Please check out how I facilitated my most recent learning lab with a new teacher and his mentor & what I learned:
http://mentoringwithmegan.blogspot.com/
2.27.12
Collaborative Coaching via Learning Labs
Over the last two weeks teachers opened their doors and welcomed their peers into their world of instruction. Through a structured protocol of pre-conferencing, observation, and post debriefing, teachers learned from each other and celebrated good teaching.
As facilitator of the 21st Century Learning cohort, I planned three learning labs: a science class, a special education math class, and a mainstream math class. Various teachers hosted labs from a first year teacher to a 14 year veteran teacher.
What do you need to know about learning labs?
- Because peers are observing peers, it is important the facilitator or coach create a welcoming environment. The host teacher needs to feel supported and safe.
- Teach participants the protocol.
- Have the host select a lens, for example, intentional collaborative groups or meeting the daily objective. Some of the new educators may select a lens in classroom management.
- Encourage teachers to to take notes using the lens focusing on student and teacher behaviors.
- "I see the teacher... I notice the teacher... I heard the teacher..."
- "I see the students... I notice the students... I heard the students..."
- Practice using non-evaluative statements
How do you debrief?
I used three big ideas to use as talking points in the debrief:
Round 2: Each participant completes and shares the following prompt with the group: "Something that impacted student learning was..." The host of the lab is to listen to comments from his/her peers.
Round 4:The host teacher of the lab has time to respond to the notes on the poster, comment to peers, and ask or answer questions.
The Last Step: All participants are to reflect and determine next steps.
My Reflection
It was a rewarding experience to guide my colleagues in learning labs. I was so proud of their professionalism, critical thinking, and constructive feedback. The only thing is that I wish I started learning labs months ago! Something I learned is that truly, "People don't know how much you know until they know how much you care." A respect and trust was developed between the instructional coach, the teachers, and the host teacher. All participants were key players and honored to participate in the lab. As of completion of the learning labs, I've had several more teachers at my office door seeking support, and as a leader, I've learned more about my peers' abilities and strengths. I realize how many extremely talented teachers we have in the building-- many resources that are truly not utilized enough!
Next steps: I hope we can continue to building a collaborative classroom and school community. Just as we want our students collaborating with each other. We need to encourage collaboration of peers-- in and outside of Professional learning communities (PLCs).
Reader's Rendition:
How do you foster collaboration at your site? What strategies do you take to encourage peer observations and modeling?
Please respond to any of the "Reader's Rendition" by simply clicking "Comment." Your contributions are greatly appreciated!
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2.18.12
Fostering collaboration through coaching and mentoring
What do the experts say?
Check it out: http://www.ccebos.org/tools/
Here is what I found...
According to the article, The Role of the Coach and A Timeline for Implementation, By Leah Rugen and Cheryl Jones a true coaching model takes time and takes a true collaborative school culture.Rugen and Jones explain that there are six characteristics of an effective coach: One who aintains objectivity, one who is able to model strong facilitation, an active listener, one who empowers teachers to reflect, one who understand the nature of change, one who will communicate effectively.
*Interestingly enough, many of the characteristics described above are those I am finding as I collect results in my action research. Follow my research: http://mentoringwithmegan.blogspot.com/
The Center for Collaborative Education recommends using a model called "Turning Points" to get there. But, let's be real... most site leaders are not too excited about jumping into a canned philosophy or program that may cost money or, in the case of Montbello, bring "another change" to the building that could potentially go away. On the other hand, according to the article "Turning Points" promotes some of the most key features to a collaborative and healthy mentor-mentee relationship, such as trust. The philosophy the program promotes is very strong.
Reader's Rendition:
A) Has anyone out there used
"Turning Points" to foster change
and promote mentoring?
B) What do you think? Can a mentor
be a coach? Are they the same thing?
Are they different?
C) Can a mentor-mentee relationship
foster change in school culture?
D) How much time do you think it
takes to get there??
*Please feel free to respond to one or any of the questions in Reader's Rendition by posting a comment. I appreciate your feedback!
Nonetheless, what does this article say about collaboration, leadership and mentoring? This article reinforces one very important point the main goal for coaching teachers is to ensure success for every student. I love that the article promotes this idea. A few years ago when I attended the Professional Learning Communities conference, Richard Dufour said over and over, "The number one reason why we engage in PLCs is to improve student achievement." Thus, we can not lose sight of the most important thing... OUR STUDENTS! A second thing I really appreciate in this article is the idea of building capacity. In my action research, I never really thought about a goal of a mentor being tied to building capacity in the building and school culture.
Reader's Rendition:
What are some examples of capacity that
can be built through mentoring a new teacher?
*Please feel free to respond to one or any of the questions in Reader's Rendition by posting a comment. I appreciate your feedback!
------------------------------------------------------Weekly Mentor Supports
Through weekly Mentor-Mentee Talking Points-- or as our staff knows them as Weekly M&Ms--I provide teacher mentors with possible mentoring topics.
Why M&Ms?I began sending out M&M with my co-coordinator in 2010 as a way to give mentors resources. They started off being very basic, perhaps outlining something that was addressed in staff meetings or encouraging a mentor to touch base with their mentee about the grade book. As my practice continued, and quiet frankly after developing over 20 weeks worth of "talking points," I began to get intentional and creative.
What's in the bag?
- Mentor teachers, as well as administration receives weekly M&Ms via e-mail and in their mailbox.
- Recently topics include: PLC supports, teaching case studies, ideas for classroom management, supports requested by administration, instructional strategies pertaining to SIOP and 21st Century Learning, Caring Classroom Community, and other hot topics that pertain to immediate issues at school.
Mentor & Mentee Weekly
This week please discuss the following scenarios with your mentee.
· What plan of action would you implement?
· What protocols must be followed to support school policy?
· How can you support the student to achieve the objectives of the class?
1. Student A comes to class every day and always turns in his assignments on time. However, he is on the edge of failing your class. You notice he will not begin assignments independently, until you remind him to get started or restate the instructions. In collaborative groups you notice he often waits to copy his peers’ work. After several interactions you have a feeling he a struggling reader. Student A does not have an IEP and has never had ELA services.
2.
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