Description of Coaching Teacher Implementation of SIM Vocabulary LINCing Routine
Elementary Co-Taught Classroom Teachers: I had the opportunity to coach a co-teaching team at the elementary level. This began with a lunch meeting that included both teachers and my SIM partner from the UCA Mashburn Center. Our intended outcome was to help the teacher team understand the “why” of SIM and select a routine that supported their content and the unique needs of their students. Based on teacher input, formative and summative assessment data, and the diverse needs of their classroom, we selected the Vocabulary LINCing Routine.The students were highly successful in using the routine to learn new terms. They were fully engaged in the lesson and in completing the table. When their work was reviewed, it was evident that they understood the process and had effectively learned the new terms. This classroom included students with significant behavior challenges, yet the teachers reported an increase in desired behaviors during the lesson and overall improvement in classroom management.Upon reflection, I realized I released the teacher and students to work independently too soon. Before transitioning the teacher to independent implementation, I needed to ensure greater fidelity in their practice. For example, seemingly minor steps, such as underlining key words in definitions, significantly impact student outcomes. Additionally, reviewing the LINCS table together prior to instruction ensures the reminding words, LINCing pictures, and LINCing stories align with the established rules of the routine. This step is critical for successful implementation and student understanding.High School English Language Arts (ELA) Resource Classroom Teacher: I also coached a first-year special education teacher in a high school (10-12) ELA resource classroom. This partnership began similarly to the elementary collaboration, although I conducted the initial meeting independently with the teacher and the special education director. During this meeting, I shared a slideshow about SIM and the Vocabulary LINCing Routine, which my partners use for professional learning. I also prepared questions in advance to gain a clear understanding of the teacher’s students, upcoming standards, and specific needs.In this case, I implemented an “I do, we do, you do” coaching model. First, I taught a lesson while being observed by the teacher. Then, we co-taught a lesson together. Finally, I supported the teacher in planning and delivering a lesson independently, which I observed. This gradual release model proved to be more effective, as it provided structured support and guidance throughout the process.The biggest success from this partnership was that the teacher decided to adopt the Vocabulary LINCing Routine as a consistent practice for teaching new terminology. Observing older students engage with the routine provided valuable insights into their unique responses and needs.Reflecting on this experience, I recognized the importance of extended co-teaching sessions while maintaining collaborative planning. Planning is a critical component of implementing the routine with fidelity. Specifically, it is essential to ensure the LINCS table adheres to the rules for selecting reminding words, drawing LINCing pictures, and developing LINCing stories. These elements are fundamental to the metacognitive process central to the Vocabulary LINCing Routine.
Comparison and Reflection: These two coaching experiences highlighted the differences between working at the elementary and high school levels, as well as the value of refining my coaching approach. With the elementary team, I learned the importance of pacing and ensuring fidelity before independent implementation. In contrast, the structured support provided to the high school teacher through the “I do, we do, you do” model proved more effective. Moving forward, I will integrate these lessons by emphasizing planning, co-teaching, and fidelity checks in both settings to support teachers and students in achieving success with the Vocabulary LINCing Routine.