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Todd has been using technology in the classroom since 2001 & feels confident in his understanding of all tech tools. Todd has a gaming computer and is the first person to get excited about the new technologies that are coming out. However, when you observe his classroom, you see that students are very disengaged & the learning activities & tech tools are disconnected from the content objectives. Todd seems to be more concerned with using the coolest technology than with student learning.

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Yasmine comes to all of the meetings & is always quick to say “yes, I will get it done.” However, she rarely follows through on tasks or actions that are asked of her. Yasmine is very positive & cares deeply about her students. She has a very busy home-life and is usually the first person out the door at the end of the day. Based on your observations, she hasn’t been implementing new instructional strategies or following through on her professional growth plans.

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Sally is a super-star ELA teacher. She has a strong foundational pedagogy & content knowledge. She wrote the school’s literacy plan and is the ELA department chair. Sally finds the technology to be really burdensome on her classroom instruction & doesn’t feel like she should waste instructional time in teaching the students how to appropriately use technology. She told you that her students don’t know how to use the tech safely, and she needs to dedicate instructional time to closing gaps, not Google docs

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Randy informed you on your very first meeting that he is two years away from retirement and doesn’t really want to “learn anything new.” He is still using a paper gradebook & writing out physical lesson plans. He asked for a whiteboard to be wheeled into his room because he was uncomfortable with the touch-screen panel that was newly installed in all classrooms. Despite your school’s focus on student-centered instruction, Randy’s classroom is teacher-driven.

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First 5 Minutes: How can you fold in identify questions and peers goals into your coaching cycle?

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First 5 Minutes: How can you fold in identify questions and peers goals into your coaching cycle?

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Last 10 Minutes - Action Plan for Challenging Teacher

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Last 10 Minutes - Action Plan for Challenging Teacher

# data[].attributes.headline
First 5 Minutes: How can you fold in identify questions and peers goals into your coaching cycle?

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First 5 Minutes: How can you fold in identify questions and peers goals into your coaching cycle?

# data[].attributes.headline
First 5 Minutes: How can you fold in identify questions and peers goals into your coaching cycle?

# data[].attributes.subject
First 5 Minutes: How can you fold in identify questions and peers goals into your coaching cycle?

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First 5 Minutes: How can you fold in identify questions and peers goals into your coaching cycle?

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First 5 Minutes: How can you fold in identify questions and peers goals into your coaching cycle?

# data[].attributes.headline
Last 10 Minutes - Action Plan for Challenging Teacher

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Last 10 Minutes - Action Plan for Challenging Teacher

# data[].attributes.headline
Last 10 Minutes - Action Plan for Challenging Teacher

# data[].attributes.subject
Last 10 Minutes - Action Plan for Challenging Teacher

# data[].attributes.headline
Last 10 Minutes - Action Plan for Challenging Teacher

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Last 10 Minutes - Action Plan for Challenging Teacher