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For the 2017-2018 school year, I made the commitment to create a blended, personalized, and responsive classroom by engaging in a coaching relationship with our STAT Teacher, Maggie Cummins. My purpose in seeking out an instructional coach lies in sustaining a relationship of co-reflection that will impact positive achievement for my students.
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.
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.
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The next step was to invite Maggie into my chemistry classroom to script a lesson. She scripted a lesson in which I used the item analysis feature on a BCPSOne quiz to identify gaps in student learning on a specific concept. I used that data to form targeted small groups, in real time and address misconceptions. While I was pulling small groups, I used a recorded Office Mix lecture to deliver direct instruction on a new concept.
Once Maggie scripted the lesson, she developed coaching questions that helped me to uncover patterns and barriers in my instruction. A barrier for me was in the linear formation of the lesson the addressed student who were in the “middle or low” for achievement on the standard; but still leaving my achieving students asking for more.
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.
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.
One of the keys to sustaining the transformation of my class has been the use of a long-range unit plan that was co-designed with the chemistry professional learning community (PLC) at Chesapeake High School. This map allowed my PLC to experiment with various instructional strategies; but still have data discussions around commonly assessed standards.
Some other strategies that have arisen from the coaching conversation include the use of a personalized agenda and student friendly unit plan for students to track their progress through the standards, content (instruction, videos, simulations, text) embedded with formative quizzes (that provide feedback) using BCPSOne Tests and Quizzes function, and literacy strategies for synthesis of content and collaboration among students.
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.
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.
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