Welcome to the Florence, Niagara, Pembine, Goodman ARRA EETT Wisconsin Peer Coaching wiki.

This is where you will find updates to our work and meeting information. You will also post your logs, lesson revisions etc. on this page.
Please complete the Teacher Nets Survey
Please complete the Coaching Skill and Practice Survey


Discussions:

Click on the Discussion Tab above to post your reflections, respond to others and post new discussions if you want.
Discussion 1: Reflect on your coaching training - Head, Heart and Foot
Discussion 2: Reflect on your first coaching Planning Meeting
Discussion 3: Coaching Roadblocks This discussion is where you will post your coaching roadblock summary after the online session and offer solutions to other peer's roadblock by replying to their post. You may want to refer to your notes in your Roadblock Document found on the documents page.
Coaching Roadblock Followup: Before the final session post an update on how your plans to address your Roadblock are working . Does the roadblock remain a challenge to your ability to provide a quality coaching experience and how have you adjusted. Provide insight to others on how you have delat with situations similar to their roadblock.

Dates for meeting:

May 11 - Florence
June 14 & 15 Florence 9 - 3
October 5 3:30 - 5:00 Online Meeting on Go to Meeting
Nov. 10 3:30 - 5:00 Online Meeting on Go to Meeting
Jan.11 Niagara High School Room 117, final session 4:00 - 5:15

Nov 10,online meeting 3:30- 5:30

We will be sharing our successes and challenges and yaking a close look at some of our coaching activities. Bring a lesson you are coaching on.
If possible have an electronic copy or summary of the lesson/unit.

1. Please join our Peer Coaching meeting, Thursday, November 10, 2011 at 3:30 PM Central Standard Time.Link to meeting:
[[mhtml:{747396BB-FA2A-43D7-8006-E582FFC3B0FC}mid://00002727/!x-usc:https://www1.gotomeeting.com/join/748622096|https://www1.gotomeeting.com/join/748622096]]

2. Use your microphone and speakers (VoIP) - a headset is recommended. Or, call in using your telephone.

Dial +1 (213) 493-0600
Access Code: 748-622-096
Audio PIN: Shown after joining the meeting

Meeting ID: 748-622-096

If you have any difficulty connecting call me at 715-612-0254 - ml


Prior to Nov 10 meeting please post your collaboration log below (REMEMBER !!! Change the name of your collaboration log file to include your name,
Save it and then post it below)
Name
Collaboration log
Jim Hoogland

Jennifer Kellstrom

Kay McLain

Mary L




Activity 1: Showcasing Your Coaching Work

‍You will have 5 minutes to showcase a lesson you and your cooperating teacher have been working on with the rest of the group. As you talk about your work, remember to share these four things:

  • ‍The main features of each section of your improved lesson.

  • ‍What you consider to be the greatest strengths of your lesson.

  • ‍Places where you could use some help making continued improvements.

  • ‍As coaches, the learning you have gained through this collaborative lesson improvement process.



B: Analyze A Coaching Roadblock
1. Identify some common roadblocks that are within your control. Possible topics might include time, support, or resources.
2. Use the Coaching Roadblocks google doc (link below) to analyze your coaching roadblock with your group. https://docs.google.com/document/edit?id=1FbMgRYFdxsMqhXKRobKaOILr8_xgjOMkvk9t-zEroRs&hl=en&authkey=CKb402I


1. Define the problem
§ Gather information.
§ Identify relevant facts.
2. Identify the causes
Discuss possible cause with others.
Try putting yourself in the other person’s shoes.Think of all the possible causes.
3. Generate possible solutions
§ Ask collaborating teachers and other coaches for ideas.
§ Keep in mind what you can and cannot control
4. Decide on a solution
§ Try to improve the situation.
§ Make the solution realistic
5. Plan
§ Write a goal and check-point to determine if the solution is working
Identify action steps to solve the problem.


Part C: Use the Discussion Board
1. Use the external image msword.png Coaching_Roadblock.doc template to identify a coaching roadblock you face. You may work with a partner if you chose who shares a similar roadblock. Analyze your roadblock.
2. Post a summary of your roadblock analysis to the Discussion Board Area on the Coaches Corner wiki page. Include a request for ideas to solve the roadblock.
3. Read and respond to at least two posts in the Coaching Roadblocks forum. Choose a roadblock thread and offer some thoughtful information, approach, experience, or response to a peer’s post.
4. Learn as much as possible about effective use of the Discussion Board.
Part D: Identify Possible Solutions
1. Post a summary of your efforts to the Discussion Board as part of your Ongoing Collaboration Assignment.

Prior to Oct 19 online meeting: (gotomeeting invite info is below)

1. Post your Coaching Plans below, and, remember to rename your doc with your name in the title.
2.Reflect on your first meeting with your collaborating teacher in the discusiion forum found inthe discussion tab above.
Name
Coaching Plan
Jim Hoogland

Jennifer Kellstrom

Kay McLain

Mary LeMaster

Jamee Belland

NOTE: NEW DATE!!!!!!!!!!!
1. Please join our Peer Coaching meeting, Wednesday, October 19, 2011 at 3:30 PM Central Daylight Time.
[[mhtml:{747396BB-FA2A-43D7-8006-E582FFC3B0FC}mid://00002890/!x-usc:https://www1.gotomeeting.com/join/339013905|https://www1.gotomeeting.com/join/339013905]]

2. Use your microphone and speakers (VoIP) - a headset is recommended. Or, call in using your telephone.

Dial +1 (213) 493-0601
Access Code: 339-013-905
Audio PIN: Shown after joining the meeting

Meeting ID: 339-013-905

GoToMeeting®
Online Meetings Made EasyT



Sample Collaboration Logs:





Name
District
email address
grade/subject
Upload Brochure or flier
JimHoogland
Niagara
hoogland@niagara.k12.wi.us
HS Math/Computer Applications

Jennifer Kellstrom
Florence
jnkel@chartermi.net
Vocal Music

Kay McLain
Florence
kmclain@florence.k12.wi.us
Business

Mary LeMaster
Crandon
lemasmar@crandon.k12.wi.us
Tech/Bus.

Jamee Belland
Crandon
bellajam@crandon.k12.wi.us
Title I Reading








Post Your Revised Lessons Here: Be sure you rename the Lesson Improvement Template to include your project name
Team
Post project
Feedback
Strengths
areas that could be improved
Jim and Jamee's Flat Stanley Project-

Kay-build communication skills by sharing with others; get to go "outside" of the school for information
Kay-when students collaborate with their buddy, could they use that information to solve a problem or answer a question (ex: "How are Flat Stanley's experiences the same/different from the experiences where we live?") to make it a more problem-based task?
Mary, Kay and Jennifer's vacation Project-



Look at the other team's revised lesson and using the Learning Activity Checklist provide some specific feedback on the lesson regarding strengths
and .


Information: Overview of Coaching

Getting Started
“…[I]t is impossible to improve student performance without eventually improving the quality of teaching and learning that occurs in classrooms…” (Elmore 2004, p 218)
“The quality of the education system cannot exceed the quality of its teachers.” (Barber & Mourshed 2007, p 16)


Part A: Typical Professional Development
As a group let’s discuss briefly what typical professional development looks like. What is emphasized in this typical model?
Part B: Discuss Characteristics of Effective Professional Learning
  1. Pick a facilitator and a recorder/timekeeper.
  2. Discuss the question below and record key findings.

Think of a time that you learned something from a professional development experience that changed your practice as a teacher or principal.
What made the experience so effective?
Coaching Roles and Responsibilities
Introduction
What do coaches need to know and be able to do to support teachers’ needs?
What roles and responsibilities do peer coaches assume?
Getting Started
It is likely the answer to this question will be different for each of you. In the months ahead, you will work with your school staff to develop your coaching plan. As part of this planning process, you will discuss and define your roles and responsibilities as a coach. This activity will start that process.
In this activity, you will:
  • Explore coach attributes and possible roles and responsibilities.
  • Hear goals some peer coaches set for themselves.
  • Learn the roles coaches played to reach their goals.
Part A: Coach Attributes
The characteristics or qualities a coach brings to the job are critical to a coach’s success and will shape the roles a coach plays.
  1. Discuss with a peer one or two desirable coach qualities.
  2. Open a list of Coach Attributes and review the qualities teachers who collaborated with coaches say strong coaches should possess.
  3. Discuss these briefly with one or two others and be prepared to share what you feel are the one or two most important qualities of a strong coach.
  4. Keep your list of attributes handy as you define your roles as a coaching and develop your coaching plan.
Part B: Define Coaching Roles and Responsibilities
  1. Review external image msword.png Possible Coaching Roles and Responsibilities.docand think about which of these roles and responsibilities would make the most sense for you to adopt.
  2. Read the section of the external image msword.png Peer_Coaching_Overview.doctitled "Coaches Roles and Relationships," which begins on the middle of page 3 and ends in the middle of page 4. It will also be useful as you define your roles and responsibilities as a coach.
Coaching Video
Now you will view a video in which coaches describe their work and the roles they play.
  1. As you view this video, watch for examples of these roles we just discussed.
  2. After viewing the video, work with your team to identify examples of coaches implementing the coaching roles outlined above.
  3. For each example you identified, what goal do you think the coach was trying to reach in taking on this role? Do you think another role might have been more effective? Why?
  4. Share your example with the large group.
  5. Drawing on your discussion of the video and the article you read earlier, Peer Coaching Overview, outline two or three roles you think coaches should take on at your school, and write out a possible goal for coaching at your school.

Coaching Roles

Part C: Examining Coaching Roles
In this activity, you will review an example of coaching to help you:
  • Understand coaching roles.
  • Connect coaching cycle to a concrete example.
  • Think about coaching and student learning.
Getting Started
  1. Working with a partner: Open the
Examples_of_Coaching.doc to identify:
  • Roles the coach adopted.
  • Stages of the Coaching Cycle used in the example.
  • Ways that coaching impacted student learning.


Be prepared to share your conclusions with the large group.
Conclusion
Make a quick set of notes about the roles you think you will play as a coach. You will use these notes in the next activity when you develop your coaching plan.


Activity 4: Simulation


Making Coaching Work: Coaching Plan Simulation
Introduction
Mr. Parks, a sixth grade teacher at Oak Crest School, applied and was accepted to the Microsoft Peer Coaching Program. The decision to be a coach was an easy one for Mr. Parks because he understands how technology can help students learn and he enjoys collaborating with other teachers. For instance, last year he helped the other sixth grade teachers design a series of lessons to help students evaluate Web pages. Since then, many teachers at the school ask him for help with their computers. He hopes that the Peer Coaching Program will help him gain some coaching skills and develop a more systematic approach to working with his colleagues. The principal hopes the coaching program will help foster a climate of collaboration among the staff. The principal also hopes coaching will support the school's academic focus: writing across the curriculum.

There are 22 classroom teachers at the school. Two years ago, the staff developed a technology plan with a goal that all students will use technology as a tool for learning, communicating, and collaborating. Teachers and students have computers in the classroom, and teachers can schedule a laptop cart to use in the classroom. The school district offers workshops to help teachers learn how to use computer software programs like Microsoft Word or Excel.
After announcing the start of the Peer Coaching Program, two different groups of teachers expressed interest in working with a coach.
The first group consists of teachers who rarely use technology because they lack skills and understanding of how to use technology in the classroom. In the past, their students have used Microsoft Word to write a report or used a computer program to practice their math facts. These teachers wonder if technology could help improve their students' reading and writing skills, but they do not know where to start.
The second group of teachers interested in working with a coach has basic computer skills and has integrated technology into at least one major project each year. For example, their students have used the Internet for research and then created a PowerPoint presentation for a report. The teachers would like students to use technology more routinely in their assignments, but they have a concern that technology might take time away from the required curriculum. They want help planning lessons that integrate technology.



Task
Since this is a new programme for the school, there are important decisions the coach and head teacher must make to ensure its success. Your job is to work with a team to make some crucial planning decisions about the coaching programme at this school. Using online resources and handouts in the Coaching Handbook, you will learn more about what makes an effective coaching programme. You will use that information to answer these questions:
  • What should be Mr. Park’s most important coaching role?
  • Whom should Mr. Park coach?
  • What could Mr. Park do to align his coaching work with the school’s focus on writing across the curriculum?
  • What resources could the school contribute to the coaching teams?
Bonus Questions (answer if you have time):
  • When could the coach meet with collaborating teachers?
  • What is required of the collaborating teachers?
Process
  1. Each team member should read the articles from the Required Resources section listed below.
  2. If there is time, assign each person the job of reading one of the readings from the Optional Resources section. You do not have to use all of the resources.
  3. Allow time for individuals to read and take notes.
  4. Regroup and identify a facilitator, timekeeper, and recorder.
  5. As a team, answer the planning questions so that the coaching programme will have the most impact on student learning.
  6. Draw a picture on chart paper that summarizes your thoughts about coaching. The picture does not have to be complicated; stick figures will do. The pictures can be literal or symbolic of your thoughts about coaching.
  7. Post your chart paper on the wall and be prepared to give a brief explanation.
Required Resources
Optional Resources

Planning a Coaching Program

You can see from the last activity that it is important to create a plan for your coaching program. Coaches need the help of their administrator or steerring committee or collaborating teachers to create a Coaching Plan.
Getting Started
  1. Open the:
  2. Look at the key elements of the plan. Complete as much as possible of Part 1 by collaborating now

Review the Coaching Plan
  1. Review the Coaching Goals Planning Worksheet.
  2. Complete a Coaching Goals Planning Worksheet with the group using one of the coaching examples from Activity 3, Coaching Roles and Responsibilities.
  3. Review the directions for completing the Coaching Plan.
  4. Post your completed plans to the District Team page on this wiki (rename document and save as "<your name> coaching plan".




Create a Brochure or Flier to share what coaching will look like in your district: external image empty.png Sample_Coaching_Brochure_Publisher.pubSample_Coaching_Brochure_Word.doc