “cookie cutter”.
Know it takes time and there will be “coaching highs” and “coaching lows” along the journey!