4. Describe your Coaching

September 14, 2017 

Attendees

Erin SmithCoach
Stephanie DayTeacher

Interventions

• Unit Organizer
• Framing

Why is coaching being requested?

Meeting one-to-one with a teacherObserving a lesson with a strategy/routineDebriefing a lesson with a teacherAnalyzing data

Notes

Stephanie and I were meeting primarily to debrief from my observation of her lesson the prior afternoon, using both the Unit Organizer Routine and the FRAME routine.Based upon the device and implementation checklists, we discussed that Stephanie was indeed utilizing the routines with excellent fidelity, following the Cue-Do-Review steps and already showing excellent progress in the direction of co-construction with the students.

What happened at this session?

Meeting one-to-one with a teacherObserving a lesson with a strategy/routinePlanning with a teacherDebriefing a lesson with a teacherAnalyzing data

Goal with next actions

Stephanie expressed that one of her goals with the UO routine was to work on improving her own flow with the routine, increase her discussion of vocabulary with the students (perhaps future training in the LINC routine - this is just my personal thought), and also figure out ways to "personalize" the routine (within the bounds of fidelity). It would be a good idea for her to examine the "WIN" section of the guidebook for ideas about how to take those kinds of personalizing steps.Another next step in that regard will be to come and observe my use of the Unit Organizer in my classroom (which we are planning to do next week).We also had time to discuss the use of the FRAME routine for a short time period. Stephanie expressed that she is interested in using this tool for a variety of topics in her class. Specifically, we discussed the use of a single column FRAME for her lesson on Reconstruction Policies, as she could express the main idea, and then highlight the key policies as essential details to the topic. So another next action will be drafting that device and perhaps discussing any additional questions that she might have for me in that regard.Finally, it would be wise for Stephanie to record herself using the Unit Organizer and/or FRAME routines, go through the device and implementation checklists herself, and let me look at the videos and go through checklists as well, so we can discuss fidelity of implementation collectively.

October 09, 2017 

Attendees

Erin SmithCoach
Stephanie DayTeacher

Interventions

• Unit Organizer
• Framing

Why is coaching being requested?

Meeting one-to-one with a teacherDebriefing a lesson with a teacherAnalyzing data

Notes

Stephanie and I met to discuss any lingering questions or concerns that she has after my observation of her lesson and her observation of mine.

What happened at this session?

Meeting one-to-one with a teacherDebriefing a lesson with a teacherAnalyzing data

Goal with next actions

Stephanie stated that she feels pretty comfortable with the unit organizer and the FRAME routine at this point in time and doesn't have too many questions. She especially liked seeing how in my class the entire unit organizer is revisited day after day through the game.The next step for Stephanie will be to videotape her lesson and apply the device and implementation checklists for herself. This will hopefully get set up within the next week or two, once we can meet to pick a specific date.

February 19, 2018

Attendees

Erin SmithCoach
Michelle MorrisTeacher

Interventions

• Framing

Why is coaching being requested?

Meeting one-to-one with a teacherPlanning with a teacher

Notes

Michelle and I met to briefly discuss our progress and our plan regarding the next micro-credentials for her (and me) with the FRAME routine. We discussed the requirements and potential time consuming objectives that need to be met. Specifically, Michelle is aware that she will need to complete a video of her using the FRAME routine for the two of us to analyze (separately and together).Michelle and I also had a conversation about different ways that we can utilize the FRAME routine in our classrooms. Specifically, I mentioned how I realized recently that the FRAME routine would actually work better to sum up a lesson after the kids had practiced the skills, rather than as an introduction to that topic. Michelle liked that idea and is considering using the FRAME routine in a like manner for her students - perhaps even with the current topic she's covering.

What happened at this session?

Meeting one-to-one with a teacherPlanning with a teacher

Goal with next actions

Michelle will plan to videotape herself implementing the FRAME routine either with her current topic or the next topic. We will stay in contact about that process so that we can continue moving forward towards our next micro-credentials.

This was a very successful training both participants were able to create 2 devices in the time that we worked together.  Being able to have a 2 on 1 format allowed for ample time to go over the necessary material and still allow for them to draft devices.   I was able to check their devices and give positive feedback for them to finalize a draft.

If there was a challenge it was the time constraint that we only had one day to work on the Framing routine, although we accomplished a lot in one day, more time to work together would have been helpful.  My SIM PDers were incredibly helpful in keeping me on pace and gave awesome insight on how things were going.

We were able to adjust the timing for having only the one day for Frame and still get a lot done.  I feel that both participants left with solid material to take back to their classrooms for implementation.

I had a video conference with my coach.  It was very helpful to have some questions clarified about the framing routine.  After this coaching session I was able to refine my teaching of the framing routine.  My co-teaching and I did this coaching session together, so it was also helpful to get a better understanding of the routine my co-teacher is working on, and helped me better understand the instruction I was seeing as she implemented her routine.  My biggest take-away from the coaching session was seeing other content areas where I could implement the routine.  My initial understanding of how I could see using the routine was very limited and I now feel that I can broaden the use of the framing routine.

After the training received at the Summer Training, I was a little concerned as to how to go about using it in a 1st grade class setting when many of the students are not capable of managing the writing. Judith and I had the discussion regarding fidelity, and felt that it would be reasonable to use the Frame as a cut and paste option. This is the way we approached it for all of the Frames used in our lesson plans. Judith had many good suggestions as to what could be done within the Frame (skip counting, sorting, shapes etc). I have since then created a Frame cut and paste option for symmetry and I have finessed the FRAME that I created originally or money.  

During my discussions with Mrs. Blevins detailing my own preparation for demonstrating the Framing Routine with her students, and subsequently in discussions about her preparing to use it, I used the guidebook to follow the steps for preparation and implementation. We talked about the Cue-Do-Review sequence at length, and then discussed how she might identify appropriate content with which to use the routine and when to use it. She had participated in construction of diagrams alongside her students during my instruction on the Figurative Language frames, and I shared the examples within the guidebook as well as examples created during my own initial training for the first badge. Mrs. Blevins indicated that she felt using the Framing Routine would be a useful and effective technique for her language arts classes--especially with her inclusive classrooms. During her implementation, she provided some of her students with partially completed frames to meet their support needs, and shared that this was an effective tool with which to provide the necessary accommodations for individual students. Following Mrs. Blevins' use of the routine to introduce Nonfiction Text Structures, she used their completed diagrams as a review aid prior to a short assessment on that topic. All students performed well on the assessment. As with the frames the students completed with me, they stored the frames completed with Mrs. Blevins in their review binders for future use.

Following my initial introduction of the Framing Routine to Mrs. Blevins' 5th grade inclusion classes, I began instruction with her in using the Routine. She assisted with the development of the subsequent Framing Routine diagrams that I presented to her students while she observed my implementation and the student co-construction of the frames during class. Following this instruction, Mrs. Blevins developed and introduced her own Frames to her students.