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Check out this US Letter designed by Colleen LaSalle.

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This is a list of webinars and podcasts that I have found helpful. I know many educators have their "go-to" people. Please feel free to share your podcast or webinar that you listened to/attended this summer- you will receive credit!

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The Instructional Insider is a bi-weekly newsletter for Oceanport staff members. If you have not had a chance to review the ideas/materials shared in our newsletter this is your time!

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Past District Professional Development Sessions

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Past District Professional Development Sessions

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These sessions were previous presented during a district wide PD day. Review the slides, links, videos, and additional resources. While familiarize yourself with the slides decide if this is something you'd like to implement in the future. Please note your brief plan in the google form

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The links/slides contain information about AI for educators and students. For more information about OP district tech resources and the district AI policy please see our OP Tech Toolkit

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Check out the resources from iReady central

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The videos below were used during the 2025 Maple Place Book Club. The videos linked below are sourced from Byrdseed.tv a teacher/student PD library containing many helpful resources. Review the videos and resources shared. Please ultilize the google form (left) to receive credit for your work.

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From videos to tips and planning tools, find everything you need to be successful with i-Ready.

With the end in mind, educators collectively strive to promote student growth and grade-level success. Meeting the instructional needs of all learners charts a path to proficiency. To do so, it is key to balance grade-level content with remediation strategies, as highlighted in this podcast.

To incorporate i-Ready data, instruction, and resources to accelerate teaching and learning, click on the Get Started button below.

Ready, Set, Personalized Instruction!

Establishing an effective weekly schedule and preparing students for Personalized Instruction strengthens implementation fidelity and sets a trajectory to maximize student learning.

Schedule Time and Prepare Your Students

Real-Time Data at Your Fingertips

Between Diagnostics, Personalized Instruction is your freshest reliable data. To keep students accelerating through their path, monitor and respond to student usage and needs on a weekly basis.

Teacher Resource and Video | Leader Resource

Empower Students to Own It

According to Professor John Hattie, to develop assessment-capable learners, students should be able to answer two questions after taking an assessment: "What can I interpret from the score I received?" and "What do I do next?" Help students begin to answer these questions through understanding, monitoring, and discussing their learning.

Use the following resources to develop assessment-capable learners:

* Understand and discuss learning with data chats

* Monitor learning with data tracking

Stretch Growth® Connected to Personalized Instruction Usage

To accelerate student learning, we need to provide viable learning paths to help achieve grade-level proficiency. Make Personalized Instruction one of those pathways. Recent research shows that more students met Stretch Growth targets when using Personalized Instruction as recommended compared to students who did not meet usage guidelines.

Use the resources on this page to follow recommended usage:

* Time-on-Task: 30-49 minutes per subject per week

* Passing Rate: 70% average lessons passed (year to date)

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On i-Ready Central you'll find everything you need to be successful with i-Ready, from videos to tips and planning tools.

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2025 Shake Up Learning Summer Learning Series Schedule

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The articles below are some of my "go-to" resources from throughout this year. Have you read something that you find interesting? Or maybe you read something that you'd like to try? Be sure to let us know in the google form! As always, I would love to brainstorm and talk this through with you!

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High Impact Teaching Strategies Oct. 2024

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High Impact Teaching Strategies Oct. 2024

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Explore the slides outlined on this 10/14 PD day. Pay close attention to slide 11. Review the high impact teaching strategies linked on this slide and think, could this be something you'd like to try next school year?

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Check out this Presentation designed by Colleen LaSalle.

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The videos linked below are sourced from Byrdseed.tv a teacher/student PD library containing many helpful resources. Review the videos and resources shared. Please ultilize the google form (left) to receive credit for your work.

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How are we prompting students to think about __________ (topic)

Then What? Plan ahead for students to get past the lowest level of thinking (Bloom’s)

Plan Sequences not just one offs (scaffold the climb)

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Thank for your participation in professional development this summer! Please fill out the google form below to receive professional development credit for your time. You will be issued one hour for each square completed. Please fill out a separate form for each square. You can access the professional development choice board here

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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Think, Struggle, Grow: Helping Students Work through challenges March 2025

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Think, Struggle, Grow: Helping Students Work through challenges March 2025

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Check out this Presentation designed by Colleen LaSalle.

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Amazingly Simple Graphic Design Software - Canva

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Questioning and Discussion February 2024

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Questioning and Discussion February 2024

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Check out this Presentation designed by Colleen LaSalle.

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Rethinking Assessments & Assignments in the Age of AI - 

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Rethinking Assessments & Assignments in the Age of AI - 

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Oceanport - Rethinking Assessments & Assignments in the Age of AI - 3.10.25 - Derek Tranchina

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AI for the Modern Classroom: Elementary Edition - 

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AI for the Modern Classroom: Elementary Edition - 

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Oceanport - AI for the Modern Classroom: Elementary Edition - Derek Tranchina

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AI for the Modern Classroom tinyurl.com/ai4op2

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Fluency: Beyond the Basics, Kim Rajner, March 2025

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Fluency: Beyond the Basics, Kim Rajner, March 2025

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Boosting Strategies to Improve Accuracy, Rate, and Prosody

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Check out this Presentation designed by Kim Rajner.

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Hidden Power of Read Alouds- Kim Rajner 2024

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Hidden Power of Read Alouds- Kim Rajner 2024

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Join us at Shake Up Learning for an unprecedented online professional development event this summer. Our Summer Learning Series is a unique, free online lear...

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Fractions Still Stump Students. Here’s How to Help

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Fractions Still Stump Students. Here’s How to Help

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Fractions are the basis for most higher-level mathematics. Students need to master the numerical values in earlier grades to tackle topics like algebra later. There's only one hitch: Fractions can strike fear.

Even if students get the basic concepts right-that fractions don't behave the same way that whole numbers do-the rules of how to operate on fractions can stump learners. Their abstract nature also makes fractions notoriously hard to teach.

Only 15 percent of math teachers said it's "not at all challenging" for them to teach fractions, decimals, or percentages, according to a nationally representative EdWeek Research Center survey of educators conducted this spring. Forty-five percent said these concepts are "slightly" or "somewhat" challenging to teach, and 16 percent said they're "very challenging." (Another 24 percent said they don't teach these concepts.)

In the early grades, students may come in with an innate sense of fractions because they've learned to split a candy bar into halves or fourths. But teachers can get stuck moving students from this organic "parts-of-a-whole" understanding to thinking about fractions as unique numbers, with their own set of operational rules.

The EdWeek Research Center survey asked math teachers of all grade levels which mathematical operations on fractions their students could do. Addition and subtraction were the most common responses, with more than half of math teachers indicating their students can perform those operations. Roughly 3 in 10 said their students had not yet been taught these concepts.

Just 38 percent said their students can divide fractions. This operation continues to stump students well into high school-69 percent of high school math teachers said their students can divide fractions, compared to the 84 percent who said their students can add fractions.

How do students understand fractions?

Students often treat fractions like whole numbers well into the upper-elementary grades.

A common mistake is to confuse the size of fractions based on which has the larger denominator: They may think that 1/6 is a bigger number than 1/4, for instance.

Another common struggle: the parts-of-a-whole problem. Fractions are introduced through the "pizza model," but students' thinking often gets stuck there. Taking two slices from an eight-slice pizza is easy to comprehend, but taking two slices out of two different pizzas-one with six slices and another with seven-is difficult to grasp.

If students believe that a fraction is always less than 1, they will have a hard time understanding ratios or proportions written in fraction form.

Another sticking point for many students is adding fractions with different denominators-for example, coming up with 11/12 when asked to add 3/5 and 8/7. This conceptual problem can crop up in later grades, too, if it isn't tackled earlier.

Teachers need to focus on getting students' basic knowledge of fractions right. But they don't have to start from scratch. Experts suggest that teachers should tap into the information students already have.

Here are three research-aligned strategies to help students master fractions.

1. Build on informal knowledge.

Students come to school with an informal understanding of proportionality - they are familiar with the idea of sharing a candy bar or a cookie in equal proportions.

Teachers can use this basic knowledge as a ramp to introduce fractions by asking students to divide one object into equal parts or several objects equally among themselves. Some students may draw pictures, while others may use manipulatives to make separate piles.

Regardless of how they reach the answer, experts say students should be encouraged to estimate and experiment on their own.

With each iteration of this activity, teachers can increase the level of complexity and eventually introduce the required math vocabulary.

Working on early proportional reasoning is useful for students to grasp the next set of fraction concepts: equivalence and proportional thinking.

2. Trust the number line.

The number line is a math teacher's most trusted friend when it comes to fractions and can be used well beyond elementary classrooms. It forms the conceptual basis for students to relate fractions to each other and to whole numbers and to grasp that there are an infinite number of fractions between any two numbers.

Measurement is a good place to start. The use of fraction strips-manipulatives that provide a visual representation-can help young students measure and compare different items' lengths.

Teachers can use these strips to introduce the concept of improper fractions (11/2; 6/4; 23/16) and show that fractions can be more than one whole (1 and 1/2). These strips can be stacked up vertically to see how 1/2=2/4=4/8 or 3/6 (equivalence) or how close or far a fraction is to zero compared with other fractions.

In higher grades, experts suggest that students mark these notations on the number line to understand their relationship.

Research suggests "fading" from concrete representations, like pies or pizzas, to fraction strips, and finally to abstract notations of x/y on a number line. This means it's not a strict start-and-stop between concepts but more of an overlap.

Experts also suggest using representations together-like the pizza model and the number line in one lesson-so that students can compare the different ways of expressing a fraction.

3. Putting it into practice.

The jump from learning about fractions to adding and then multiplying them happens fast. At every stage, students need to understand the operation conceptually and pair that with learning how to solve. Otherwise, students could make common mistakes like incorrectly adding the numerators and denominators.

Here, using a visual aid or a manipulative can help. Students may initially think 1/2+1/2 =2/4, but if they saw a picture, they would know 1/2 and 1/2 make 1. Before students begin adding fractions, teachers can stress the example of sharing or dividing candy bars equally, so they know to compare like denominators.

Let students guess the answers and explain their thinking before they solve a fraction problem. Teachers can use the student's own thinking to explain the solution. For instance, a student may estimate that 1/2+1/5 is greater than 1/2 but smaller than 3/4 but still calculate the answer at 5/7. Now, the teacher can show why that's wrong: 5/7 is smaller than 1/2 in size.

Research indicates that when teachers start with fraction arithmetic, they should use smaller values to reduce the cognitive load of adding or subtracting big numbers. Also, teachers should use the same unit-like a chocolate bar-when comparing and adding fractions initially.

Another potential pitfall that teachers encounter when teaching fractions is an over-reliance on cross-multiplication to identify equivalent fractions or solve for an unknown.

Once students have learned it as a trick, the specter of cross-multiplication is difficult to exorcise. Students tend to try it on every fraction problem, even when it's not appropriate, which can leave them with incorrect answers. This is where real-world applications come in handy. Teachers can get students to think about ratio and proportions in terms of adjusting recipes or calculating a car's mileage.

They can also boost multiplicative reasoning by using the "build up" method- "If two dishes are needed for five people, how many dishes do we need for 15?" Students will add on both sides of 2:5 ratio to get the answer of six dishes. Teachers can use this strategy as a precursor to teaching cross-multiplication.

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Fractions Still Stump Students. Here's How to Help

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Fractions are the basis for most higher-level math, but they tend to be a roadblock for many learners.

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These books are available in your schools professional reading library. I have provided a photo and short overview below.

Both Wolf Hill and Maple should have copies of these books available. Please reach out if you would like me to check out a copy to you. As always, I would love to debrief on your summer reading

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MP Book Club 2025

More info/resources around levels of engagement

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Research models show what engagement really looks like.

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I love this blog for in depth information around grades 3-5 math concepts

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Transform your small groups in 4th & 5th grade math with these 3 simple tips. Increase engagement, improve problem-solving, and deepen mathematical thinking in collaborative math small group work!

Read More

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Transform your small groups in 4th & 5th grade math with these 3 simple tips. Increase engagement, improve problem-solving, and deepen mathematical thinking in collaborative math small group work! Read More

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Possible Topics of Interest:

Explore writing studio materials for your grade level. Look for possible links/integrations into current units

Check of the 3rd edition of CKLA, we are not purchasing the 3rd edition but we have online access. Compare the 2nd edition and 3rd edition. Look to make possible adjustments to your current pacing.

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This spreadsheet contains a list of short PD videos, many focused around tech. There are two tabs from two different sessions (October and May PD)

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Quizizz and Forward Edge - National Tech Coach Ed Camp May 15th 2025 

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The ABC's of AI: What Educators Need to Know

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The ABC's of AI: What Educators Need to Know

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This is a comprehensive list of AI tools and resources (continously updated) by Eric Curts

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The ABC's of AI: What Educators Need to Know

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Do you have a theory as to the type of lesson model that is your "go to"

Do you have a model you are most/least intrigued about?

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An Introduction to Models of Instruction

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Running A “Notice, Wonder” Lesson

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Now included in Byrdseed.TV: A series of slides built around **incredibly intriguing public domain imagery.** Practice the art of noticing, increase comfort with ambiguity, and emphasize flexible thinking. Some lead nicely into a science unit, but they all help you **build a culture of curiosity.** [Learn more about Byrdseed.TV](https://www.Byrdseed.TV)

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Access Byrdseed's Notice and Wonder Videos

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Access Byrdseed's Notice and Wonder Videos

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Byrdseed.TV/students/.

User Name: OP Notice and Wonder

Password: 2024

Feel free to try these (or something similar) with your students!

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In this video, the speaker discusses adding layers to a direct instruction style lesson by incorporating classics in literature and art. The process involves turning a reading lesson into a writing lesson and increasing complexity by noting explicit and implicit details about characters or settings. Students are engaged in identifying surface-level and inferred details, connecting explicit details to implicit ones, and adding explaining phrases to their writing. The video also covers structured practice with art integration, guided practice with compare and contrast activities using paintings, and independent practice with text analysis. Additionally, the speaker introduces the evaluation of paragraph quality using a rubric based on established criteria.

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Productive Struggle is a Learner's Sweet Spot

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Productive Struggle is a Learner's Sweet Spot

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Rigor is a buzzword in today's educational circles, but there are many misunderstandings about the concept. Although rigor means having high expectations for all students, those expectations must be accompanied by appropriate support. Student success occurs when you create an instructional environment that sets high expectations for each student and provides scaffolding without offering excessive help. The key is to incorporate productive struggle.

Productive struggle is what I call the "sweet spot" in between scaffolding and support. Rather than immediately helping students at the first sign of trouble, we should allow them to work through struggles independently before we offer assistance. That may sound counterintuitive, since many of us assume that helping students learn means protecting them from negative feelings of frustration. But for students to become independent learners, they must learn to persist in the face of challenge.

This does not mean you teach a standard lesson and allow students to struggle throughout. I recommend providing specific opportunities for productive struggle as students build their skills. For a struggle to qualify as productive, it should:

Challenge the specific weaknesses of the student or small group rather than overwhelm them.

Occur within challenging activities and assignments.

Be productive rather than frustrating. For example, if you want to learn to play tennis, you will struggle appropriately playing a slightly superior coach who challenges you rather than playing someone completely out of your league.

Let students use metacognitive reflections to process their thinking. With metacognitive reflections, students think about how they learn in addition to what they learn.

Productive struggle means more than simply giving a student "hard work" and leaving them alone to struggle. It is a learning opportunity that requires a teacher to create, facilitate, and monitor the process, especially as students are learning how to struggle productively. Let's look at practical ways you can incorporate productive struggle in your classroom.

Productive Struggle in Action

Assume that you have a small number of students who cannot read part of your lesson's challenging text. Based on your observations, as well as the students' previous work, you are aware that they struggle with vocabulary and background knowledge. A standard way to respond is to teach the students separately from the whole class, with a focus on teacher-directed information at a lower level. This does not allow students to struggle productively, however, nor does it provide an opportunity for them to work at challenging levels.

One opportunity for productive struggle is to "layer meaning"-an alternative reading strategy that allows students to work at challenging levels in positive ways.

Use an interactive approach that shifts ownership to the students. First, have students read and process an easier text on the same topic using what I call "A Bump in the Road" metacognitive guide to determine their needed level of assistance. Using this approach, students will identify two to four points in the text where they hit bumps in the road. Then, they will partner with another student to see if they can work their way through their struggle.

If students are unable to overcome their struggles alone or with a partner, then you step in. Although you can provide some guidance, you should not direct instruction in a strict manner or "rescue" students at the first sign of trouble. With my students, I am intentional about using facilitating questions for guidance, such as "Is there something in the previous paragraph that can help you understand this better?" or "We worked through similar problems yesterday. Think about what you did then and see if it will help you solve today's problem." You should only provide teacher assistance when the struggle becomes unproductive.

When engaging in productive struggle, students may make multiple attempts, take more time than usual, ask for help from other students or the teacher, or seek out other resources. When you notice a student is completely overwhelmed and frustrated-when they can't answer a question even after multiple attempts and guidance-you may need to adjust your instruction.

The less challenging text allows students to build their vocabulary skills and background knowledge so that they can become more successful with the challenging text. While they may still struggle, the information from the first text provides additional scaffolding.

Students may still need support to understand the challenging text. If you have used it before with your students, you can once again use "A Bump in the Road" or employ another metacognitive guide to help. In the first open-ended and student-directed guide pictured below, students work with an assigned text. Based on the teacher-assigned topic or key point, students write down thoughts and predictions about the text either alone or with a partner. Next, they read the text, looking for the author's points to match any of their ideas. Then, they write the page number or their evidence to support how the author's points match or differ from theirs.

Metacognitive Guide for Moving to More Challenging Text

The next guide below provides various statements about the text to give struggling students more structure. Students check whether they agree or disagree with the statement and then read the text to locate the information. You can also facilitate a small group or whole group discussion to compare students' original opinions with the text's information.
Metacognitive Guide with Additional Structure for Moving to More Challenging Text
The "layering meaning" strategy uses metacognitive guides and delayed teacher support to cement a process that allows for challenging work and productive scaffolding that builds student independence and grit. It also provides structure so that students learn how to struggle appropriately and productively, which serves as a building block for future learning struggles. I've seen students who were passive learners move beyond those behaviors to engage in and learn from productive struggles.

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Productive Struggle Is a Learner's Sweet Spot - ASCD

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Rigor is a buzzword in today's educational circles, but there are many misunderstandings about the concept. Although rigor means having high expectations for all students, those expectations must be accompanied by appropriate support. Student success occurs when you create an instructional environme

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3 Brain Based Strategies that Encourage Deeper Thinking

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3 Brain Based Strategies that Encourage Deeper Thinking

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Retrieval practice, elaboration, and concept mapping help students make richer, more meaningful connections between ideas.

With uncertainty hovering over fall plans, teaching and learning continue to look different from district to district than ever before. While administrators juggle with tough choices, almost every teacher is back to reading, reflecting, and restructuring their lesson plans to keep their learners engaged and learning-and as equitable as possible given the constraints. In this post, I share three strategies, informed by the learning sciences, that teachers can use online or face-to-face to deepen student learning: retrieval practice, elaboration, and concept mapping.

Strategy 1: Retrieval Practice

Retrieval practice, or the practice of remembering, is a robust learning strategy as summarized in a meta-analysis of more than 200 studies published by my colleagues and me. Retrieval practice is when you push yourself to write, tell, or draw what you've already learned, and it can be especially helpful for concepts you may not remember as clearly-the process of remembering will help strengthen your memory. Plus, you have the added benefit of identifying what you know and don't know. Some teachers use this strategy in their classrooms already-maybe you do too. If not, here are two ways to start:

1. Create a version of your study guide that has only the questions. Ask students to practice answering them without additional support. Once they're done, they can share their answers; they can also look up the correct answers, either alone or in groups.

2. Use a brain dump. Ask students to write down everything they remember relevant to your question (or the topic) on a piece of paper. You can stop here, or have students compare their work to find gaps, similarities, and differences.

Strategy 2: Elaboration

Elaboration -also known as elaborative interrogation-refers to expanding a concept to be more detailed, allowing our brain to connect multiple concepts to one central idea. The more connections we make, the more likely we are to remember relevant information. Think of the icebreaker "Tell me one fun thing about yourself." Not only does it help you remember something interesting about a person-they like rocky road ice cream, for example-but you may also think of that person every time you see the flavor. In a learning context, elaboration can often be done by asking questions that require engaging deeply with content. So instead of asking learners to simply memorize information, they can compare and contrast right and wrong answers. This approach is so simple, you likely use it in your class already. Here are two ways to start:

1. Ask learners to compare two examples of the same concept or share specific examples. For example, when covering concepts of reusable energy, ask questions such as, "What are three similarities and differences between wind and solar energy?" Use these questions in a discussion board, in a short answer prompt, or to jazz up the thinking quotient of your worksheet.

2. Learners can explain the topic out loud to themselves, friends, a sibling, or a parent. You can also incorporate it into group activities-like a jigsaw-or have students role-play as the teacher and explain the topic to the class. For virtual classrooms, Flipgrid is an excellent tool: Students can record themselves reading about a topic and then answering questions like "How do I apply this topic in my life?" For younger students who may need more scaffolding, you can ask a more targeted prompt, like "How do I consume energy every day?"

Putting It All Together: Concept Mapping

Concept mapping combines retrieval practice and elaboration through the process of drawing one's understanding of relationships between concepts. A map usually contains at least two concepts (nouns), a relationship (verb or concise description), and a directional arrow connecting the concepts. When reading the map, we create mini sentences (excusing poor grammar, of course). For example, a student learning about bacteria can create a concept map that includes any relevant ideas-such as specific types of bacteria (" Helicobacter pylori") or ways to describe them ("single-celled organism"). This layout allows learners to identify what they know and where the gaps are, in addition to the relationships between concepts. A review of more than 140 experiments suggests that this strategy is superior to rote memorization because it encourages students to make richer, more meaningful connections within a topic.

There are six stages in concept mapping, starting with the instructor providing learners with a specific guiding question.

1. Focusing stage: Learners are given or are asked to identify a guiding question-such as "How is ice formed?"-relevant to the current topic.

2. Brainstorming stage (making use of retrieval practice): Learners do a brain dump in response to the guiding question, writing down any concepts and ideas that come to mind.

3. Organizing stage (elaboration): Learners review their brain dump and pick out concepts that are central to the guiding question, followed by asking themselves, "How are these concepts connected?"

4. Layout stage: Learners build their map connecting the concepts with directional arrows showcasing their understanding. At the top of the map, they can start by writing down the main ideas of the topic, and then start connecting words together.

5. Linking stage: They complete the first draft of the concept map by labeling the arrows with these descriptions. For example, if they start with the words "ice" and "cold," they can connect the two with "is." This encourages learners to think about the relationships between different ideas.

6. Revising stage: There is no perfect concept map. Give learners the opportunity to redo and update based on their understanding.

I've written a detailed step-by-step guide on how to use concept maps, whether in the classroom or virtually.

In the past, I've done concept mapping with kindergarteners, replacing words with pictures, and it's so much fun to have them form sentences using images. The goal is to help them retrieve, elaborate, and share their understanding. (I also recommend looking into Dual Coding for Teachers and other resources by Oliver Caviglioli.)

A final tip: You don't have to do all of these strategies for every topic. Pick and choose, mix and match. Start small and build up. These strategies work because they engage the learner's attention and encourage them to think more deeply about the content.

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3 Brain-Based Strategies That Encourage Deeper Thinking

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Retrieval practice, elaboration, and concept mapping help students make richer, more meaningful connections between ideas. With uncertainty hovering over fall plans, teaching and learning continue to look different from district to district than ever before.

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Science of Reading Professional Learning Summer Series | Amplify

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Register for our two-session professional learning series to explore how to implement the latest findings in the Science of Reading in your school.

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The tips and resources shared here will give ideas for ways to start the year off right! Thanks to all the teachers that contributed!

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Check out this Presentation designed by Colleen LaSalle.

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Check out this design designed by Colleen LaSalle.

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Shared by Patricia Reginio:

Creating a Master Class in Google Classroom

One of the best ways to stay organized and save time year after year is by setting up a Master Class in Google Classroom—a class that acts like your digital filing cabinet. This is where you post all your lessons, assignments, and announcements first, so you maintain full ownership of your content.

To do this effectively, you must create the Master Class yourself, rather than accepting a class the district creates for you. When you create the class, you're the owner of all posts and files, which makes it easier to reuse and manage your materials in the future.

You have two options:

1. Copy an Existing Class: Duplicate a class you used this year, remove the students, rename it “Master Class,” and continue building your content there. (Only if you are the owner of the class)

2. Start Fresh: Create a brand new Master Class and post everything there first. Then, use the "Reuse Post" feature to share content with your student-facing classes—especially those created by the district.

This method keeps everything in one place, helps you track what you've done from year to year, and prevents you from having to start from scratch each time.

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- Google Classroom- late assignment- assignment- students can communicate with the teacher through this assignment and instead of picking a random comment (Emily Ianotta)

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Instructional Coaching End of Year Survey

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As I wrap up Year 3 of instructional coaching in Oceanport, I’m reflecting on how the program has grown—and looking ahead to how it can continue to evolve.
Next year, I hope to expand opportunities for learning through staff-led PD sessions, book clubs at both Wolf Hill and Maple Place, and other collaborative formats.
Your feedback is essential in helping shape what’s next. This short, informal survey is a chance to share your experiences and ideas so I can continue to support you and help grow a coaching culture that meets the needs of all staff. Thank you!