Student-Centered Coaching by Diane Sweeney & Leanna S. Harris

Author:Diane Sweeney & Leanna S. Harris
Language: eng
Format: epub
Publisher: Corwin
Published: 2016-11-08T14:32:56.347416+00:00

Stay Focused on What the Teacher Is Working On

QR Code 5.2 Micro Modeling During a Middle School Math Lesson

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While we frame coaching cycles around a goal for student learning, teachers may also identify instructional goals that they would like to work on. A good rule of thumb for micro modeling is to stay focused on the instructional practice that was identified by the teacher. In today’s era of teacher evaluation, there is no shortage of instructional goals floating around in teachers’ heads. The common refrain of “I’m supposed to be . . . ” is always hanging in the air and can be an easy place for coaches to decide where to suggest micro modeling as a support for teacher learning. The key is that we model based on areas that have been named by the teacher, not by us. Breaking this rule leads to a shift from coaching that is a partnership to one that is about fixing teachers. Imagine a teacher who would like to focus on students selecting “just right” books. But while the coach is in the classroom, she notices that the reading lessons are stretching on, and the students are losing focus and becoming disengaged. A coach’s first instinct is to suggest modeling a more focused lesson and then hoping that the teacher will realize that she should have been doing this all along. This shortcut often leads nowhere, however, except to frustration and loss of trust among teachers.

Figure 5.1 Planner for Sharing Lessons

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