Hafa Adai! We all must continue to grow both personally and professionally. I've assembled my personal writings and published them using Lulu.com. This collection of quips and poems reflects the thoughts, ideas, and feelings of the author throughout the years. The title and headings are written in the Chamorro language to pay homage to the fruitful years the author spent living on the island of Guam. Si Yu'os ma'åse' (see-joos-maw-say) means thank you.
Friday, February 8, 2013
“Data strengthens the rigor with which coaches and teachers work collaboratively to make changes that will impact student learning and achievement. Some of the most important kinds of data that can help coaches and teacher are these: data about student progress in learning specific knowledge and skills related to literacy standards, data about the instruction actually planned and presented by a teacher, and data about the extent to which students actually engage in a lesson’s learning activities.”
- Pennsylvania Institute for Instructional Coaching, Instructional Coaching resource Guide, Element 2
This instrument is designed to allow teachers to anonymously self-report their affective positioning towards instructional coaching. As schools look to implement instructional coaching models as part of a professional development program, professional development personnel will need to gather baseline data regarding their teacher’s level of comfort with the various elements of the instructional coaching process. This anonymous, self-reporting survey is designed to allow you to present your feelings towards instructional coaching.
The results of this survey will provide your professional development team with valuable feedback so they may clearly understand how participating staff feel about the process of instructional coaching prior to engagement.
Wednesday, August 29, 2012
Sunday, January 29, 2012
I believe educators may benefit from direct instruction similar to that offered to students during small-group reading instruction. Educators can be given real-time feedback and support through the process of Guided Teaching.
Guided Teaching is an instructional coaching method that enables the coach to work with a pre-service or in-service educator to help them learn effective strategies to facilitate discovery within their students.
The purpose of Guided Teaching is to provide an educator with direct instruction, enabling them to greatly expand their educational abilities.
Guided Teaching is a professional development approach that is designed to help individual educators learn how to process a variety of increasingly challenging methods with understanding and efficacy.
Guided Teaching occurs in a one-on-one setting. Prior to the Guided Teaching experience, the instructional coach and an participating educator agree upon specific instructional strategies on which to focus. The educator designs and administers the lesson. Throughout the lesson, the instructional coach engages the educator in clarifying questions, offers alternative phrasing and records data for future evaluation. The post-experience reflection includes a collaborative dialogue and individual written summations by the instructional coach and participating educator.