3 Questions When Lesson Planning. By CarbonNYC used under Creative Commons Lic.
While planning with literacy coach Elizabeth Lacy we got to talking about the development of teachers across time. She supports both new and experienced teachers and we noticed that there is often a shift from novice teachers who plan with themselves in mind (Did I follow the template my school has designed? Do I have an objective? Do I have all of my materials together? Do I even know what I’m going to say?!? To this end we thought about questions teachers can ask themselves while planning lessons that aides in that transition from planning for myself to really planning for students. 1. Sometimes lessons are well articulated, involve multiple demonstrations and steps, sometimes even a lot of materials… but then fall a bit flat when students return to their independent practice only to spend 2 minutes on the work of the lesson and say “I’m done.”
Within that, will this lesson be rigorous for the students in front of you? 2. 3. The power of coaching. Today's post from the land of ineptitude is brought to you by the concept of coaching, a much misunderstood and oft maligned idea.
It thanks you for your attention... Part of this ASLDP course I'm on (one of whose primary aims will be to get me to master the acronym before I'm through!) Is recording our thoughts and experiences as aspiring senior leaders, hence the blogging thing. I talked about it during my first post. You may not remember. Yesterday I got the chance to use one of the concepts we've explored in our first session: coaching. So, coaching. Thinking back on this last night, it struck me that today I'd coached for the first time, properly. To summarise this episode, here's what I've learnt: It may be useful to others, it may be you're already doing it. Coaching isn't mentoring . And finally, coaching is hard. Oh, and because I forgot to give you the usual funny video interlude to break up the excessive amounts of text, here are a couple on how not to do it. Can Coaching Help Transform Teacher Quality? In the last week Michael Gove has challenged teachers about the setting of the highest standards in our schools.
Beyond the Mr Men debate, there is a truth that we should all be seeking the highest standards of teaching and learning possible. In my experience there have been very few teachers who don’t agree with Gove on this, or who do not attempt to challenge students and inspire curiosity with the highest of expectations on a daily basis. Rather than focus upon pointless political point scoring I want focus upon some practical solutions to help raise standards and I would hope Gove lessens his point scoring politicking to do the same. This post aims to explore how we can improve Continuous Professional Development in our schools, thereby improving teacher quality – the singularly most important factor impacting upon standards in our schools. “Every teacher needs to improve, not because they are not good enough, but because they can be even better.” From Like this: Like Loading... Aching and Mentoring. Making Observation Feedback Formative How can you make peer lesson observation more of a formative process rather than a summative judgement?
Read these five tips. Phase Two for Remote Coaching Feltham Hill Junior School is ahead of the game in building a sustainable coaching culture, through a unique program. We caught up with some of the teachers to find out how things are progressing. A primary perspective on video for CPD It is clear how important CPD is for improving teaching and learning; a substantial body of evidence supports this. Remote Coaching: Becoming A Mentor Year 6 Teacher, Sarah Boldero, shares her hopes for becoming a coach and mentor by tapping Mike Fleetham for his expertise through IRIS Connect and the remote coaching programme. Remote Coaching: Refocusing Reflection Year 6 Teacher, Elise Mason, shares her experience of using IRIS Connect to re-focus her professional development and her enthusiasm moving forward with remote coaching.
How to collaborate and disseminate best practice - Blog. Based on our knowledge and research into adult learning, conversations with coaching specialists such as Alistair Smith and listening to Steve Munby’s advice to the first 100 Teaching Schools, we have come up with some practical advice to help support schools on their collaborative journey to improving practice, supporting others and ultimately raising student attainment. • The power of mentoring: The latest research from the NCES in America, on the power of mentoring has just been released. This ‘Beginning Teachers Longitudinal Study’ has shown that only 10% of new teachers with effective mentoring left the profession after two years compared to 23%without a mentor. This would strongly suggest that if we wish to reduce ‘teacher churn’ and ensure teachers progress, then effective mentoring is a key factor. Ensure that all trainees and young teachers are supported by skilled mentors • Use Video: It’s commonly accepted that video is a powerful tool for analysing performance.
. • In house CPD: