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I would start off by listing the positive things that I observed. I would then ask the teacher how she felt things went. After she was done, I'd ask were she felt thing needed more work. I would then tell her my concerns and ask her if she had any suggestions on how to correct them. After she listed some, I could add few of my own suggestions. This way she is reflecting and trying to problem solve on her own before I add my ideas.
I would then come back and observe her the next week. If things didn't improve, I'd ask the administrator to sit in on our next meeting to offer his/her advice.

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I would ask the teacher to explain her differentiated learning centers to me. How are they set up? What are her expectations? How did she explain her centers to the students? When she finished, I'd ask her how well she thought the students understood her instructions. I would then suggest that she go over the rules with her students again. I would ask her if I could sit in during the explanation, so I could better understand her centers as well.
After this observation, we could meet to see how she felt things went. We could discuss where potential problems could arise and how to "fix" or avoid them.  I'd have her try the differentiated learning centers again. After a week, I would pop in for a visit during center time to see how things were going. Following that, we'd meet again to evaluate how the centers are working.

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This is taught one because your struggling to find what is working best for her. I would give her positive feedback first and then go into the areas that you feel need some work. Provide examples of what you have seen and then provide her with advice on how things can get better. I would sit down with that teacher and look at that lesson that she did. I would ask her what was her goal and if she feels she accomplished that goal during that lesson. I then would go into what I saw and what I think needs improvement.
As for the mentor, I would tell him or her that it is okay to take a break and reflect on what you have been trying with that teacher. Don't take a long break but really reflect on what you have been trying and what other ideas that you can provide that teacher. I think patients and reflection is a huge part of mentoring.

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I would start by telling him about my struggles with this as well to show him that he’s not alone.  Every teacher I’ve know has struggled with this.  I would ask him what he’s grading and does it have to be graded?  Could he only look at a few problems to check for understanding?  Another thing he could do is have the children “self-correct” the assignment in class then going over the questions a majority of the students got wrong.  This way students get immediate feedback, the problem gets explained, and it’s already graded.  He can just record their grades.

I would also suggest setting time limits to grading.  He could grade for 30-40 minutes after school before going home.  Then only grade for a set amount of time at home (1hr).  I would also suggest taking a night or two just for you.  This means no grading, no emails (unless it’s an emergency), and no lesson planning.

I would also ask how he’s using his prep time.  Maybe he could use this time to grade paper because I found this works well for me.  I would also discuss using alternative forms of assessment such as: exit-tickets, response journals, electronic quizlets, kahoot games, etc.

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When I read this scenario, I had to laugh because this was exactly what I was thinking my first year at my first conference.  I would start my conversation with the teacher by sharing my story about feeling the same way. Then, I would ask her how she was thinking about handling this. After listening, I would make my suggestions.
I would suggest she start by finding some positive things to say about the child. Then, she should start the conference with positive comments but not use them all.  Next, she should approach the "not-so-good" comments. While talking about these comments, I would suggest she try to keep it light. After that conversation, I would tell her to end the conversation/conference with more positive comments.  I call it the sandwich method (bread-positive comments, meat-negative comments, bread-positive comments).
After giving her this method, I would offer to role-play a conference with her. I would play the part of the parent. As we role-play, I can get an idea of how comfortable she is with this method. Afterwards, we can discuss how it felt and what some of her concerns are and address them. If she's still nervous, I would suggest that she ask the principal to sit in on the conference, or if available and the she's willing, I could sit in on the conference.

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I would start by suggesting things that I have done. I would suggest using popsicle sticks picked at "random."  I put random in quotation marks because you pick you can kind of see the name before you completely pull it out and change it. I've done this when I have a struggling reader chosen to read a really long paragraph. I would also suggest popcorn.  Popcorn is where the last person that answered gets to pick the next person at random, and you can't be picked again until everyone has had a turn. This way everyone gets a chance and the children agree that these are fair ways to choose as well.
I would also suggest adding wait time. While waiting, I sometimes make a little comment like "Thank you for waiting, but we need to give everyone time to think even me." By doing this, you're acknowledging those who are ready and yet telling those who aren't that it's okay because even teachers need time to think.
If it continues to be a problem, I would suggest that the teacher have a conversation with those few students. The teacher could tell them that she/he is glad they are willing to participate, but that to be fair she/he has to give everyone a chance even if it takes a little longer. In my case because of the school I work in, I would say, "You are learning patience which is one of our virtues." and remind them of the priests talk on the importance of virtues.

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This has definitely been my life as a teacher both in conferences and in emails to parents. The best way to do this in my opinion is to share some area of growth since the last time you talked or share an anecdote of something good the student has done--even if it's really small.  Then you can go into the area of growth still needed or some behavior that wasn't great that day. This helps show that you aren't just singling the student out for bad behavior but are noticing them other times as well. I would also tell the mentee that sometimes parents will still get upset with you, and the best response is one done calmly and not defensively.

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First, I would tell this teacher not to be so hard on his/herself because it happens to the everyone. I would then ask the teacher to explain what was done in the previous lessons leading up to the test. How did he/she know that the students were engaged? I would also ask this teacher about the review materials. If they were traditional paper style materials,  I could offer the teacher suggestions for alternative review materials such as online quiz games that the teacher could enter his/her own material into because I've noticed children respond really well to these versus worksheets.
Next, I ask the teacher when the test was given because certains times in the day are better for tests than others. I would go through the test with the teacher and itemize it so see it was all the material the students were struggling with or just a certain few parts. I would suggest that she videotape one of his/her lessons, so we could watch it to see if the children are really engaged. Finally, I would suggest this teacher observe another teacher who is really good at engaging his/her students during a test review. Above all, I would remind this teacher that it happens to everyone. Children, just like adults, have their good days and their bad days. Maybe, she caught them on a bad and could try a retest.

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Clarifying Questions: I would ask questions to help understand what she is currently doing to help get to the bottom of the off-task behavior or question asking-- "How did you introduce centers and what are the expectations for centers that you've outlined?"
Mediation Questions: I'd ask questions to help this teacher take a step back from stations so she can see all the factors going into them. "How are you grouping them? By ability? letting them choose?; What made you decide on doing learning centers to differentiate instruction?"
Non-judgmental response: I'd have the teacher reflect on what is going well or share my own observations if I've observed her learning centers.
Suggestions: If I haven't done differentiated learning centers, I would suggest she either go talk to ___ teacher who has or offer suggestions of what I've heard works well. I would also offer to do some research of best practices and meet with her to see what I've found and compare notes.

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I would first off offer some genuine positive affirmation of something she did well in her lesson during the observation so it doesn't start the teacher on the defense. I'd then ask her to do some self-reflection on the style of her teaching and engaging students. We could then have a conversation about different methods of engagement to try because I've noticed several kids aren't engaged and are struggling to keep up with the necessary standards for the grade level which would bring the conversation very naturally to the standards and following the curriculum for the sake of the students. In my own teaching, I've learned a lot about building a foundation of knowledge with students so they are able to take in knowledge that is appropriate to their grade level and reasoning skills. I'd encourage her to look at the standards as a guide to help her help all of her students and if adding in the more practical lessons fits into the unit or as a special thing, then great!

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I'd definitely share my own struggles with this to show that she's not alone in feeling that way but that this is not what teaching should be. If she has no time for herself and resting, she won't be the best for her students. I'd encourage her to not grade every assignment and find other ways to see that the students are understanding material. Many times, I can do a spot check with certain questions to see if they understand. I have also transitioned to online "quizzes" that they use their homework on that are multiple choice and it will grade it for me. This allows me to see if they did their homework and if they did, they should be able to answer the questions but I don't have to collect or physically grade things. I'd encourage them to look into something like that.

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This is a really hard situation to think around. Depending on the role of the mentor - and whether their purpose is to be evaluative or not, is something to consider.  Not really knowing that, and thinking about what we learned about crucial conversations, this seems like a situation in which all the elements are there (emotions are running high, opinions are differing between the mentor and mentee, and the stakes are high).  I would encourage the mentor to be prepared to have a direct conversation with both the mentee (and also perhaps invite the administrator of the building, at this point - or whomever might need to be involved to impact real change with the teacher).  Stating the facts of things that were observed - teacher left classroom during class period, students were doing other activities, students were not redirected to task, the lesson didn’t align to curriculum/standards and creating a list of facts, would be helpful to have prepared ahead of time.  Being careful when sharing the list to be non-judgement and just notice and name what was happening.  Also, not giving an opinion about those facts, and then invite the teacher to think about those aspects and see how reflective they might be in being presented with a list.  I would try to remain calm and keep the conversation a place where the teacher felt safe, even while hearing things about themselves that might be uncomfortable.  I wonder about setting an action and accountability plan, co-created with the teacher and agreed upon by mentor and administrator.  I’m also thinking about how it will take a team to support this teacher - and that it shouldn’t fall on just the mentor.  Sometimes a new person says things in a way that clicks. I’d also just be curious what past coaches/mentors might be able to share about this teacher’s journey throughout the years.

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“I hear that you are feeling like your are so thoughtful about your activities, but aren’t seeing the independent success from students that you would like.”  --paraphrase

Paraphrasing acknowledges the emotional nature of the situation for the teacher, which is important.

“How might you have the students be active participants in establishing the structures/expectations within their centers?” -- mediative question

There is no wrong answer here, and anything would be a good next step to try and help the students in managing their centers.

“What other ways might you differentiate the learning for your students, without having them work in learning centers?”  -- clarifying/mediative

I'm thinking to clarify the teachers understanding of the value of differentiation, and also to have the teacher feel comfortable with exploring other options.

“I noticed that when you had the same center for a whole week, the students were independent and engaged within that center.” Non-judgemental response

Naming something that was going well, that the teacher might be able to do more of, without saying it's the right way to do it.

“It has been helpful for me in the past, to teach the center in a guided small group lesson, before I ask students to work at it independently. It takes more time, but in the long run, they’ll be doing more of what you want and be less confused!” -- teachable moment

This is where being a teacher coach is so valuable, we can use true examples from the past to support a suggestion. Teachers, sometimes, I feel buy in more for a coaching suggestion from a colleague than one that might come from admin or someone more removed from the classroom setting.

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I just had this with one of my teachers. She was nervous about having to discuss behaviors and concern that she has about a student with their parents. We talked about what the behaviors are and her concerns.
I shared with her my ideas on how to share the information with the parents. I would start with share positive things that your are see in that student and any progress that is being made. Then, I would talk about the areas of concern and behaviors. After, talking to the parents about the concerns or behaviors, end with a positive comment. I call this the "Oreo Method" (positive comment, negative comment and then a positive comment). I feel that this helps ease the parents after the negative concerns.
I also let my teacher know that if it would make her feel better, I would sit in on the conversation. I want to provide her support and confidence.

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I would talk to the teacher about how could she take some of those assignments and turn them into in classwork. I would discuss with the teacher how she manages her time, to see if there is a better way for her to manage her time. There are so many fun and different ways for students to do homework assignments in class to decrease grading after school. You can use certain assignments or questions to evaluate students. I use certain questions as exit tickets to level the classroom at the end of the day. Playing interactive games or using kahoots to what the students know.
As a teacher it's important to manage your time in the best way in order to be the best teacher possible.

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I would encourage the teacher to practice how they might want to deliver some of the news with me. We could also brainstorm the different reactions parents might give, and the teacher could develop some responses they might use under different scenarios. I would support them in being direct but kind with their message.  The language we select to use around challenging behavior or classroom struggles can mean the difference from a parent feeling defensive or feeling like their kid is cared for, despite difficult to hear news.  It would be helpful to brainstorm some of the strengths the teacher sees within the students also, so the teacher can share how they do contribute positively to the class environment - if it’s keeping the room safe by remembering to push in their chair, or something small.  If the teacher can think of ways for supporting the learner in developing the lagging skill (work completion, behavior), and then ask the parents to join her in the plan to collaborate and support the child, they will be more likely to get on board.

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I would want to support the teacher in thinking about a system that would make this feel more manageable, so that he/she wasn’t always needs to take work home to grade.  How is prep time as school being used?  I would also want to consider with that teacher, if the amount of homework that is being given, is really the best way to gauge student’s learning or if there might be another way.  What is the purpose of the homework?  Is there a way to get some more formative data within class (exit slip, etc.) that could replace the need for daily homework? If some of the student work was reduced (and the teacher could still get the information she needed) that would decrease what they were expected to grade.  Could some of the work be checked in class through a peer review process? Flipped classrooms (I’ve seen most often for math) are something to consider too.  Since this wouldn’t be something I would have a ton of expertise on supporting from my background, I would wonder about connecting the teacher with another teacher that does the exact same job (content area and grade), to see how they navigate the grading of homework.

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Depending on the age group but I would have the teacher example the those students (not in front of other students) that they need to give other a chance to answer questions. I would give the teacher an example of what I have used in the past that has worked. Using the popsicle sticks with their names on and pull a stick to have a student answer when doing discussions in class. I would share with the teacher, that having a few different ways of engaging students during discussions and not doing the same one every time would be beneficial. Also, having the students right down their answer and either put them in a bowl and a teacher can read them out load or having a small group with others.

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I would definitely not tell the teacher to tell the student to stop answering so much. I would encourage the teacher to speak with the student outside of class and have them thank them for all of the contributions and affirm them in their example to their classmates. From there, I'd help the teacher see ways to encourage other students to participate. Sometimes it just takes waiting several extra seconds in awkward silence for others to raise their hands. Other times, having students write their answers down gives them time to think before answers. Think-pair-share is also a great way to get others to share because they get to share in smaller groups and then hear others sharing as well.

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With the age group that I work with when we assess student progress, we don't use a percentage or grades. We just look at what the students development level is at for each area.
As a read this scenario, I feel it would be important to look at more details about the engaging activities that the teacher created before the test. I would sit down with her and go over the tests. We can compare what questions students got wrong and find what areas student's did not understand. I would talk with her about her students and their different learning styles. Knowing more about her students will help her be able to create activities that best fit her students needs.

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First thought, model or teach the teacher how they might have those students become the leaders that invite others into a discussion or conversation. Maybe come up with a little mini-lesson for that small group of students, to give them the language they might use to do this. Sometimes giving those kids an alternate purpose gives them something else to focus on rather than just answering the questions themselves. I would also back track to having the teacher facilitate a conversation in which the class constructs some classroom norms around discussions. This could maybe be modeled for the teacher, as well, if they are unsure of what it could look like. I would have them post those visibly in the room and refer back as needed. If it's bothering the teacher that some are dominated the conversation, I would imagine there are other students in the class that are impacted by this, so the norms process can help with that. I would also want to think about alternate forms of discussion - for example, could the class do some collaborating electronically? I think to help guide the next steps I would ask the teacher if I could observe a lesson in which the challenge might be especially prevalent. It would be helpful to get to know those students that are doing it, to think about next steps.

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This could be responded to a number of ways depending on what prior knowledge you have of their class and grading style. In my opinion, a "C" isn't bad because I try to grade on a scale of a "C" being you have the basic knowledge necessary for this topic. An "A" or "B" shows you went beyond the basic knowledge and showed a deeper understanding. If that's the case for this teacher, I'd respond to them in that way affirming them that they are on the right track. On top of that, I'd have the teacher look at the assignments, activities, and learning strategies implemented for the students and see if it allowed for many types of learning as I tend to see less success when I just teach to one learning style. I'd look at these activities with the teacher and help her change them for next year. I'd them have her look at her next unit so we could ensure she has varying learning styles present to see if that helps her students on top of adding in formative assessments throughout to gauge their understanding.

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I would first empathize with he teacher for how frustrating this feels for them. Then I would ask the teacher to walk me through the planning they did before and during the unit. I would want to know more about the student data the teacher used to support the lesson planning and review materials. Were they using formative assessments to monitor understanding throughout the unit? What sort of data did the teacher have before starting the unit? How did this impact their instructional decisions and lesson planning? I would want to support the teacher in considering these questions when planning for the next unit (or in how to re-visit the content of the unit that was just completed, if time.) I would also want to support the teacher in writing some essential questions or learnings to help with the day to day teaching, and to more easily observe and notice if the students understanding isn't where they want it to be.  I think having a plan for a the next unit would make a teacher feel less hopeless about the outcomes they saw.  I think these are things within the teacher's control.

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I would ask the teacher to give me an overview of what her day looks like during differentiated learning centers. What is she wanting the children to learn from these different centers? I would also want  to spend time observing during that time. After observing, I would sit down with the teacher, explain what I have seen and ideas that I have to help this time of the day. In order to provide the best information for my teachers, I need to be able to see or have a good understanding of what is happening. Keeping teachers positive and in a positive mindset that takes failure as a learning tool is important in the success in future learning centers.