Which areas of Induction do we do well in our school? Instructional Coach support
How do I know that we do this well? No one is complaining
What area(s) of this Induction component needs improvement? Need release time for New Educator/ Instructional Coach classroom observations
Which area(s) of this Induction component would I like to learn more about? How can we identify the “right” teachers for Instructional Coach assignment
What question about this Induction component do I currently have? Is it important to find the “right” people or just develop what we have?
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3 comments:
"How do I know that we do this well? No one is complaining"-
If they are not complaining, then what are they talking about in relation to coach support?
"Which area(s) of this Induction component would I like to learn more about? How can we identify the “right” teachers for Instructional Coach assignment?"-
What are the qualities of an effective teacher and coach? List them.
Qualities of an effective teacher:
1. Withitness
2. Reliability
3. Strength in classroom management and organizational skills
4. Ability to develop effective, meaningful lesson plans
5. Ability to receive constructive criticism
6. Motivation to meet the needs of all children (ESE, ESOL, etc.)
Qualities of an effective coach:
1. All of the above, plus
2. Sensitivity to a developing teacher's needs and concerns
3. Tactfulness
4. Communication skills
5. Willingness to be a team player
6. Motivation to mentor the new educator (not just get a supplement)
Marie's list for both the effective teacher and the effective coach are great. A skill I would add to the effective teacher is also "communication skills". It is important for the new educator to communicate to the instructional coach or peers when she may be having a problem that we might be unaware of. Often new educators are assigned instructional coaches that are on the same grade level and are not always accessible during a lesson or activity - therefore it is important for the new educator to recognize there may be a problem and to communicate this feeling to their instructional coach. I would also add for the effective coach the skill of being a "coach". Often I find instructional coaches are good at fixing the problem for the new educator or applying a quick solution, rather than "guiding" the new educator through the practical steps they need to take to solving the problem. If we spend a little more time with the new educators now, they will have fewer problems later.
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