Heard It Through the Grapevine

Heard It Through the Grapevine

<p> Heard it Through the Grapevine March Leadership Session 2011</p><p>Directions: Read the quotes individually. Discuss the comments with a partner around the following questions: What piece of the quotes personally connect to you as an instructional leader? What are the responsibilities of the MTL to promote change?</p><p>February Feedback question: As you think about a coaching conversation you have had in the last month, what were some challenges you had maintaining the coaching stance and/or addressing the teacher’s stage of concern?</p><p>MTL responses: I really feel like I had an “aha” moment in this session. I feel I need to go back to my school to A practice coaching with a more “equity” based approach. It became more clear today…although I still find it difficult to be a coach rather than collaborator/consultant. I tend to want to solve the problems myself instead of having others problem-solve for themselves. B I also struggle to maintain questions as stage of self because based on the hours of PD given, the person should be moving out of the self stage. I will look at my MTL log- look for places where I can work on coaching skills with teachers. When C I meet with Ms. L and Mr. N afterward I could make notes on how I used coaching skills and where I’d like to improve.</p><p>I tried to have a coaching conversation with a third grade teacher. But she was too focused on her D needs (not her students’) to be open to moving forward.</p><p>I find it difficult to have a conversation when I am thinking of all the different ways something E should be said. Takes a lot of practice to have a smooth effective conversation.</p><p>Coaching is difficult. Sometimes what you say you think it is in the coaching stage, but after much F discussion and thought, you realize it isn’t. This really takes some practice.</p><p>I find it difficult to stay in the coaching stance without going into more of a collaborative role. I G don’t know if that is due to the stages most teachers are in or my challenge in quickly and easily developing coaching questions. </p><p>I was frustrated that she wasn’t getting differentiated instruction and small grouping. I ended up H telling her how I used her classroom data to arrange groups and plan activities. </p><p>Time is a challenge. Coaching conversations take longer, it is easier to consult or collaborate. The I teacher is looking for the answer. They just want to be told the answer.</p><p>Trying not to lead them to my own point of view. Trying to come up with questions based on J unexpected outcomes from the 1st response. Clarifying what is considered a coaching question and what is appropriate for the parts of a coaching question. </p><p>The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.</p>

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