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I'm thinking of ways we can demystify our facilitation in PD settings- because this is the closest we get to modeling/ huddling, given our current setting.

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I am thinking about some logistical things, visiting the classrooms, making sure students feel comfortable with me around. I haven't done any rehearsals or extensive regular observations since COVID school started so I don't think that this would be an easy thing for me to facilitate right now. Making me think a lot about how modeling in workshops vs modeling in classrooms.

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This video made me think about how I model only in teacher-zones, and haven't done classroom modeling since being at New Visions. I think they can be super useful- even in a direct instruction context, but it also makes me think how important it is to establish a hands-on coaching relationship from the beginning of the school year with the teacher and the students.

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I am thinking about the best conditions for this to happen - one thing I noticed is that the students seemed to be able to carry on independently and/or without being distracted by the learning the adults were doing. It makes me think about being transparent with students that the teacher is also a learner and that part of her learning is like their learning - being observed, getting real-time feedback. I wonder what the conversation with students was like before these huddles began so that they could understand this meta process happening.

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First, I have to do them. I've never set up observations to include me doing something in the classroom. This is a whole new way of doing things for me. I see tons of benefits to it.

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I have not done any real-time coaching during remote instruction-- everything has been a debrief post-interaction or planning pre-interaction because the synchronous interaction time is so precious, and frankly I am loathe to interject myself. However, one thing I have done is watching a video of an interaction together with the coachee and then pausing it at a key point to analyze what happened and model potential other questions to ask or directions to go. I'm hopeful that we can keep doing similar practices that may not be real-time but involve stopping to reflect on and analyze video of teacher or coach choices and discuss or model other potential approaches. As a coach of coaches, huddling is not necessarily something I've done because it can be awkward with adult learners. 

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I have not done any real-time coaching during remote instruction-- everything has been a debrief post-interaction or planning pre-interaction because the synchronous interaction time is so precious, and frankly I am loathe to interject myself. However, one thing I have done is watching a video of an interaction together with the coachee and then pausing it at a key point to analyze what happened and model potential other questions to ask or directions to go. I'm hopeful that we can keep doing similar practices that may not be real-time but involve stopping to reflect on and analyze video of teacher or coach choices and discuss or model other potential approaches. As a coach of coaches, huddling is not necessarily something I've done because it can be awkward with adult learners. 

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-Marisa

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I really appreciated the focus the coach was able to maintain on her objective with the teacher. Doing some pre planning about what I will huddle with teachers 

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I really appreciated the focus the coach was able to maintain on her objective with the teacher. Doing some pre planning about what I will huddle with teachers 

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I like huddling as well, but I also really appreciate how it can be a complex process to model, so I appreciate the written description Marisa described. The "determine how my coachee has made sense of their role in modeling" is hard to do if one separates from the coachee too soon after they have learned a process, then one cannot be really sure they had the same takeaways from that experience as the coach.

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I need to include short self-reflections to show the thought process that is going through my own head, so that my teachers can see that reflecting in the moment can make you much more responsive.

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I've never tried huddling but I thought in this case, for this type of classroom strategy it worked really well. I appreciated that the mentor/coach was very clear about their thinking and their process in the moment. It made the modeling more tangible, the mentee was able to get immediate feedback and see how the mentor approached each group slightly differently while maintaining the main idea of the student task/strategy. Nuanced moves are easy to 'miss' or 'lose' if it is not discussed in the moment.

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Huddling is a way of coaching someone so that there is risk involved as you are live teaching, and you are connected to someone more experienced the entire way.
It is important to remember to always frame what is about to happen and to check-in with the teacher, and to take the time to debrief and ask answer questions.
I really like Wendy's idea about rehearsals in team meetings as a way to practice and improve the change idea the team is going to implement.
Recently, I found that I had to model the 5 Whys for the team with an administrator because individually they were not putting the pieces together. It taught me that I need to prepare to model in cases where the process or protocol may be new to the teachers on the team.

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I want to get better at prepping and anticipating the questions I need to ask during RTC/Huddles so that the teacher can be supported in making in the moment decisions. I also want to get better at supporting teachers in understanding why RTC/Huddling may be the most effective method of coaching to meet certain goals.

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I aim to facilitate teachers' connections between their goals for implementing/enacting the pieces of the IM curriculum they have committed to adopting with the student outcomes from that implementation.  This will include regular review of student artifacts from that implementation.  Additionally, I will attempt to dedicate time during MCAT meetings to rehearsals in preparation of implementing those routines.  Orchestrating huddling during synchronous instruction will be tricky, and will likely take 3 people to pull off, but is a worthwhile strategy that I will include as an option for MCAT team members to use.  I LOVE huddling as a coaching strategy!

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I already do a lot of real-time coaching with teachers that I have yearlong coaching engagements with. I want to get better at planning what I should look for to determine when I want to huddle with teachers during a lesson, and what questions I want to ask them when I huddle.

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The teachers I am coaching in the upcoming months will have seen some modeling of instructional routines they will use. In my coaching, I plan on focusing on huddling and rehearsing. I want to connect this work to the problem of practice the teacher team decides and coach each teacher in the team to reflect on their practice through this focus. I will generate questions with the team and then think about additional probing questions to use during coaching a huddle/rehearsal.