4. Describe your Coaching

Mrs. Gurley and I worked well together.  Jill understood the Framing Routine thoroughly utilizing the Framing Routine and Framing Routine Checklist.  We didn't have any challenges because we created a frame for our special education students that also benefitted some regular education students. Jill found this frame to be extremely beneficial.

During coaching, it was ascertained that the instructor did not do the "Cue." I explained to her that some students will always need to be cued on the name and reason for using the device.

We didn't encounter any problems. It was a success. I hope that she learned and took something useful from it and will be able to use the framing routine in her instruction next year.

Included in Demonstrate Implementation With Fidelity Section. One PowerPoint.

When we first began the process of creating a FRAME, I had Ms. Daniel think about an assignment that was coming up.  Initially, the thought was to use a FRAME to go through the five stages of writing a short story, however Ms. Daniel decided to work on a FRAME that would be used to organize ideas for an upcoming five paragraph persuasive essay.  In the planning stage, Ms. Daniel chose the topic of phone usage in the high school. As a class, they will brainstorm two reasons why phones should be allowed as well as a counterclaim argument.  Ms. Daniel created the attached sample FRAME that she will use with her class.  I explained that the specifics that she included in the essential details may vary based on student feedback and input, but that is the beauty of co-creating the FRAME with the class.    The biggest challenge in this process was finding time to work together to go over the FRAME that Ms. Daniel created and the cue-do-review process prior to implementation.  My school division is already highly involved with SIM routines and strategies, so to find someone to work with who was not already trained in the FRAME routine was a challenge.  Ms. Daniel is a new teacher who just began this semester and when paired with exam time, it is challenging to learn something new while trying to keep up with grading.  We managed to work after school to go through the instruction and prepare for implementation.

Overall the instruction went well. At the beginning of the training, teachers were not excited about being there because they were required to attend. We decided to adjust the training to include more examples of how we use the FRAME in our own classroom. This sparked more interest and most teachers begin brainstorming ways to incorporate the routine in their classroom. Some participants had multiple examples and we allowed them to share with the other teachers. The principal attended the training and had very positive feedback.