Making sure there are quality must ask questions to engage teachers in the work.

Teachers need to be looking at how to ensure students have the proper background knowledge and have prepped for student misconceptions or needs

Making sure that teachers come prepared with the pre-work.

Teacher - engaged in thoughtful conversation, reflecting on the lesson, and making just in time annotations based on steps.

praised their growth.

Setting norms

Established relationships

Show vulnerability

Connections

She ensured staff connected across TEKS and asked them about take aways from them as they relate to the lesson. Name the knowledge, vocabulary, and literacy skills to answer the exit ticket.

Enged/ Pushed convo deeper

• Remind team of self-selected focus- in this case sequencing and storytelling

• Start with objectives and alignment with standards

• Utilized guiding questions such as in the case that many standards are aligned to an objective "Do any of these stand out and why?" Teachers connected standards that stood out to them with activities that would come up in the lesson.

• Review ELPS ...gave processing time...wait time/ What about? _________

• What is our goal with this?

• What direct connection do you see from the standard to the activity?

• What else did you notice or what stood out?

• Exemplar- review of prompt/ What knowledge will students have to have to be able to answer this question that most adults could not answer?

• What is check for understanding asking them to do?/ What else? Is that CFU essential to student success on the formative assessment?

• Identifies what might be able to be trimmed and what must not.

• How does lesson 2 connect to lesson one and lay a foundation for lesson 3? / What do you notice? How about___?

• How confident are you feeling? what questions do you have?

Alignment to Coach Guide:

• "Guide teachers to discuss" "essential Knowledge and skills" "where they are assessed" ID success criteria, connect to previous and next lessons, call out knowledge students will need

She knew what she needed to hear for the conversation to be complete

She gave them time to review the ELPS that they had not identified.

She talked about the success criteria for the CFUs.

I like how Robin built teacher content knowledge of standards as well and allowed teachers to engage in reflection on how the standards align to the lesson.

Robin engaged the teachers through each step, as they walked through the actual lesson, using specific language from coaching guide.

• Remind team of self-selected focus- in this case sequencing and storytelling

• Start with objectives and alignment with standards

• Utilized guiding questions such as in the case that many standards are aligned to an objective "Do any of these stand out and why?" Teachers connected standards that stood out to them with activities that would come up in the lesson.

• Review ELPS ...gave processing time...wait time/ What about? _________

• What is our goal with this?

• What direct connection do you see from the standard to the activity?

• What else did you notice or what stood out?

• Exemplar- review of prompt/ What knowledge will students have to have to be able to answer this question that most adults could not answer?

• What is check for understanding asking them to do?/ What else? Is that CFU essential to student success on the formative assessment?

• Identifies what might be able to be trimmed and what must not.

• How does lesson 2 connect to lesson one and lay a foundation for lesson 3? / What do you notice? How about___?

• How confident are you feeling? what questions do you have?

Alignment to Coach Guide:

• "Guide teachers to discuss" "essential Knowledge and skills" "where they are assessed" ID success criteria, connect to previous and next lessons, call out knowledge students will need

She knew what she needed to hear for the conversation to be complete

She also had them identify success criteria by having teachers presenting exemplar assessments, CFUs and exit ticket. She guided the teachers in connecting to previous and next lesson.

She has clearly internalized and prepped the lesson herself before the meeting.

•  Directed to Lesson at a Glance/ How long do we have for this? That? What additional timestamps do we need to add? What’s missing? How long do you think they will need for that?

• Name the large components and key takeaways that you noted during your internalization?/ went section by section- read aloud, word talk, sequencing events/ Do you think the word talk is important for their learning? Tell me more about that.

• Addresses and area of difficulty- bringing it all together/ “Let’s think about transitional sentences we can say between these sections to make it all feel connected” 😍 directs to transition to the read aloud, everyone writes down a scripted sentence that a colleague comes up with./ “Where else do you think we could add a transition statement and why? “Good readers think about what they are reading and remember important facts. Let’s see what we remember?” “Can you share your thinking about why…” This practice brings it all together for the teachers AND will level up the learning for the students.” 

• “Can I piggy-back off of you?” to infuse an idea

• Finishes by asking how confident we are feeling with sequencing and pacing

Evidence of Step 2 from Internalization for Coaches Doc

• Progression of the lesson

• How Key components build knowledge

• Help teachers develop appropriate transitions

• Add transition statements after each component

She quickly hit key take-aways, not taking too long on each piece of the lesson. She had them decide where to place transition statements and had the teachers construct them. She did assist on the last one.

Robin asked questions related to the lesson pacing for teachers to reflect on the time, "How long do you have for read aloud?" "Are there spaces to add additional time and why?

She asks lots about how long it will take students to do things and to provide extra practices.

Engaged/ Pushed convo deeper

•  States purpose of Step 3

• Directs to first Lesson Component

• Focus on Teacher Moves Vs Student Moves/ will someone give us a brief synopsis of this lesson component? (through that lense)

• ID scaffolds and supports that students may need in this portion of the lesson? 

• Affirms stretching EB student toward intermediate level

• does not address the idea to provide sentence stems for all learners right away but loops back with a suggestion for interactive writing as an option

• reinforces high expectations for all learners to use academic vocabulary and key details

• What other supports are you thinking of? Props- A teacher brought tea/teapot; draw a connection between tea and coffee (bells and whistles)

• Where else might we want to check in with our teachers? Another turn and talk? Teacher shares a question idea→ coach reinforces and draws line to the assessment

• Comprehension Check- Which questions would you prioritize? Think about (step 1 components- importance in the grand scheme of the lesson). Teachers identify the most essential questions./ What about that TPS?/ Any other takeaways?

• Directs to Word Talk/ what are you thinking about the activity, supports, etc. What strategy should we use to tackle this section? How will the round table work with the pacing- 5 minutes?

Evidence of Step 3 from Internalization for Coaches Doc

• Scaffolds, extensions addressed, anticipate misconceptions, prioritization focused on alignment and pacing

• DI, engagement strategies (teacher design😍 ), discussion formats

Robin provided reflections on the questions aligned directly to the standard, the exit pass, and the overall unit as they consider their pacing and priority questions.

-stick to the content, but use your PD skills to make it count

Best Practices

-narrow focus to what participants need

Best Practice: Prepare in advance. Use the turnkey material. Engage participants at high levels.

Best practices: plan, practice, and plan and practice some more!