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?
Discussion Norms:
Be kind
Pause before posting
Mind your manners
Extend the conversation
Seek to understand
“Discussion is an exchange of knowledge; argument an exchange of ignorance” - Robert Quillen
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.
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!
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.
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.
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!
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.