Our first step was to identify a vision and goal for my classroom. My vision was to have a blended classroom, in which students would collect evidence from digital sources, hands on investigations, and teacher direct instruction in order to answer scientific questions. This evidence collection would occur in a personalized setting making the content relevant and meaningful with feedback cycles that would promote metacognition.
Through the coaching conversation, we were able to identify some structures and strategies, such as Must Do/May Do, to enhance choice for students to work in either a digital or hands-on environment.
As a result of the continued coaching relationship, we (the STAT teacher and myself) are able to personalize the needs of my students at Chesapeake High School in a blended and responsive learning environment.
The coaching cycle has allowed me as an instructional leader, lead teacher and instructional coach to take risks and become even more open to feedback due to the evident positive impact it has had on my colleagues and students.