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We planned today and worked on instructional skills. Whenever we set a new goal, I model the new skill/strategy for her followed by giving her an opportunity to practice this skill for me. Once she practices once, I give her feedback, and she tries again. We keep this model up until she feels confident utilizing this skill in front of the class. We worked on the skill of setting (and keeping to) specific time limits to ensure students work quickly and efficiently, as well as incorporating wait time to allow students quiet time to think individually.

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Mrs. Only and I planned on this day to incorporate higher rigor into her centers. Her new centers would be completely standards-based, and a guided instruction center would be working through word problems on the new topic

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This day was spent building coaching relationships with new teachers who I would be coaching this spring. I was able to plan lessons with a couple teachers as well as maximize observation and feedback time with each.

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These are resources from the model lesson I taught for Ms. Williams about synonyms and antonyms. I utilized a cartoon about counting sheep as a hook, and then had students identify adjectives and synonyms. For the next portion Ms. Williams and I created a story about two fictional characters. We had students circle/underline all the adjectives describing each character, then find an antonym for each adjective. Students then finished the story on their own (it was left open-ended) using the new "antonym" version of the characters.

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These are notes from Mr. Brooks's and my planning session in which we tackled his "high level" learners (those reading above grade level). We will start to give them extension work that is above grade level as well as replace other "class" assignments with Lexile levels that are in the 900-1000 range. Centers will start to be completely different based on group levels, rather than rotating through the same material at each station. The next set of learners we will plan for will be his "grade level" readers.

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Differentiated centers in Mr. Brooks's class. He has incorporated another center that utilizes technology (iPads and Surface tablets) for more guided practice, as well as two guided stations for readers who are struggling. He is the inclusion teacher, so he has a very mixed bag of ability levels (ranging from beginning reader up to a 6th grade reading level).

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This is the hands-on activity Ms. Hughley was completing in math, including higher-order thinking questions and using different types of diagrams to show fractions.

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These are pictures of the flexible seating environment in Ms. Hughley's classroom. We are exploring other types of seating options as well. Students are allowed to choose the type of environment that best helps them focus and work, whether individually or collaboratively.

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These are an example of the differentiated literacy centers Mr. Brooks and I created. Students are grouped into homogeneous ability level groups and complete different activities based on their Lexile and MAP data. The e-Book on the right reads aloud to the students through headphones.

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This is an anchor chart used across the 3rd grade. All teachers are asking their students to be able to RAP.

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Practicing prepositions using technology (video).

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These are notes from the planning session Mr. Stradford and I had on Feb. 22. He is utilizing PARCC material to review for the Georgia Milestone. Right now, students are not appropriately using independent practice time, so this is a lesson plan format he will use that will break up the independent practice into smaller chunks of time, preceded by a guided practice/mini-lesson that teaches the strategy or skill.

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Ms. Williams was utilizing PARCC material to review "summarizing" for the Georgia Milestone. This lesson was taught almost completely as a direct/guided instruction, so she will start to incorporate more individual practice into these lessons.

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Students watching a video about MLK Jr. as the social studies component for Black History Month.

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Oak View is trying out a new "meditation" room. Students sit on mats in a dark(er) room that has been painted and are led through a guided meditation. Some teachers say it has helped calm their students down, particularly before tests.

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5th grade ELA: Need to work on modeling and scaffolding (provide appropriate guided instruction and practice before releasing to individual practice)
4th grade ELA: Need to work on clarity of directions in release to individual practice as well as classroom management

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5th and 4th grade after school meetings 12/12/16

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5th and 4th grade after school meetings 12/12/16

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While going over lesson plans and common assessments (material that had been presented upon and then teachers given time to create these during a PL) as a coaching staff, it became apparent teachers did not either know how to plan for instructional progression/flow or did not do that on their lesson plans (lack of time, understanding, etc.). Also teachers were expected to create a common assessment as a pre-test for the upcoming MAP test (and to practice testing procedures, etc.), however this did not happen at the appropriate (rigorous) levels. After showing these to the administration, administrators called meetings for 4th and 5th grade teachers after school. In both meetings it became clear that teachers did not 1) understand the expectations of these assignments and 2) did not feel comfortable asking the coaching staff for assistance. These understandings led to the creation of new 2nd semester goals for the coaching team, particularly those around instructional clarity and approachability.

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Coaching Staff Goals for Second Semester 12/16/16

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Coaching Staff Goals for Second Semester 12/16/16

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Matthews: continue to do individual conferencing; build relationships; give them the opportunity to ask for what they need
Ward: formally structuring/appropriating time as uninterrupted coaching time
White: being specific and direct in giving feedback; build coaching relationships in the school
Glaeser: continue to promote finding time in the day to observe and offer feedback for the coaches; offer direction in terms of PLC and feedback

As a group: increased consistency for literacy and math blocks and instructional frameworks; compliance by teachers in those literacy and math blocks (ensuring teachers know/understand what a good instructional progression is and how to plan that time appropriately); improve physical classroom infrastructure (anchor charts, learning targets, standards, etc.); teach to the test (ensure teachers know how to access/use data to differentiate instruction and move students forward individually)

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Today Ms. Lisa White began working with the coaching staff (formerly RTI) in anticipation of Karen Martin's retirement from Oak View at the end of 1st semester. A large portion of our day was spent talking about coaching and its differences/similarities to teaching as well as modeling conversations that coaches have with teachers. In following the gradual release model, I led all the follow-up conversations with teachers today to show Lisa what those coaching conversations look like. We debriefed not only what we saw in classrooms, but also strategies on how to approach teachers and areas of growth.

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Kindergarten Centers Creation and Modeling 12/1/16 

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Kindergarten Centers Creation and Modeling 12/1/16 

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We worked to create phonics review centers for a Kindergarten classroom that was struggling to provide rigorous centers for the students. Ms. White and I spent time gathering resources, printing, laminating, setting up the centers, and then leading and modeling the centers with a Kindergarten teacher today. We will continue to work with this Kindergarten teacher in helping her find appropriate and challenging centers for her students.

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5th grade ELA: Need to work on clarity of directions and clear goal for the work period
4th grade ELA: Need to work on increased engagement and classroom management
3rd grade Math: Need to match the learning target with the instruction that day (target said multiplication but lesson was based on addition)
Kindergarten: Need to create new/more rigorous and appropriate centers for the age group

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5th grade ELA
goals to work on: increased classroom management using Class Dojo
increased rigor through raised level of work/differentiation for ability levels

3rd grade Math
goals to work on:
decreased transition time
increased classroom management
increased instructional flow/planning of lesson

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These were taken in a 3rd grade classroom on Nov. 29, 2016.

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This day I modeled a lesson for 4th grade ELA (Ms. Walker) using XO Let's Go after students watched a video on Dr. Martin Luther King Jr.'s life and achievements. I also modeled a lesson for 5th grade ELA (Mr. Stradford) showing modeling and scaffolding directions and process for students (practicing past and present tense verbs).

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Oak View coaches would like to find an online instructional/re-looping tool that helps them differentiate for individual learners as well as provide extra help for "bubble" students. We spent time on this day researching and comparing online tools like Read Theory, IXL, Ten Marks, MyOn, Compass Learning, Study Ladder, and Renaissance Star 360.

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We made an informal observation tool using Google Forms. When the administrator or coach presses "submit" it instantly creates a .pdf version of the form as well as emails a copy to the teacher whose classroom was observed. We created this tool at Panola Way because coaches were taking observation notes by hand and then spending a lot of time re-typing their notes into the computer to email/print off for the teacher in order to give feedback. We felt this tool was more expedient for the coach and the teacher and also gives coach/teacher a copy of the notes for future reference.

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Worked to align standards, learning tasks, and performance tasks. Teachers went through an example and non-example to discover how to better align work to standards.

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Horizon goals:
September: Data
October: Differentiation

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https://docs.google.com/document/d/1jyHXg_93-u3manSqNk19W898x_oGmePc0vxkuzI4RF0/edit?usp=sharing

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Walker (4th grade)

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Walker (4th grade)