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I really liked the part to think about. I sometimes forget the adjustments I think of doing and with this section is very resourceful.

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My school coaching is done every month. Our lead teacher will send a google form to ask to schedule a conference and with different options to discuss that apply to each individual teacher. I think that teachers should be provided with many different choices.

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I think that a digital portfolio is a great way to everything in one place. Easy to access your lesson plans, resources, professional developments, literacy knowledge readings, and data.

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I do agree with the statement. Teachers need to be updating their literacy knowledge for student learning. Teachers need to chose to apply their new learning to the classroom. Teachers connecting with their students, building relationships, and learning classrooms.

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I agree with the statement “Nothing happens until it happens in the classroom.” Like others have shared a coach can provide feedback, share resources or even other PD opportunities, but if the things suggested or learned aren’t implemented in the classroom by the teacher then there is no change that will occur. It is an educators job to make sure they are trying the new strategies provided by literacy coaches. If an educator is unsure how it should look in the classroom the coach should come and model it for the teacher. This will help the teacher to feel more confident in their ability to use the skills/strategies being suggested in the classroom.

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I think the coaching lesson plan is very thought out and is a great guide and tool to use for coaching. I like that the plan has a goal, describes students to detail, and breaks down the lesson part by part. I also think it is important to have a “things to think about” section because those can be notes to look back on during the coaching and teaching to make sure we are working on to help reach our goal. I definitely will make sure that in my coaching lesson plans, I have a goal, students’ details, a lesson breakdown, and a “things to think about” section. I think they all are big contenders for an effective coaching experience.

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I liked reading about the different ways to invite teachers to be a part of a coaching experience. I especially liked the digital invitation, I think that makes it fun, stress-free, and not a demand or request. It allows teachers to feel more honored and wanted with getting approached by a coach. I thought another way to invite teachers to collaborate would be to create some type of brochure or flyer to explain who I am, what coaching is, what it will look like, and what the goal will be. I think this way is more insightful and allows the teachers to have some prior knowledge before the coaching begins.

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I think digital portfolios are very useful and beneficial for teachers, parents, and students. The digital portfolio is definitely adapted to the technology times we are in currently. Having a portfolio online is so much easier to refer to, share with others, and add to it as much as you want without worrying about it being too big. A digital portfolio would be great for teachers to have to show parents during conferences and/or for students to create on their own to showcase their best work. I have enjoyed making my digital portfolio for this class and I can see why digital portfolios are very beneficial.

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I agree with that statement because with any type of new skill you learn you are able to recall what it is but to learn the skill in more depth and to truly understand how to use it you need to experience it on your own. This can be seen in the classroom by teachers understanding what types of teaching are but to truly understand how to act those types out they need to be experiencing it in their own classrooms. Teachers will leave PDs and have ideas in their heads but that is where a literacy coach should come in to show them and work with them in their own classroom to make those ideas become real events.

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The components I find necessary are the explicit and guided teaching. I think those two components are the most important components in the lesson. They highlight what you're teaching and how you're going to teach it.

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One way I could invite teachers to collaborate is through a "mix and mingle". In the classroom, we do a dance activity when music is played and we dance/walk around the classroom until the music stops. Once the music stops, you find a partner and discuss whatever topic the teacher instructed. With that being said, I could implement this activity with the teachers. Instead of completing a survey via email, we can have the teachers jot down everything that was discussed during the mix and mingle.  As the reading coach, I can gauge the ideas and opinions that the teachers had and plan PD's accordingly.

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Digital portfolios would be beneficial to me. I am trying to be more considerate to the environment, so I am limiting the amount of paper I use. Therefore, implementing a digital portfolio would help achieve this goal, along with help keep my artifacts in safe spot. I would personally add artifacts such as data and resources.

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One part of this lesson plan that I  find incredibly important, but sometimes is forgotten, is the materials needed. I love this because you make a list of everything you are going to need for the lesson. But, to be more specific, you need to decide what anchor charts or materials might need to be created, not just grabbed from the shelf. Teachers sometimes forget this part and get flustered when they go back to teach the lesson and need to quickly make something important.

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One creative way I could invite teachers to work with my as a reading coach would be to do it in small groups with snacks. Sometimes, teachers might feel awkward meeting with someone one on one, so having a group session might make things more comfortable! I could meet with teachers to decide what everyone needs to work on, and create groups based on that. I would also make sure to tell teachers they don't need to attend every session. I would send out a survey to teachers to see what snacks they like, and keep my classroom stocked on those specific snacks.

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I believe that digital portfolios are a very beneficial tool for anyone. One way we use these digital portfolios in my school is to track data on students. Since it is a working file in Google Drive, all faculty members at my school have access to these portfolios so they can add comments, observations, questions, etc. This is great for me, as an intervention teachers, because I can add any notes from my small groups to the portfolio when I have it, instead of trying to hold onto it until an in person meeting. If I implemented this idea, one thing I would put in my digital portfolio is any engaging activity I did with my small groups so I could keep/change it for next year. I would also keep any feedback from students/colleagues in it.

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I agree with the statement Affinto makes on page 99. The most important part of adult learning, in any circumstances, is the application. Applying what the coach, or whoever provided the new information, will determine whether or not any impact will be made on students. If teachers don't apply the new information or strategies into their classroom, nothing will change. Students will continue to perform how they are, and teachers will continue to teach how they are, and it doesn't work.

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When I was creating my coaching tool I used the coteaching lesson plan model as a guide. I liked how it had two separate boxes focusing on what the teacher was going to focus on in the lesson and what the coach was going to look for during the lesson. In my opinion this allows for the teacher and coach to focus on the same goal(s) while taking on their role. In addition I really like the think about section of the lesson plan. After looking at this template I added on a similar section to my tool that I called "Reflections and Next Steps." In the section I included a space for the coach to add the things/activities that went well in the lesson observed and ideas that need to be revisited/reviewed after observing the lesson. I felt that including this section on the tool would allow for reflection and help guide the conversation when having a post-conference and thinking about next steps.

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Similarly to what Amanda shared in her post, my school's literacy coach comes around to each team/teachers classroom every week based on a set schedule and joins them for planning. Before meeting we set a focus for the week, look over any information we need to and then we discuss it during the planning/coaching block. I think it is important for teachers to share their thoughts about what they would like to focus on or discuss during the planning time so the time together is found to be useful.

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I love the idea of using digital portfolios not only for yourself, but for your students. Each of my students has a google drive portfolio that is share with me. We use the portfolio to keep track of some reading and many writing assignments. Having a shared portfolio with each of my students helps me to see how they are progressing through any assignment, and allows for me to give them quick feedback. There have even been times through the school year where my students have been absent and their parents have requested work for they to complete. Using a digital portfolio is so helpful to share that information with students no matter where they are (home or school). Additionally, I have found that digital portfolios, like a google drive folder, help me to keep lesson plans/units organized and makes it easy to share/collaborate with a colleague if needed.

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I really liked the Coteaching lesson plan tool from the chapter. I feel like it includes the main areas already included in my schools expected lesson plan formats as well as areas for additional notes and things to think about. I used this tool as inspiration when I developed my own tool to use during my coaching session. I am looking forward to receiving feedback from my coachee regarding the form and the coaching experience.

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One way I would invite teachers to collaborate is by conducting a survey that asks what their needs are and then use the data from the survey to provide the information, resources, etc. that they need to be successful in their classroom and for their students. However, part of me likes the idea of required coaching like some of the others mentioned their school does. In my opinion there is always room for improvement, however I do feel it should not be an every year thing because that can be tiring.

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When I made my lesson plan tool, I mainly used the formal lesson plan template from our county. Looking at the specific coaching plan, I think I will update my tool to add a space for reflection and “Things to Think About”.

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I like the idea of inviting teachers to work with you, however, in my school, it is not really an option. We work with our coaches and specialists at a planned time, etc. To make this more inviting to teachers instead of a “have to meet” kind of thing, I would reach out to ask them what their needs are. I would then schedule individual time with teachers, not as a grade level. Focusing on the individual allows that teacher to be heard, compared to a larger group meeting. I don’t know if that is really a creative way to reach out, but it is more personal.

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I love all things digital, especially Google Drive. We use Google in my grade level team to co plan and share lessons, resources etc. Using this kind of digital tool is perfect for tracking and analyzing student data because it is easier to share with so many people. I use Google to store all of my documents and resources because of the ease of access from anywhere!

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I absolutely agree that this is true. I often think about some of the policies and must-do’s that teachers have to do in the classroom. These “musts” are set forth by people sitting behind a desk in an office somewhere, not in a classroom. When you are in the field, in an actual classroom, you can then make the decisions. It has to start in the classroom, with the students and teachers. The goal should always be to ensure the success of the students. Hours of professional development and new strategies do not mean a thing unless it is actually needed and being implemented by the teachers with follow up and support.

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After looking at the coaching plans I like the area for think about. I have a section on my tools for notes, observations, and questions. But it would be nice to have some guided questions listed just as the ones listed in the plan. This will give me an idea of the types of questions I may want to think about when observing and then reflecting on a lesson with teachers.

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As a literacy coach, I would build relationships with teachers by conducting a survey and developing a coaching cycle based on their interests and needs. This will give me focus and allows teachers to guide the coaching experience and allows me to act as a facilitator. This also allows me to plan for experiences that can take place in their classroom with students.

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I love the idea of having a digital portfolio. These can be beneficial for me to showcase and analyze student progress. This can be super helpful when identifying students for the SST process or having conferences with administrators, teachers, and/or parents/guardians. They can also be a great tool for me to collect resources that I have gained from my colleagues or through PD sessions so that I can easily come back too. Having a portfolio in a digital setting allows me to access it anywhere. It also allows me to easily share it with others.

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I 100% agree with the statement "Nothing happens until it happens in the classroom." We can always make suggestions or provide feedback. We can also attend PD to learn about new strategies or tools. However, it is our job to take these suggestions, tools, and strategies back to our classroom to implement. However, if we choose not to follow through with this implementation, we will never know the outcomes in our own classroom. Nothing is going to happen or work unless we take the initiative to give it a try.

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Looking at the coaching reporting sheet I liked the area for explicit notes for each part of the lesson such as the guided practice and independent practice. I will add these components into my reporting sheet. I feel that that is missing from my sheet that I plan to use with my coachee.

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I added in my own tool the Things to Think About. I feel this is the most important section to reflect and learn from. I tend to not take enough time to reflect on my lessons or I do reflect but don't write it down so I can remember for another time.

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To encourage and invite teachers to collaborate as a group by asking or surveying for what they need. Also, always bring food! :) Teachers are like kids and can be motivated by snacks. Have a "Chat and Chew" conference and build relationships to make teachers feel comfortable and respect you as a coach!

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Digital portfolios are great resources to have when tracking student progress. I have used Seesaw in the past and this platform was amazing for primary students to upload work to. I use Google Drive for myself to keep data organized for students. I also use Google Drive to organize resources, tools and other information as a literacy leader. Having all of these resources digital is convenient when finding data for meetings or looking for a specific resource to use because it is at my fingertips by searching in the Drive.

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My take away from the quote was actually the thought of another quote "You can lead a horse to water but you can't make them drink". We can give teachers all these resources and materials but if they don't know how to successfully apply them there is no point. Also, do these resources fit in their classroom with their students. Are these the correct resources and materials to best meet the needs of the students?

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I liked the reminder in the lesson section of incorporating explicit teaching, guided practice and independent practice. Sometimes I forget this process myself and I think it is a great way to reflect on a lesson with teachers.

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At my school, coaching is not an option. The lead teacher create a schedule and everyone gets a time to have coaching, so there has not really been a need to invite teachers into the process. In this situation though I think it is important to survey teachers and ask what they would like to get out of coaching ahead of time so that they feel valued in the process.

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I think digital portfolios using google drive is a great way to track student progress. It would also be a great way to collect student samples when referring them for intervention or the SST process.

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I think the main take away is that teachers must want to make the change in their classrooms regardless of how much coaching or professional development we provide. I also think this leads us to remember that we need to provide real time and meaningful PD and coaching so that our teachers want to implement the strategies we share.

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A digital portfolio would be beneficial for me because it would allow easy access to resources, tools, prior work, and more. I know just for my Clinical Portfolio for the program has been beneficial because it has allowed me to work on it anywhere I am and it showcases my best work from the program. I remember back to my undergrad years when we still did physical binder portfolios, I could only work on it at my house. Then it contained so much physical evidence it was heavy and bulky so it was not easy to transport. Then if I wanted to share it I either had to schedule a meeting to share the binder or take out certain artifacts to share. With the digital portfolio I can just share the link and they can view it at their convenience.
One thing I would put in my digital portfolio so far is my lesson plan tool I created. A few other things would include YouTube videos I have found helpful as well as some articles about literacy coaching.

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I absolutely agree with the statement "Nothing happens until it happens in the classroom." Coaches, principals, and even teachers can always make suggestions, but unless the teacher actually follow through, nothing happens. I have even been guilty of this myself. I have been told something I can improve on but I did not follow through and therefore nothing happened, that area did not improve.

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To build a relationship with teachers, a literacy coach could offer coaching cycles to teachers based on their self chosen needs. By interesting teachers in a coaching cycle, you are allowing them to chose what they want to focus on and it also allows you to be hands on in the classroom with students teaching. A literacy coach could also hold professional development based on a survey sent out to see teachers' needs. This will ensure that teachers are invested in what is being spoken about in the PD.

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I love the idea of a digital portfolio so that you can keep all of your ideas and tools in one space. It is beneficial so that all of the strategies that you learn from various professional developments and coaching cycles can be accessible and shared with those you see fit easily. I would add any professional development tools that I have implemented in my classroom or helpful articles or resources that I gained from colleagues to my portfolio so I can keep coming back to them when needed.

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I agree with the statement because if you go to a PD and learn about how to use a certain tool or strategy but then go back into your classroom and never use what you have learned, what was the point of even going to the PD? When it is stated that "nothing happens until it happens in the classroom" it means that though you have the knowledge and intention to use the information gained from the professional development, until you implement it in the classroom, you do not know how it would work until you use it in your classroom.

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Looking at the coaching lesson plans on page 116, what parts did you find important and want to add to your own plan or what other information would you add to your own plan?

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I liked the idea of inviting teachers to collaborate like on page 110. What are some other creative ways that you could invite teachers to work with you as a reading coach?

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One idea that I found intriguing is the idea of the digital portfolios on pages 107-108. Do you think those would be beneficial for you? Why or why not? What would you personally add to your digital portfolio?

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What are your take aways when the book says "Nothing happens until it happens in the classroom" on page 99. Do you agree or disagree with this statement and why?