This question often comes up from principals and other literacy leaders. With our busy schedules and many commitments, what strategies do you find helpful for supporting teachers and students in the classroom?
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If you don't have any suggestions, feel free to post a question regarding getting into classrooms. I would be happy to respond as best as I can without knowing your context.
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I think the best and only way is to mark it as appointments on your calendar at the beginning of the week. Although things may come up and you have to cancel, at least the intention is there and the classroom visit can be rescheduled for another time. I’m finding that if I don’t mark things down on my calendar, they are not likely to happen.
As an instructional coach, I ask teachers if I can come in to observe specific elements. If they are good with it, then we schedule it. Other times, they ask for feedback about a specific portion of their day and I tell them I’d like to observe that portion and video it. That way we can both review the footage and get a clear picture of reality. From those observations, the surface and sometimes deep coaching can occur. I’ll be completely honest though, if I don’t specifically make these observations an item on my calendar all of the other tasks can creep in and consume me. But the 1:1 work is where some of the best growth can happen!
Paige, I really like your idea for taking video to review together. It can be intimidating at first, but so very helpful for reflection and growth. I appreciate your honest reflection that time is an issue. Sometimes as a classroom teacher I forget that coaches have a full plate too.
Ryanne Deschane first grade teacher in Northern Wisconsin. Although not technically in a literacy or leadership role, I am trying to support two colleagues newer to teaching as they grow in their literacy learning. My goal for the remainder of the school year is to use one of my prep times each week to get into their classrooms to offer support. It’s not much, but a small start.
I haven’t actually gotten into their rooms yet, but we’ve discussed it and both are receptive of the idea. I believe that’s because we have a good relationship, similar views regarding pedagogy and they know I’m only coming in to support, not judge.
The relationship is key, isn't it? Trust is a prerequisite for change. Your coaching stance of support vs. judging and being invited will pay off later. Quality > quantity
Hi Ryanne, thanks for commenting. You're the first! Generous of you to give your prep time to support your colleagues. Your actions are as important as the time you are able to give. -Matt
I'm working on a book on Instructional Walks. Just sent in the manuscript proposal to ASCD. I find principals needs a purpose for coming into classrooms along with clarity about what to look for and how it might support teachers.
Oh my gosh! That’s great! I’m very excited for you! And I agree, the purpose for instructional walks and clarity are something all leaders would find helpful.
If you don't have any suggestions, feel free to post a question regarding getting into classrooms. I would be happy to respond as best as I can without knowing your context.
Welcome, and thanks for joining me on my first discussion thread at my newsletter. You will need to have signed up for a free account to this site in order to participate. In your first post, please share your name, general location, and current position.
Paige Bergin, Instructional Coach, Oklahoma. Matt, thanks for making this possible.
Hi Paige, glad you could join us. Thanks for sharing your ideas here.
I think the best and only way is to mark it as appointments on your calendar at the beginning of the week. Although things may come up and you have to cancel, at least the intention is there and the classroom visit can be rescheduled for another time. I’m finding that if I don’t mark things down on my calendar, they are not likely to happen.
Agreed Elisa. Make it a priority and commit to it on your calendar. More likely to happen that way. Thanks for commenting.
As an instructional coach, I ask teachers if I can come in to observe specific elements. If they are good with it, then we schedule it. Other times, they ask for feedback about a specific portion of their day and I tell them I’d like to observe that portion and video it. That way we can both review the footage and get a clear picture of reality. From those observations, the surface and sometimes deep coaching can occur. I’ll be completely honest though, if I don’t specifically make these observations an item on my calendar all of the other tasks can creep in and consume me. But the 1:1 work is where some of the best growth can happen!
Paige, I really like your idea for taking video to review together. It can be intimidating at first, but so very helpful for reflection and growth. I appreciate your honest reflection that time is an issue. Sometimes as a classroom teacher I forget that coaches have a full plate too.
Ryanne Deschane first grade teacher in Northern Wisconsin. Although not technically in a literacy or leadership role, I am trying to support two colleagues newer to teaching as they grow in their literacy learning. My goal for the remainder of the school year is to use one of my prep times each week to get into their classrooms to offer support. It’s not much, but a small start.
How have your newer colleagues responded to your time and support?
I haven’t actually gotten into their rooms yet, but we’ve discussed it and both are receptive of the idea. I believe that’s because we have a good relationship, similar views regarding pedagogy and they know I’m only coming in to support, not judge.
The relationship is key, isn't it? Trust is a prerequisite for change. Your coaching stance of support vs. judging and being invited will pay off later. Quality > quantity
Relationships are definitely key.
Well, thanks for joining me Ryanne! Looks like we are both starting small in these new endeavors. I see you got quite a bit of snow up there!?
Indeed. But none the less, it’s a start. We do have a generous amount of snow!
Hi Ryanne, thanks for commenting. You're the first! Generous of you to give your prep time to support your colleagues. Your actions are as important as the time you are able to give. -Matt
Generous of you to take the time to open the conversation- May take time for the word to get out...keep the faith.
Yep, good advice for both of us.
If you have any thoughts I can share with my admin. for finding time to get into classrooms id be happy to pass it along.
I'm working on a book on Instructional Walks. Just sent in the manuscript proposal to ASCD. I find principals needs a purpose for coming into classrooms along with clarity about what to look for and how it might support teachers.
Clarity and feedback are both extremely important for all stakeholders. I love that you have sent in a manuscript. I can’t wait to read it.
Oh my gosh! That’s great! I’m very excited for you! And I agree, the purpose for instructional walks and clarity are something all leaders would find helpful.
Ryanne, that’s really awesome of you to offer such incredible support. They are lucky to have you.