# data[].attributes.body
People willing to be videotaped.

# data[].attributes.body
Time constraints seems to be an issue of the past being efficient about coaching.  It's also an effective use of time on both sides.  The video taping is being done in an effective part of the day as well as chosen as a  video worth watching (whether positive or negative) and the coach can choose their own time to watch as well.

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I will start videotaping myself teaching more in order to get comfortable with seeing myself in the video. 

# data[].attributes.subject
I will start videotaping myself teaching more in order to get comfortable with seeing myself in the video. 

# data[].attributes.body
I have not begun ELM Coaching yet, but can predict that one challenge will be changing the culture of our current collaboration model (which is not structured) to adapt to ELM Coaching.

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I can see using video coaching so teachers will be less intimidated.  They can videotape what they want rather than at a scheduled time that I would have to be there.

# data[].attributes.body
Use video for ELM observation to help with the barrier of not having enough time.

# data[].attributes.body
I would love to try something like this with coaching. I would make sure to video myself teaching to try to minimize perceived risk of video taping teaching. I think this can be a great way to share teaching strategies with one another in a lower-risk setting and not feeling like you are telling others what to do... you are showing other teachers instead.

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I want to pilot video coaching with our existing literacy program. I hope it will allow me to be more effective with teachers in one building (I'm spread too thin across too many people) and give me coaching access to teachers in another building (my schedule hasn't allowed me to coach them in person).

# data[].attributes.subject
I want to pilot video coaching with our existing literacy program. I hope it will allow me to be more effective with teachers in one building (I'm spread too thin across too many people) and give me coaching access to teachers in another building (my schedule hasn't allowed me to coach them in person).

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positive- ripple effect in my building and across the district

barriers - inaccurate assumptions

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I have no experience yet but I am excited to start coaching.

# data[].attributes.subject
I have no experience yet but I am excited to start coaching.

# data[].attributes.body
I am new to Elm coaching and do not know what to expect. I have felt unqualified to perform observations and coach my colleagues, however I think they are excited for what we will do this year too!

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Building capacity for classroom teachers working with ELs in the mainstream

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Building capacity for classroom teachers working with ELs in the mainstream

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More collaboration with classroom teachers.
Need more training on peer coaching.

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Buy in from my supervisor. She came to some of the trainings and we set up ideas for PDs.

# data[].attributes.subject
Buy in from my supervisor. She came to some of the trainings and we set up ideas for PDs.

# data[].attributes.body
I feel more connected to my EL team and I feel like my literacy coach sees the value of EL training and strategies.
I continue to struggle to balance teaching full time with providing the adequate time to coach my ELM teachers effectively.

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Our EL  coahces are now seen as experts.  Through PD our classroom teachers have developed deeper understanding of the development of lanugauge objectives

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Our EL  coahces are now seen as experts.  Through PD our classroom teachers have developed deeper understanding of the development of lanugauge objectives

# data[].attributes.body
I have found success in coaching unit design and looking at how one lesson fits into a whole unit that supports ELLs, also coaching my co-teachers and working together towards the goals we make together.

# data[].attributes.body
Two positives have been increased engagement with content teachers and enhanced professionalism through training sessions. One barrier has been time.

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I'm new to ELM coaching, but have coached in some other capacities.  I love the opportunity to co-learn.  One barrier I've encountered is that focusing on ELs in a high-achieving, low-incidence district makes teachers feel worse about the effectiveness of their teaching,  which can make coaching a negative experience.

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+Good turn out for PD sessions from staff
+Support from administration
-Finding time to coach

# data[].attributes.body
I love coaching because I get to be involved in all classrooms around the school, and, subsequently, I get to know entire families.  I also feel so much joy and energy when teachers are growing and changing in their work - their success and excitement is shared with me!

A constant barrier is trying to decide how to spread time across people who need and want coaching - how many people at once? how to organize the time? how to prioritize one person/grade over another? how to make time for adequate pre-planning and post-reflection and feedback?

# data[].attributes.body
I am happy tohave the opportunity to work with my colleagues and elevate my students status in the building

# data[].attributes.body
Two positive things we've experienced from ELM Coaching is the ability to connect with classroom teachers around a common framework.  We've also increased our EL teacher status because classroom teachers and administrators see the professional work and complexity of language instruction.  One barrier to this work has been time.  Our ELM coaches also teach and it's difficult to schedule the time to observe and coach.