WEBVTT 00:00:04.126 --> 00:00:06.526 >> My name is Kelly Waugerman. 00:00:06.526 --> 00:00:08.776 I'm a fourth-grade teacher at Everett Elementary. 00:00:08.776 --> 00:00:10.676 I teach science and language arts. 00:00:10.916 --> 00:00:15.166 As part of our school's program in an attempt to improve student behavior 00:00:15.526 --> 00:00:20.416 and to promote student engagement in learning, we have a program, 00:00:20.416 --> 00:00:24.776 and part of that program involves having teachers serve as a coach. 00:00:25.206 --> 00:00:29.306 I am designated as a coach, and under me I have nine teachers. 00:00:29.546 --> 00:00:35.296 My role as a coach involves me visiting teachers and to help monitor their implementation 00:00:35.596 --> 00:00:39.776 of instructional strategies and assist them in necessary-if they need any help 00:00:39.996 --> 00:00:41.886 in using those instructional strategies. 00:00:42.266 --> 00:00:48.436 My responsibilities include regular visits, and a regular visit is at least one time per month, 00:00:48.516 --> 00:00:52.386 possibly two times a month, and you want to stay for about 20 minutes. 00:00:52.846 --> 00:00:56.306 During those observations, the first thing we look for is evidence 00:00:56.306 --> 00:00:58.126 of social and emotional learning. 00:00:58.346 --> 00:01:02.606 When I go into a classroom, I'm looking for proactive management skills. 00:01:02.966 --> 00:01:06.246 We're looking for clear evidence that teachers have a routine. 00:01:06.246 --> 00:01:10.226 We want students to know exactly what they need to do if they need to use the rest room, 00:01:10.226 --> 00:01:12.556 if their pencil lead breaks, if they need to go to the nurse. 00:01:13.196 --> 00:01:17.316 Anything that would a require routine, we want to see evidence of it. 00:01:17.556 --> 00:01:22.186 We want to see how a teacher's controlling misbehaviors. 00:01:22.416 --> 00:01:24.326 We use the Law of Least Intervention. 00:01:24.326 --> 00:01:29.276 We expect the teachers to first make eye contact, then we expect proximity control. 00:01:29.646 --> 00:01:32.146 Everything after that would be a private conference. 00:01:32.356 --> 00:01:34.336 We also look at the learning environment. 00:01:34.796 --> 00:01:38.986 The classroom, we expect to see students work hanging around. 00:01:38.986 --> 00:01:40.856 That helps with the bonding. 00:01:40.916 --> 00:01:44.716 But in addition, we want to see that that room is used as a resource. 00:01:45.376 --> 00:01:50.356 Anything that the students could use to aid in their learning can be hanging 00:01:50.356 --> 00:01:52.176 on the wall, should be hanging on the wall. 00:01:52.226 --> 00:01:53.896 That becomes part of a routine. 00:01:53.896 --> 00:01:56.286 They know where to go if they need help. 00:01:56.856 --> 00:02:02.056 We want to see our teachers using cooperative learning, not cooperative learning for the sake 00:02:02.056 --> 00:02:03.976 of cooperative learning, a cooperative learning 00:02:03.976 --> 00:02:07.026 that has the definite goal, that it's been thought out. 00:02:07.766 --> 00:02:10.026 We don't expect it be done the same every time. 00:02:10.026 --> 00:02:11.656 We want to see diverse groups. 00:02:11.816 --> 00:02:16.076 We want students to have a chance to work with each other. 00:02:16.696 --> 00:02:23.606 We want to stress as much as how important the product may be, 00:02:23.606 --> 00:02:27.956 but also it's the effort that's going into the product that is just as important. 00:02:28.056 --> 00:02:30.636 >> To students: I'm going to divide you into some groups. 00:02:30.636 --> 00:02:31.906 I don't know who you're going to be working with. 00:02:31.906 --> 00:02:33.986 That's going to be determined by something on your desk. 00:02:34.716 --> 00:02:35.926 Let's pretend there are three groups. 00:02:35.926 --> 00:02:37.976 You're going to have to decide what your job's going to be. 00:02:38.586 --> 00:02:41.136 >> One of you is going to have to be the recorder. 00:02:41.236 --> 00:02:42.806 That's the person doing all the writing. 00:02:43.936 --> 00:02:47.226 >> Make sure if you're the recorder that you write neatly because, guess what? 00:02:48.086 --> 00:02:51.426 The reporter-the person that's going to be reporting and doing all the talking-has 00:02:51.426 --> 00:02:52.476 to be able to read what you wrote. 00:02:53.276 --> 00:02:56.566 >> So we have a recorder writing, a reporter that's going to talk, 00:02:56.946 --> 00:03:00.206 and then you have that third person, and that might be the most important job. 00:03:01.046 --> 00:03:06.886 >> The third person is going to be the facilitator, the timekeeper, and the materials person. 00:03:07.236 --> 00:03:12.146 >> Waugerman: As a coach, I'm also looking for interactive instructional strategies. 00:03:12.146 --> 00:03:16.156 I actually pick three randoms students during a visit, 00:03:16.526 --> 00:03:18.866 and we use that as a sampling of the class, 00:03:18.986 --> 00:03:22.256 and we're looking to see that all students are engaged. 00:03:23.126 --> 00:03:26.296 When I go into a classroom, I do have a checklist that I'm using, 00:03:26.496 --> 00:03:30.876 and it pretty much has all of those things that we're looking for. 00:03:31.456 --> 00:03:36.476 If I see evidence of it, I make note of the specific evidence that I see. 00:03:36.786 --> 00:03:44.216 If I see that there could have been a place to put something, I make notes of that. 00:03:44.216 --> 00:03:48.206 After each visit as a coach, we try to set up a conference time, 00:03:48.246 --> 00:03:49.896 and that's where we share our feedback. 00:03:50.476 --> 00:03:57.216 When you have a conference with a peer, you always start out by asking them open-ended questions 00:03:57.216 --> 00:03:59.856 so that they can share what they thought about their lesson. 00:04:00.556 --> 00:04:07.146 If you're going to give any advice whatsoever, it's important that you ask permission. 00:04:07.246 --> 00:04:10.856 So, I can say, "May I tell you what I saw?" 00:04:11.106 --> 00:04:14.846 And if they give permission, then we use those check-sheets and we go over. 00:04:15.686 --> 00:04:20.286 If a teacher is struggling, we try to pick three or fewer things to look 00:04:20.286 --> 00:04:22.766 at and, again, I use those check-sheets. 00:04:24.066 --> 00:04:28.566 Usually the teacher picks the one or two things or three, if necessary, that they pick on, 00:04:28.626 --> 00:04:32.546 and together we sit down and think of ways that they could use it in the classroom. 00:04:33.136 --> 00:04:36.516 Teachers were hesitant about having people come into their room. 00:04:36.626 --> 00:04:43.246 However, being that it is a teacher-to-teacher, a peer-to-peer, they are now very comfortable. 00:04:43.386 --> 00:04:47.896 They know that, as a coach, I'm a resource but, as a coach, 00:04:47.896 --> 00:04:50.236 I also look at other teachers as a resource. 00:04:50.646 --> 00:04:55.636 As a coach, I have the privilege of going in and seeing other teachers and, once again, 00:04:56.406 --> 00:05:00.426 if you get more than one teacher together, you're going to gain a lot of ideas.