Saturday, December 20, 2014

12/12 Collaborative: Meeting Teachers Where They Are

We met to discuss ways to meet teachers where they are.  Amy Symons Burke presented a framework she developed that outlined 3 categories to consider when deciding on a coaching focus: Curriculum/Pedagogy; Life/Work Balance and Teacher Self.

Curriculum/Pedagogy

Curricular Strengths
  • familiarity with the content
  • pre-algebraic thinking
  • language arts & social studies
Curricular Growth Areas
  • protocols for looking at student work
  • being attune to high performing students
  • changing expectations
  • new standards in NGSS and Common Core
  • flow through the grades
Pedagogical Strengths
  • rubrics for class projects
  • social/emotional
  • lesson design & rhythm
  • assessment
Instructional Growth Areas
  • mixed individual, small group and large groupings
Differentiation Know How
  • understanding of assessment cycles
  • differentiation by grade, content and form of learning
  • variety of demonstrations of understanding
  • multiple entry points


Life/Work Balance

Personal Life
  • creative outlets
  • responsibilities/commitments
  • family obligations
Support Network
  • family
  • other teachers
  • beyond the school--PLN
  • internet, webinars
Collaboration Opportunities
  • extending projects
  • personal connections
  • school schedule--built in?
Manageable Stress
  • to what extent?
  • exercise
Collegial Status
  • new/experienced in this school?
  • supportive/non-supportive team
  • ability to voice concerns and questions
Other Ideas
  • capacity
  • habits

Teacher Self

Experience
  • # of years teaching
  • # of years at the school
  • # of years at grade level
  • life experience
  • location
  • generation
Rewards of Teaching
  • staying relevant
  • learning as you teach
  • lightbulb moments
  • creative outlets
  • strengthen student relationships
  • students' interest in mathematics
Grit and Resilience
  • opportunities for reflection
  • lasting impact
Authentic Style
  • facilitator/finding your style
  • compassion
  • engaged
  • inquiry
Challenges of Teaching
  • negative community
  • workload
  • burn out
  • organization 
  • support network
  • lack of interest in math for teachers & admin
Other Considerations
  • emotional intelligence
  • temperament
  • beliefs
  • system of oppression/bias
We decided there are many considerations of helping a teacher find a Just Right goal, and that it's important to steer toward a reachable goal.  This creates a sense of possibility and volition in the teacher as well as a positive association with the coach and reflection.

Friday, November 21, 2014

BACN Coaches Collaborative Dec. 12


RSVDeadline Extended--Treat yourself to free PD!

 RSVP HERE for the Fri., Dec. 12 meeting by Mon., Dec. 8.
The next Bay Area Coaching Network (BACN) collaborative meeting in our series for educational coaches throughout the 2014-2015 school year is Friday, December 12. The selected focus for the first hour is "Meeting Teachers Where they Are." The second hour will provide a chance for coaches to practice Elena Aguilar’s coaching protocol (fromThe Art of Coaching by Elena Aguilar) with real time scenarios selected from participants’ experiences by the group. Please join us for our next meeting and pass the information on to colleagues who might be interested!
register



THE DETAILS
TIME:
All meetings will take place on Fridays from 10:00 AM-Noon.

DATES:
Friday, Dec. 12
Meeting Teachers Where They Are
Facilitated by Amy Symons Burke
Friday, Feb. 27
Literacy & Math Coaching
Facilitated by Andy Hess and Sima Misra
Friday, May 29
Reflections on the Year
Facilitated by BACN Executive Board
LOCATION:       
Meetings will alternate between Berkeley and San Francisco.
WHO SHOULD ATTEND?
This PLC is designed for:
  • Instructional Coaches
  • Curriculum Coordinators
  • Literacy Specialists/Coaches
  • Math Specialists/Coaches
  • Mentor Teachers
  • Intern Supervisors
  • Independent Educational Consultants
  • Academic Deans
  • Division Heads
  • Anyone who coaches teachers!
COST:
Free for BACN members!
Only $25 to join BACN.
Please consider joining BACN, even if you cannot attend.  Benefits of membership:
  • Bimonthly Professional Learning Community
  • Discounts on Workshops
  • Ongoing Professional Development (learning & resume building!)
  • Limited Email
REGISTRATION:
Please RSVP for the first meeting on December 12th online HERE by Dec. 8.

Saturday, October 4, 2014

Friday, October 3, 2014

10/3/14 Graffti Stem Responses from Coaching Collaborative Meeting

Graffiti Stems for BACN Coaching Collaborative Meeting:
“Mentor relationships vs. Coaching relationships”

What are the essentials of a mentoring/ coaching relationship?
·      Trust **
·      Time to reflect together
·      Space and safety (to “fail forward”)
·      Ability to truly listen
·      Authenticity
·      Relationship building
·      Thought partnering
·      Question asking (safe, encouraged)
·      Encouraging self-reflection
·      Judgment-free
·      Building an authentic relationship
·      Giving compliments as well as suggestions and next steps
·      Talk time
·      Mutual respect
·      Growth mindset
·      Openness to giving / receiving feedback
·      Communication
·      Honesty
·      Clear intentions-the purpose being improving one’s practice so kindness as well as accountability both matter
·      Respect
·      Desire to work together at the “growing edge”
·      Time and space to allow ideas to flourish
·      Clear, open communication
·      Expertise if mentoring

Is there a difference between mentoring and coaching?
YES:
·      You can coach a peer or someone in leadership but mentoring often implies older/ more experienced
·      In working this out- coaching is more direct, mentoring is more reflective, passive………To build on this….. more global, Big picture as teaching is a profession-so includes Habits of Mind of teaching, or stances to sustain you through the years
·      Yes, maybe mentoring is ongoing, more long-term
·      Different connotations, I think… Mentoring implies that one person is the expert, the possessor of knowledge. Coaching= more collaborative, supportive, coming from a questioning stance.


What is coaching?
·      Active, direct, evaluative?
·      Advice for improvement
·      Teaching something specific
·      Can be short term
·      Helping people become their best selves
·      Learning in a safe environment
·      Try new things
·      Become more reflective and self-aware
·      Can be individual or collaborative
·      Teaching new strategies or techniques
·      Deciding jointly on a goal/ focus area to learn about

What is mentoring?
·      Guiding a new teacher/ novice in the hopes that they become independent and collaborative
·      Taking a stance that instructs someone with less experience
·      If you are a “mentor” you ask that the person(s) you are mentoring emulate you or your work in some way. You do this by modeling usually, but could also include discussions, providing resources, etc.
·      There seems to be a teaching component to mentoring
·      A more side by side experience… has many forms: modeling, counseling, answering questions, encouraging
·      Yes- working together
·      Varies depending on the skill level/ experience of both the mentor and mentee
·      A relationship where learning and growth can happen for both the mentor and mentee


Friday, September 12, 2014

Coaching Collaborative

Once again, the Bay Area Coaching Network (BACN) is excited to offer a series of collaborative meetings for educational coaches throughout the 2014-2015 school year to grow and develop our professional learning community. Meetings will take place four times throughout the school year. Each meeting will have a selected focus topic for the first hour. The second hour will provide a chance for coaches to practice Elena Aguilar’s coaching protocol (from The Art of Coaching by Elena Aguilar) with real time scenarios selected from participants’ experiences by the participants. Please join us for one or all of these meetings and pass the information on to colleagues who might be interested!
   
THE DETAILS:
TIME: All meetings will take place on Fridays from 10:00 AM-12:00 PM.


DATES:
  • Fri., October 3 Mentor Relationships - facilitated by Jennifer Liu
  • Fri., Dec. 12 Meeting Teachers Where They Are: facilitated by Amy Symons Burke
  • Fri., Feb 27 Literacy & Math Coaching - facilitated by Andy Hess and Sima Misra
  • Fri., May 29 Reflections on the Year - facilitated by BACN Executive Board



LOCATION: Meetings will most likely alternate between Berkeley and San Francisco (to be decided based on sign-ups).


WHO SHOULD ATTEND?
This PLC is designed for
  • Instructional Coaches
  • Curriculum Coordinators
  • Literacy Specialists/Coaches
  • Math Specialists/Coaches
  • Mentor Teachers
  • Intern Supervisors
  • Independent Educational Consultants
  • Academic Deans
  • Division Heads
  • Anyone who coaches teachers!


COST:
Free for BACN members!
Only $25 to join BACN:
Please consider joining BACN, even if you cannot attend.  Benefits of membership:
  • Professional Learning Community
  • Discounts at All BACN Workshops  
  • Ongoing Professional Development


Please RSVP for the first meeting on October 3rd online HERE by September 26th.


Pass it on!  Feel free to forward this message to others who might be interested.


             Thank you!
        BACN Executive Board
        Amy Symons Burke, Sima Misra, Jennifer Liu, Andrea Hess

Tuesday, June 10, 2014

Graffiti Walls from BACN Meeting on 5/ 16/ 14

Graffiti Walls from BACN Meeting on 5/ 16/ 14

We had a wonderful meeting in May. Below are the comments from the graffiti walls that we opened up the discussion with. If you couldn't attend the meeting feel free to respond to the prompts and add your comments!

Hope to see you at the next BACN meeting in the fall! 
Andy Hess


What areas of your coaching are you best at?

Strengths:
-       drive
-       passion
-       infectious sharing
-       listening
-       patience
-       selecting the most important suggestions/ feedback
-       inspiring trust
-       seeing the big picture
-       identifying high-leverage specific areas within the big picture
-       balance between questioning (facilitative)and directive coaching
-       care about and know teachers
-       good at observing
-       helpful at finding resources
-       good at organizing, documenting, synthesizing
-       giving practical feedback
-       listening
-       picking a focus

What is most difficult?

Challenges:
-       Do I have something to offer?
-       Strategic conflict avoidance
-       Empathy when key quality is low
-       Following “thread” of coaching when long periods pass between encounters
-       Variety of questions (lack of)
-       Wanting to give suggestions based on my experience vs. what I see in that teacher
-       Accountability
-       Saying hard things when necessary
-       Planning and sticking to plan in conversations
-       Fear of “pushing” teachers or holding them accountable- reluctance to share hard truths or unclear on how to ask questions that would reveal them

How have you grown as a coach this year?

-       more confident in myself
-       I took more time to listen to teachers
-       tried to limit my feedback to one or two tips/ strategies to not overwhelm
-       I see the value of coaching better understood in the field- and how this is an important opportunity for expanding my own and BACN’s impact
-       More confident about asking questions and more knowledgable about curriculum and instruction
-       Learned more tools and techniques as well as underlying philosophy of transformational coaching
-       Confidence in integrity of work
-       Being more reflective of my own practice
-       Additional tools and techniques in the “tool box”
-       Planning better questions to ask the coachee
-       My ability to be with the relationships I have with teachers and allow the relationships to be the driver of our goals, the frame, confidence to relax

What challenges do you face in your coaching practice?

-       clarity of my role (Am I a coach?)
-       time with teachers
-       no structure for teachers to set goals and work on them with me
-       lack of clarity about the model- how it works, it’s strengths, it’s shortcomings and how it creates opportunities for accountability (i.e. that teachers need to work and improve)
-       official vs. unofficial coaching opportunities/ roles
-       can feel like I’m overstepping, but the need is there and I feel I must/ should help
-       inconsistent meeting times
-       little or no accountability
-       Some teachers are asked to be there and are not choosing to be there
-       Not enough time with each teacher- this is time intensive work
-       Confidentiality vs. accountability

How do you keep track of your coaching conversations?

-       I have a notebook for each “coachee” in a file folder with other docs
-       I reflect in an online journal- but it isn’t very organized
-       Observation notes/ write ups- folder per intern in Dropbox “check sheet” to keep track of observations and types/ subjects of lessons
-       Computer files w/notes, lesson plans, observation reports
-       Binders for each school/ project with sections for teachers
-       Google doc by teacher in which I take notes for us

-       “Reflection station” doc I use to capture my understanding of where coachee is now and where we are heading