The #educoach hashtag is used by instructional coaches around the world. We chat each Wednesday at 8pm CST on Twitter and use the hashtag throughout the week to share resources, ask questions and collaborate with instructional coaches.
My success was a TEAM success. We had a great session for SDI (Specially Designed Instruction) on Tuesday! #educoach I got to do the section on COACHING!
Excited to be here!! Amy, #educoach and lead tech integration mentor, in Montgomery, TX! I’m also super excited to be an ambassador for @wakelet!! #WakeletWave
Welcome Amy! Glad you could join us. Have you tried the relationship idea from my last blog post? I notice your name as someone who mentioned they were going to try. https://t.co/4OSX0xiuxI#educoach
My success story this week...I just have to reword mine as my teacher's success this week was fine-tuning the workshop model to meet the needs of all students! #educoach
Welcome Annie! Baby girl? Do I know that? We haven't connected in a while! Glad you are here. #educoach Are you going to @jimknight99 conference in KC next October? I'll be there. We need to connect.
Hey there #educoach! Lauren, instructional coach, Indiana. My #eduwin has been seeing some great strides being made within collaborative teams this week projecting units of study and thinking though common formative assessments.
Q1 Describe time you received feedback that helped move you forward in your personal or professional lives. What qualities were evident in the feedback? #educoach
A1: I was honored to get feedback from @SweeneyDiane in a previous district. It was specific and actionable. She also allowed me to dive into my reflective nature, which guided the conversation. #educoach
A1: I had someone tell me to, "Monitor your impact on the room," which meant stop talking so much. So much of coaching is listening and asking the right questions. She helped me see when to shhh. #educoach
A1: I was honored to get feedback from @SweeneyDiane in a previous district. It was specific and actionable. She also allowed me to dive into my reflective nature, which guided the conversation. #educoach
A1 I tell the story of learning to drive a stick at the age of 21. My dad wasn't too good in the feedback department so my mom found a young gal at work to help. She made learning fun. We laughed. She gave timely feedback. I trusted her advice. She made me feel valued #educoach
Q1. The feedback was very positive which made me want to continue to do what I was doing again. The feedback was also from someone I admired so that impacted me too #educoach
Thanks made me chuckle at myself. When I first entered coaching I thought it was mostly about teaching what I know. You're so right, it's way more about listening and posing reflective questions. #educoach
A1: I had someone tell me to, "Monitor your impact on the room," which meant stop talking so much. So much of coaching is listening and asking the right questions. She helped me see when to shhh. #educoach
Q2 The authors describe the differences between using “and” and “but” in the feedback process. What is the difference in your understanding? Have you had experiences using “and” rather than “but” in your coaching? #educoach
I'm trying to stop using "but" in my everyday language as well. It seems divisive and sometimes stops the other person from listening and puts them on the defensive instead #educoach
Me too. Both in coaching and in my personal life. I'm also working to say "not yet" when reflecting on where I am and where I want to be with my own goals. #educoach
I'm finding that ending a sentence before I would normally insert and "but" and then pausing before starting a new sentence eliminates the word and gives wait time to process before a suggestion is stated #educoach
"Not yet" was on my mind today related to a personal health journey, but it reminded me of the learning process at school.....everything just is a process and the process is what matters, not always the end point. And, who you become in the process. #educoach
I'm finding that ending a sentence before I would normally insert and "but" and then pausing before starting a new sentence eliminates the word and gives wait time to process before a suggestion is stated #educoach
A3: Can I first just say learning targets get me excited. There is SO much power in them in the learning process. I think they are sometimes oversimplified and the power is misunderstood. #educoach
A3: Aligns the feedback back to what students CAN do rather than what they can’t do. The alignment between LTs and feedback focuses it back on the envidence of learning. #educoach
A3: So often, other classroom struggles can be solved with a clear focus on what the objective is. If teachers and kids are clear, it's easier to measure and adjust along the way. #educoach
Love that you brought up evidence of learning. As I reflect on my coaching experiences, it is those that had learning targets for kids (written in a progression) and evidence of learning that provided the most powerful conversations. #educoach
Q4 What do we need to consider as coaches to stay within a teacher’s Zone of Proximal Development (ZPD) to avoid them feeling judged or overwhelmed? #educoach
A4: I always try to think "What's this teacher's one next step? What nudges them forward just a bit? And, I put all my other thoughts on the back burner. #educoach
A4 I make sure I use the teacher's language and really work to listen as to where teacher is at in the process so not to overwhelm. #educoach#smallwins
A4: Focus and highlight on what is going well and what is a small nudge to move forward. Continue to allow for approximations in the learning process, much like we would do for students. Provide ample time for reflection as well as feedback. #educoach
A4: Being able to use wait time, asking questions that peel away true emotion can help you gauge if a teacher is ready to continue. If the teacher is started to tell you everything that "can't" happen because of "x" they are most likely overwhelmed #educoach
A4: I've gotten much better at reading the person's response and providing lots of wait time. When I talk less, the conversation better fits where the teacher is in their learning
#educoach
Q5 The authors suggest the first way to measure our impact as coaches is to look directly at student work. First let’s talk about the type of student pre assessment data we can collect w/teachers as baseline data? What have or could you collect? #educoach
A4. I think continually going back to teachers’ goals & thinking about learning progressions to get them to their goal can help move teachers one step at a time in their ZPD. #educoach
A4: It's differentiation just like in the classroom. Different teachers need different coaching experiences and have different goals. They know what they need. #educoach
A5 I like to have two forms of data. For example - as a coach I could collect student engagement data (if that is a Ts goal) an T could collect some content data. Then we use both sets of data/sort to make decisions. #educoach
Q6 What student post assessment data have you collected to measure the impact of coaching and/or students learning? (or what data could you collect?) #educoach
A5. I’ve worked w Ts starting w the standard and what would be considered proficient to create a prompt so Ss can DO something to show what they know #educoach
A5: I'm not always great at preassessment to start a unit. RtI is a major coaching focus so we look at growth from a midunit assessment to after the intervention or at the end of the unit
#educoach
A6: In my very first coaching cycle, the goal was for first grade students to add a detail to their story or illustration throughout the week's writing lessons. We looked at their journals before and after to gather evidence. #educoach
I made a Google Form and sent that out to everyone I coached during the 1st Trimester. Most responded and it gave good feedback on how people felt. All qualitative...not sure how to be more quantitative #educoach
A6: In a 6th grade room goal was for Ss to participate in class discussions. Using a seating chart, our pre-assessment was tallying the number of times Ss spoke during a discussion on a short story. Then we used the same for the post-data. #educoach
A7: An administrator gave verbal feedback, noting that she observed me working with Ts on curriculum writing. She noticed I stepped in and asked questions when Ts needed it, and backed out of conversation when they didn't. #educoach
A7: Feedback from my colleagues from the aspect of impact on student learning to what went well or what could have been better. Also, getting the same feedback from the students builds the culture of feedback as well as provides insightful info. #educoach
A7: First semester, I reflected on how my time matched my "big rocks" for the year each week. This semester, I'm looking more at how individual coaching is affecting student learning
#educoach
A7. I’ve asked Ts to fill out a Google Form for me after completing a SSCC. This helps me keep track of my feedback and I can easily reference it and keep data. #educoach
A7 I often use @boxofcrayons Coaching Habit questions - from book The Coaching Habit. The last question asks about what was helpful during the reflective conversation. #educoach
Q9 Have you had a chance to look at or use any of the tools in the Appendix? What stood out? Or what stood out in the book Student-Centered Coaching: The Moves. What will you implement? #educoach
A9: I've used Resource F a lot -- Results Based Coaching Tool and the reflection questions. The RBCT is a great roadmap for the cycle. Reflection questions give good insight. #educoach
Stephenie from Huntsville, AL joining late but enjoying reading the feed! A success story for me was 2 different teachers seeking me out to share their successes from this week! 🎉#educoach
