Recently I had the privilege of getting some face-time with the wonderful Mrs. Leigh Hudon! She is our Regional Coach and I could not feel more spoiled for having some focused time to work with her on our school's initiative: Increase the Volume of Reading.
During her almost-weeklong visit, we worked on researching ways to increase "time in text, time on tongue" with two specific classrooms (First Grade and Fifth Grade). We went into the classrooms and took observational notes. Next, we regrouped to discuss what we observed regarding time spent in texts. Then, we offered support through modeling with the First Grade classroom. Our focus points were: partnering up to read, preparing to read a text together, and different ways we can partner read. The students did an outstanding job of pairing up to read the text that we provided them (a very simple decodable).
Though this task took us two days (observing, then modeling and supporting with follow-up feedback), we spent some time reading research articles and discussing a plan on how to effectively utilize two Instructional Coaches across an elementary school ranging from Kindergarten to Fifth Grade, approximately 800 students! The following plan was developed. The intention was to allow an IC to focus in on a few grades, taking on the responsibility of communicating any new knowledge or passing on updates to all team members. Also, Coaching Cycles would take place within this range of grades, too. This will allow for more consistency and more of a dialed-in focus.
Since instituting this school-wide IC plan, I have been a more effective Instructional Coach to Kindergarten through Second Grade teachers. I have attended the majority of grade level meetings, offered a few different mini-PLC's to fit their needs, and made it my goal and purpose to visit, observe, support, and model in different classrooms in these grades. This has truly turned out to be a very effective plan in my opinion! It has provided me with more focus and purpose and I have grown as an educator and support to my teachers because of it.
School-wide IC Plan
Friday, January 29, 2016
Saturday, January 9, 2016
The New, The Improved... SCIENCE STANDARDS!
For the 2016-2017 school year, our students will be working towards mastery of the new Science standards. Alabama's Science standards are very similar to the NextGen standards, but there's a bit of different wording. So we felt it was necessary to do some unpacking of the standards with our staff.
After attending a few of the AMSTI Science meetings, we pulled our resources to develop an hour-long presentation that would provide our teachers with insight and some understanding as to what the new standards are and how they progress through the years. This was a vital piece - what is taught in Kindergarten begins the foundation for First, Second, Third, and so on.
As the PD session got underway, we could tell some teachers were quite confused as to why so much of the current "science" was removed and replaced with what seemed vague guidance. One point we tried to continue to reiterate to them was the value of seeing these standards connect over the years. The other major point was that we are not focusing on one topic like the butterfly lifecycle. Now, we will be looking at patterns of living things and the greater impact that has on our world.
The Powerpoint below was created with the purpose of passing on information to our teachers in hopes of helping them begin to understand the new Science standards and make possible connections to aid in the bridging of knowledge for all stakeholders involved: teachers, parents, and students!
After attending a few of the AMSTI Science meetings, we pulled our resources to develop an hour-long presentation that would provide our teachers with insight and some understanding as to what the new standards are and how they progress through the years. This was a vital piece - what is taught in Kindergarten begins the foundation for First, Second, Third, and so on.
As the PD session got underway, we could tell some teachers were quite confused as to why so much of the current "science" was removed and replaced with what seemed vague guidance. One point we tried to continue to reiterate to them was the value of seeing these standards connect over the years. The other major point was that we are not focusing on one topic like the butterfly lifecycle. Now, we will be looking at patterns of living things and the greater impact that has on our world.
The Powerpoint below was created with the purpose of passing on information to our teachers in hopes of helping them begin to understand the new Science standards and make possible connections to aid in the bridging of knowledge for all stakeholders involved: teachers, parents, and students!
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