PBS TeacherLine

Throughout the summer of 2009, we asked users of PBS TeacherLine Peer Connection (our tool designed to assist instructional coaches and mentors search, save, and share high-quality PD resources), to submit questions to an expert in the field of professional development. Our expert for this session was none other than JoEllen Killion, deputy executive director of the National Staff Development Council.

This Q&A focuses on goal setting.

Q. Can you recommend a good activity for goal setting that I can use for the first meeting I have with my new mentee’s this year?

A. Goal setting begins with deep analysis of student-learning data. By identifying the specific skills and concepts students are missing and prioritizing them in terms of importance as a foundation for developing future learning, schools develop their student learning goals. Teachers then use classroom data to develop their classroom learning goals that align with school goals. New teachers also develop performance goals that align with their performance standards.

To develop classroom-learning goals, mentors review with their mentees data about student achievement. From this review, they identify students’ strengths and areas for improvement. From the areas for improvement, mentors help their mentees consider which of those areas are fundamental to future success, which are aligned with the class or grade-level curriculum, and which are essential to students’ future success. From this prioritized list, mentors help their mentees write SMART goals about student achievement.

• Specific
• Measurable
• Attainable
• Results-focused
• Time specific

Example: By November 1, 90% of the students will determine which of three problem-solving strategies is most appropriate to use for a given situation, and apply the process to a problem, and explain their rationale and problem-solving process.

Performance goals begin with a review of the district’s and/or state’s performance expectations for teachers. Using the criteria for teacher evaluation, a mentor and mentee would identify the mentee’s areas of strength and areas for growth. Together they would develop a SMART goal related to teacher performance standards. The mentor would then work closely with the mentee to determine what the mentee needs to learn to develop this area, what evidence will demonstrate increased performance in this area, and how best to work together to improve this area of performance.

Example: By November 30, I will implement a classroom and behavior management system that reduces disruptions to classroom instruction to no more than 1 per day and establishes routines so that students can access resources for independent work 90% of the time.

Throughout the summer of 2009, we asked users of PBS TeacherLine Peer Connection (our tool designed to assist instructional coaches and mentors search, save, and share high-quality PD resources), to submit questions to an expert in the field of professional development. Our expert for this session was none other than JoEllen Killion, deputy executive director of the National Staff Development Council.

This Q&A focuses on adult learners.

Q. Research tells us that adults learn differently than children, what are some things I can do to ensure I am appropriately meeting the needs of adult learners?

 A. Adults are learners and they may or may not learn differently than children. Some research suggests that they do; some doesn’t. There is a wide body of literature on adult learning and a good deal of controversy on how adults learn. Some authors to know about include Knowles; Kegan; Cross; Cranton; Mezirow; Vella; Merriman & Caffarella.

 It is helpful to read about some of the theories of adult learning and development to develop a deeper understanding about adults as learners. Yet, there are some immediate ideas to keep in mind.

1. Adults are not children.
2. Adults choose whether to learn.
3. Adults seek respect and recognition for what they do know.
4. Adults bring their backgrounds to their learning environment.
5. Adults are protective of their integrity and self-esteem.
6. Adults want learning to be efficient.
7. Adult learners are challenging to classify.
8. Adults have clear expectations for their learning; seek to understand them and meet them.

Our guest bloggers and the holidays put a kink in the “Ask the Expert” posts so I will provide 3 posts at once. Sorry for the delay!

Throughout the summer of 2009, we asked users of PBS TeacherLine Peer Connection (our tool designed to assist instructional coaches and mentors search, save, and share high-quality PD resources), to submit questions to an expert in the field of professional development. Our expert for this session was none other than JoEllen Killion, deputy executive director of the National Staff Development Council.

This Q&A focuses on feedback and evaluation recommendations.

Q. I was recently hired as an elementary school literary coach. Can you recommend some good books or articles I should read to help prepare me for my new role?

A. There are several that I recommend.
Killion & Harrison, Taking the Lead
Knight, Instructional Coaching
Moran, Mary Catherine, Differentiate Literacy Coaching
Toll, The Literacy Coach’s Survival Guide
Lyons & Pinnell, Systems for Change in Literacy Education
Jay & Strong, A Guide to Literacy Coaching

---

Q. Where can I find out more information about providing effective feedback to my mentors?

A. NOTE: I want to clarify this question. Is it about giving feedback to mentors or mentees? Who is the person giving feedback? A program supervisor or teacher? I am going to share an answer, but it may not be correct.

Feedback requires clarity, factual information rather than judgmental or inferential information, specificity, timeliness, and ownership. Use this guideline for giving feedback:

• Be clear about what you want to say
• State it factually
• Make it specific
• Give it promptly
• Use I rather than you
• Use inquiry rather than indictment
• Build understanding
• Focus on the positive (what to do) rather than the negative (what not to do)

What’s the difference between these two statements?

1st Example: Your students were off task during guided reading and didn’t complete their work. They shouldn’t be doing that.

2nd Example: I noticed that students in class today moved around during guided reading groups. The assignments were written on the board and the materials were in the bins for them to get. Several went to the class library. Three went to their backpacks. Two sharpened pencils. Three left the room with the bathroom pass. I am curious about what the expectations are about their movement when guided reading groups are in process, how their adherence to the expectations is acknowledged, and what happens when they don’t adhere to the expectations. I am also curious to know your thoughts about how movement affects student learning in your classroom.

There are books about feedback available, yet the most powerful way to learn about giving feedback is to practice. Sometimes writing feedback in advance helps the mentor feedback that aligns with the guidelines suggested.

---

Q. How often should I be evaluating my mentees?

A. Unless specifically required (and in writing), mentors do not evaluate their mentees. Mentors provide feedback, as described above, to their mentees as frequently as possible. It is important to distinguish between evaluation and feedback. Evaluation is a judgment about performance. Feedback is information. Review the two statements below:

Evaluation: You are doing a great job.
Feedback: Students had a task to complete after you taught the lesson today. Students heard you give three directions and saw you model them. Then they worked independently. During that time, you walked around and helped individual students. I also noticed you writing on a clipboard. I am curious to know what your reason(s) was for giving the task, what the nature of the task was and how it related to what you taught, what kinds of questions students were asking you, and what you were noting on your clipboard.

Throughout the summer of 2009, we asked users of PBS TeacherLine Peer Connection (our tool designed to assist instructional coaches and mentors search, save, and share high-quality PD resources), to submit questions to an expert in the field of professional development. Our expert for this session was none other than JoEllen Killion, deputy executive director of the National Staff Development Council.

This week’s Q&A focuses on mentors gaining repsect from the teachers they support.

Q. Recently, I have been mentoring a veteran teacher, per the request of the building administrator, who is very resistant to my ideas.  She feels her current practices are working and don’t need to be changed.  What are some quick strategies to gain her respect?

A. Veteran teachers have wisdom and want to be respected as people who are experienced and who are successful. Sometimes if is helpful to compliment, ask about what makes teaching such a rewarding profession for this person, ask the teacher what advice he or she would offer a novice teacher. In this conversation, ask what data the teacher currently uses to assess student learning and the effectiveness of his or her practice so the coach knows something about the teacher and what he or she values.

Data conversations may follow. The key word in this question is feels. What evidence supports that feeling? Identify what data are available in the school and classroom to help inform decisions about teaching and learning. Coaches may want to connect teachers to data by showing them how to access the data and how to interpret and use it. Begin first by identifying strengths from data and then areas that need attention. Recommend data gathering strategies for getting information about the effectiveness of teaching and learning.

Our guest bloggers have been blogging like gangbusters!

Unfortunately, that meant that I had to put the “Ask the Expert” sessions on hold for a bit, but they are back. Throughout the summer of 2009, we asked users of PBS TeacherLine Peer Connection (our tool designed to assist instructional coaches and mentors search, save, and share high-quality PD resources), to submit questions to an expert in the field of professional development. Our expert for this session was none other than JoEllen Killion, deputy executive director of the National Staff Development Council.

This week’s Q&A focuses on teachers actually implementing what coaches suggest.

Q. I have a teacher who seems open to my suggestions when we meet on-on one, but doesn’t actually implement any of them in the classroom based on my observations. Any ideas on how I can move her forward?

A. When it doesn’t appear that teachers implement what coaches suggest, I wonder about several things. One is whether teachers know how to do what coaches want them to do.  Another is whether they have the resources necessary to do it. A third is whether the teacher understands that coach expects him/her to do something. Another is whether they have the will. There are other reasons too.

So, the first strategy to use is to ask them to develop an action plan or helping them develop one so there is clarity about what to do. If at all possible, get specifics about when they will implement the strategy. Some teachers need those plans to be very specific and others don’t. The second is to ask about what they will use to do what is being suggested and how they will access those resources. Then, it is helpful to clarify that the coach is interested in knowing how it goes and that the coach will follow-up. Sometimes teachers don’t think that the coach holds any expectation for them to use the ideas suggested. Clarifying that can be as simple as, “I will be eager to know how it goes. I’ll check back with you on Wednesday.” Next is assessing willingness by listening for language that might suggest intent to act. It is also helpful to ask, “When will you do this?” “Who will be involved?” “When can I check back with you to learn about how it went?” “May I watch?”

Intentional follow-up is important and it can be brief. Plan to stop by and just ask, “How did it go?” “What’s next now?”