Friday, February 8, 2013

(See-joos-maw-say)

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.

Instructional Coaching Pre-Program Adoption Staff Attitude Survey

“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.