Saturday, October 16, 2021

How Not to Be One More Thing, Ep. 81 Buzzing with Ms. B: The Coaching Podcast

Recently we've seen a lot of changes in education and teachers are overwhelmed. The need for instructional coaches has never been greater, but we don’t want to make teachers feel like coaching is another thing on their plate. On episode 81 of The Coaching Podcast, I give you four instructional coaching tips to help you be the support that teachers need right now. I share instructional coaching ideas to shift your mindset so you can help teachers grow.

There have been a lot of challenges in the education world over the last few years. 

Teachers are feeling overwhelmed because they have more responsibilities than ever before.

Instructional coaches can feel like we are one more thing on their plate. This makes us reluctant to step into classrooms and do the work that we are there to do.

It’s especially hard for new coaches to figure out how to get into classrooms when teachers are not seeking them out. 

So, I want to share a mindset shift that will change the way you approach your coaching work with teachers.

Stop thinking of yourself as one more thing on a teacher's plate and instead see yourself as a problem-solving support person.

All of the obstacles that teachers are facing are the exact reason they need your support. There are so many new things that teachers are facing, and we can help them find solutions.

They need our perspective, they need our experience, and they need our problem-solving abilities. Many times, teachers get stuck in their bubble and all they can see is their issues.

As an instructional coach, you can show them another path and give them new ideas because you have the experience of seeing other classes. You have the benefit and freedom to think beyond individual challenges to see the big picture. This is what many teachers need to gain perspective and finally solve their problems.

How can instructional coaches do this? How do we act bravely and decide that we are going to start coaching in these classrooms?

First, I want you to reframe your thinking about your coaching work. Coaching is not about fixing anyone or making them do things differently. It’s about supporting them as they grow as an educator.

Getting started might feel scary. There’s always a reason to be afraid. Instead of embracing the fear, let’s focus on the reasons that we are positive support people.

On this episode of The Coaching Podcast, I share four different ways you can be the instructional coach support your teachers need right now. These are things you can do that will move you into that coaching role so you can serve your teachers today.

1. Listen beyond the frustration and the anxiety that teachers are sharing to hear what they are saying. Find out where teachers are coming from so that you can understand what they need from you. Also, try not to take what they say personally - not everything is about you.

2. Be the resource that they need right now. Identify where teachers are struggling the most and offer your support.

3. Make every meeting or interaction result in something useful. We’ve all been to those meetings that didn’t really serve us. We want teachers to walk away with a tool or resource they can use that saves them time, not things they won’t use right away.

4. Listen for opportunities to turn complaints into goals. This is one of my favorite recommendations because once I figured it out, everything changed for me. Listen to what teachers say, validate it, and then flip it into a goal they can potentially work on.

Those are my four biggest tips for how not to be one more thing for already overwhelmed teachers. If you want to get all the details for how you can begin implementing them in your coaching work, be sure to listen to the episode.

Ready to listen? You can listen below with the media player, or search for Buzzing with MS. B: The Coaching Podcast anywhere you listen to podcasts!



Coffee and Coaching Membership

Thank you for listening to Buzzing with Ms. B: the Coaching Podcast. Want more coaching ideas?

Check me out at buzzingwithmsb.com and on Instagram @buzzingwithmsb.

If you love the show, share it with a coach who would love it too, or leave me a review on iTunes! It’s free and it helps others find this show, too. Happy coaching!

Podcast produced by Fernie Ceniceros of Crowd & Town Creative
 
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Saturday, October 9, 2021

Coaching Call: Getting in the Door with a Defined Role and Purpose with Liz DeVargas Almeida Ep. 80 Buzzing with Ms. B: The Coaching Podcast

It’s not always easy to get your foot in the door as an instructional coach. On this coaching call, I chat with Liz DeVargas Almeida about coaching teachers of English Language Learners (ELL). We discuss some of the challenges she’s facing and how to get support from the administration. Liz and I talk about defining your instructional coaching role and purpose. Listen to learn how to use an instructional coaching menu to help teachers understand what supports you offer.
Ever wish you had someone to listen to your coaching struggles and give you a different perspective?

Or maybe you’re stuck and want to get some new ideas?

That’s why I started these coaching calls. I wanted to have frank discussions about the highs and the lows of being an instructional coach with people out there in the field.

On this coaching call, Liz DeVargas Almeida and I talk about the challenges she’s having getting in the door with some teachers. Liz is an academic coach working with teachers of English Language Learners (ELL).

During the call, we talk about common problems for coaches. We brainstorm ideas for getting support from the administration and how to get invited into classrooms. We talk about what to do when you're being pulled in different directions and how to make sure the stakeholders know your coaching role.

We discuss strategies including using a coaching menu and having model classrooms to validate the effectiveness of coaching work.

Challenges for Instructional Coaches

Many coaches get thrown into their role without having a framework set up or structures in place. We build the plane as we fly it and that can be difficult.

This is a timeless and evergreen problem with coaching. It’s even more pronounced now with fewer coaches and everyone expected to take on broader roles. 

On this episode of The Coaching Podcast, Liz and I chat about how her role has been fluidly defined or undefined. We also talk about getting the administration to support the work she is there to do on campus.

One of Liz's biggest issues is that she can't visit classrooms unless she’s invited, and the administration is not making it happen. They say it would be nice, but they don’t require it.

There is no culture of coaching or implementation. Teachers might use what they learn, but maybe they don’t. It can be hard to gain traction with all the mixed messages.

Since Liz is not being brought into the classrooms to see lessons taught, a data walk can be a good alternative. On these data walks, you read the walls and make observations. You take note of the artifacts in the room.

Depending on your school culture, you could go in before or after school to do these walks. It’s often better to go in when teachers are not teaching because it’s less stressful for them.

On the walk, you would look around the room using the data for the school. You then meet with the administration to let them know what you saw in the rooms. From there, you create an action plan.

What to Do When You Are Pulled in a Million Different Directions

One of the most common challenges as a coach is being pulled to do things not in your original job description. When there were staff shortages or around testing time, I would get asked to do other things.

Liz shares on the call that she gets asked to do student intervention work on top of her coaching responsibilities. This is something that I was asked to do, and I came up with a few ideas to do both at the same time. 

1. Take your group on tour – When I worked with a small group of kids for intervention, I would take my group on tour to other classrooms. I would let the teacher know in advance that I would be working with my group of students. The teacher could observe me modeling and trying out a new strategy while my group got the intervention.

2. Make videos of teaching strategies – A video library is a great form of support. You can record lessons taught during intervention work. Then teachers can watch the videos on their schedules.

3. Push in, instead of pulling out the students  – When all the students come from the same classroom you can work with them in their room. This gives you a chance to model for the teacher while providing intervention.

This episode has a lot of information to support your coaching work. Be sure to check out the entire episode to get all my tips.

Ready to listen? You can listen below with the media player, or search for Buzzing with MS. B: The Coaching Podcast anywhere you listen to podcasts!

Helpful resources


Coffee and Coaching Membership

Thank you for listening to Buzzing with Ms. B: the Coaching Podcast. Want more coaching ideas?

Check me out at buzzingwithmsb.com and on Instagram @buzzingwithmsb.

If you love the show, share it with a coach who would love it too, or leave me a review on iTunes! It’s free and it helps others find this show, too. Happy coaching!

Podcast produced by Fernie Ceniceros of Crowd & Town Creative
 
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Saturday, October 2, 2021

Video Coaching: The Nitty Gritty with Cory Camp, Ep. 79 Buzzing with Ms. B: The Coaching Podcast

What are the benefits of using video coaching with teachers? On this episode of The Coaching Podcast, video coach Cory Camp joins me to discuss video-enhanced coaching. We talk about how instructional coaches can use video with their teams. She shares what a video coaching cycle looks like on campus and how to overcome common objections. Listen to the entire episode to learn actionable strategies, including what tools she uses for this type of virtual professional development.

Have you considered using video coaching?

Wondering what it might look like in action?

On this episode of The Coaching Podcast, I talk with Cory Camp of Sibme about using video coaching with teachers. We discuss what a video coaching cycle looks like and the tools instructional coaches can use to capture lessons.

My guest Cory is an expert on virtual coaching. Her use of video started organically when she began recording herself while teaching. She is now a consultant and video coach.

Cory’s mission is to help teachers reflect, see themselves, and have that "aha" while watching videos of their teaching practice. She says the beauty of video is that it gives a different perspective and lets teachers see themselves teaching in a new light.

What is Video Coaching?

It’s just what you would think it is – teachers recording themselves while teaching. They go through an entire coaching cycle.

One advantage of video-enhanced coaching is that the learner has more ownership and equity in the coaching conversations. Since the teacher reviews their lesson before sending it to the coach, they reflect on what they see on the video.

It’s like they’re coaching themselves and building capacity without the coach having to do all the observations. This makes a big impact.

Getting Started with Video Coaching

Cory and I discuss how she begins using video with teachers. To start she asks them for an introductory video and tour of their classroom. This is low stakes, and she shares a video of her office with them too.

She then asks them to record a lesson but doesn’t have the teacher send it to her. It’s for them to get familiar with the technology and get comfortable on camera.

During our chat, she explains how to set goals and the types of focus questions she asks her staff. She recommends the questions in the book, The Coaching Habit by Michael Bungay Stanier, to help guide teachers.

How Video Coaching Improves Student Learning

With video-enhanced coaching, Cory prefers getting small snapshots. She explains how she’s able to do heavy coaching using short video clips with a specific focus.

It’s important to give guiding questions to teachers. Otherwise, they may just focus on how they look and sound.

During the episode, Cory shares what a regular week looks like as a virtual coach. She guides us through a typical video coaching cycle and discusses the impact on observable practices.

She explains how using video allows her to see more teachers than she could in person. The teacher records their lesson and sends it when convenient. It removes scheduling conflicts, which are so common in schools.

Cory shares tips for how she gets reluctant teachers to try video coaching. She also gives suggestions for how to make sure teachers are being legally compliant and keeping student information safe when using video.

Video coaching has many benefits. One advantage is that it makes conferences more meaningful. The teachers have watched their lesson and have a better idea of where they would like to take the conversation. That gives them much more ownership and buy-in.

Obstacles to Video Coaching and How to Overcome Them

Video coaching can be a great way to frame coaching but may leave the teacher feeling vulnerable. A lot of teachers feel that it’s more high stakes than a traditional observation because there is a documented recording of them.

Another thing with video-enhanced coaching is you've got to be focused and meaningful for it to be effective. Otherwise, you're giving yourself and your teachers more work by having too much to look at.

During the episode, Cory shares some ideas for how to overcome these barriers and help teachers have a positive experience with video coaching.

Want to Learn More About Video Coaching?

Video-enhanced coaching might be the untapped source of support you are looking for to move your teachers forward. Listen to the entire episode to learn all about using video in your instructional coaching practice.

This interview left me so energized that I want to recruit people to try this with right now!

Ready to listen? You can listen below with the media player, or search for Buzzing with MS. B: The Coaching Podcast anywhere you listen to podcasts!

Helpful resources

https://www.coffeeandcoachingmembership.com/

Thank you for listening to Buzzing with Ms. B: the Coaching Podcast. Want more coaching ideas?

Check me out at buzzingwithmsb.com and on Instagram @buzzingwithmsb.

If you love the show, share it with a coach who would love it too, or leave me a review on iTunes! It’s free and it helps others find this show, too. Happy coaching!

Podcast produced by Fernie Ceniceros of Crowd & Town Creative
 
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Saturday, September 25, 2021

Model Classrooms: Why You Need One and What to Do When You Get One, Ep. 78 Buzzing with Ms. B: The Coaching Podcast

Wondering what a model classroom is and why an instructional coach needs one? On episode 78 of The Coaching Podcast, I explain what it is and how to choose one on your campus. I share tips for picking the right teacher and questions to ask to set goals for your coaching work. Listen for model classroom ideas that will help you leverage your impact across the entire school.

What is a model classroom and why do you need one?

On this episode of The Coaching Podcast, I answer these and other questions about using a model classroom to help teachers improve their practice.

What is a model classroom?

A model classroom is where an instructional coach provides support and leverages it to grow the teachers on the campus. It’s a place where you will spend a lot of your time. Teachers will visit and observe practices in this room.

The model classroom is not a perfect classroom. It has a strong teacher who can serve as a model, but that doesn't mean they are the best at everything.

Creating a model classroom won't do coaching work for you, but it will serve many teachers if you’re strategic. When they visit, they’ll notice things there that pique their curiosity and prompt them to learn more.

How to choose a model classroom?

Instructional coaches need to be thoughtful about how they choose a model classroom. First, you’ll need to decide how many model classrooms to have for your staff. You probably want a classroom for each band of grades or in each content area you serve.

During the episode, I explain my thought process for how to choose the right teacher. A good place to start is getting to know each teacher in their classroom.

Choose teachers with solid management in place. Someone who has influence in the grade level and wants to try something new.

You can use the strategy in Episode 39 called “Classroom Sweep” to get to know teachers fast. The free Coaching in the Classroom download below has all the forms you’ll need to make your observations.

What to do once you choose a classroom?

Now that you have a model classroom or two, what should you do with them? Basically, you do your coaching work in there.

Focus your objectives on something that teachers are interested in and tied to your school goals or initiatives. You're choosing a focus for your work with that model classroom, and you're keeping in mind how it's going to support other classrooms in the school.

Using model classrooms to leverage your impact on campus

You’ve been working with your model classroom and you see good things beginning to happen in there. So how do you use this to support other teachers on your campus?

There are a few different things that you can do that will help you maximize your effectiveness in other classrooms. During the episode, I go into details about what to do and how to do it.

Here are a few suggestions to leverage your work in that model classroom across the school.

  • Have teachers sit in on planning sessions with you, your co-teacher, and the cooperating teacher.
  • Teachers can observe the coaching model or lessons that are co-taught in this model classroom.
  • Use this classroom as a model of what coaching work is like. It will show teachers that coaching is not for weak teachers or punishment, but it’s for anyone who wants to improve their craft.
  • Record videos of you modeling and co-teaching. This library can provide support for teachers when time is tight.

When teachers see coaching in action and see the results, they are more likely to invite you into their room. You can use this to leverage your way into other classrooms and get those other teachers enrolled in coaching cycles.

After you have gone through coaching work with this model classroom, you may decide it's time to move to the next one. Maybe you change model classrooms once a semester or every six weeks. It depends on your school climate and what you're working on.

The model classroom can be used for deep coaching work and to show teaching in action. If you want to find out more, be sure to tune in to the entire episode. I share my best tips and ideas for creating a model classroom.

Ready to listen? You can listen below with the media player, or search for Buzzing with MS. B: The Coaching Podcast anywhere you listen to podcasts!

Helpful resources

The Confident Literacy Coach


Thank you for listening to Buzzing with Ms. B: the Coaching Podcast. Want more coaching ideas?

Check me out at buzzingwithmsb.com and on Instagram @buzzingwithmsb.

If you love the show, share it with a coach who would love it too, or leave me a review on iTunes! It’s free and it helps others find this show, too. Happy coaching!

Podcast produced by Fernie Ceniceros of Crowd & Town Creative
 
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Saturday, September 18, 2021

Coaching Bilingual and Dual-Language Classrooms with Dyana Vera, Ep. 77 Buzzing with Ms. B: The Coaching Podcast

Ready to learn more about coaching bilingual classrooms? On episode 77 of The Coaching Podcast, I'm joined by Dyana Vera of Biliteracy Now. We explore the goals of bilingual education and some common misconceptions about the dual-language classroom. Join us as we discuss how instructional coaches can help dual-language teachers even if they don't speak both languages. You'll get tips and ideas for supporting bilingual teachers in the classroom.

What are best practices for coaching bilingual and dual-language classrooms?

On this episode of The Coaching Podcast, I’m joined by Dyana Vera of Biliteracy Now. We talk about the different bilingual models, the goals of bilingual programs, and what you need to know to be an effective dual-language coach.

Bilingual and Dual-Language Classroom Models

There are different models used in bilingual and dual-language classrooms. Some models are better than others, but none are perfect for every student. Also, as new information becomes available best practices evolve and change.

Goals of Bilingual or Dual-Language Programs

During my discussion with Dyana, I asked her about what she thinks makes a high-quality bilingual program. She shares three goals for any program.

  1. The program is bilingual and bicultural
  2. The students' first language is preserved and valued
  3. Students are academically successful

A Common Misconception

The biggest misconception about bilingual education is that teaching two languages at the same time will confuse students. Families often wonder whether children should learn both at the same time.

Dyana explains that there have been many studies that show that children are capable of transferring skills from one language to another easily. Bilingual education actually gives students more opportunities both in school and later in life.

One thing that’s important for educators to do is to evaluate our language ideologies and how they influence our beliefs about teaching children. She also tells us why it’s important for schools to measure individual student growth rather than comparing them to other students.

Best Practices in Bilingual and Dual-Language Classroom

Some practices help to contribute to success in bilingual and dual-language classrooms. Here’s a list of a few best practices. 

  • Use visual aids (pictures, graphs, charts, etc.)
  • Model what you are teaching
  • Provide students an opportunity to socialize without making them feel like they are being graded

Challenges for Instructional Coaches and Teachers

During the episode, we examine some of the difficulties faced by teachers and coaches of bilingual and dual-language classrooms. We also discuss ideas for overcoming them. Below are a few of the challenges we talk about in the episode. 

  • Finding high-quality literature and other materials
  • Administering and grading additional tests/assessments
  • Lack of time and no extra compensation for completing additional paperwork
  • Teachers being asked to translate materials or create resources because none exist
If you want to learn more about how to overcome these obstacles, be sure to listen to the entire episode.

How Can a Coach Who is Not Bilingual Support Bilingual and Dual-Language Teachers?

What do you do when you’re not bilingual but need to coach a dual-language classroom? Dyana and I discuss several things you can do, even if you can’t speak both languages. Here are some ideas for supporting teachers and students.

  • Observe and give feedback
  • Model for the teacher
  • Advocate for the staff
  • Ask what they need
  • Create trust with teachers and keep things confidential

Coaching Bilingual and Dual-Language Classrooms

As an instructional coach, there are things you can do to support your bilingual and dual-language teachers even if you don’t speak both languages.

Advocating is one of the primary roles of any coach. When supporting bilingual classrooms, you should ask that resources be bought in both languages.

Another way to help is to encourage schools to provide adequate PD. Professional learning should target the specific classrooms and how to support learners in these programs.

Bilingual education is something that we all should be aware of and learn about. However, it takes time to develop our understanding of it.

I'm grateful that Dyana came on today to begin this dialogue. Hopefully, it will get you started thinking about what bilingual and dual-language education could look like or should look like on your campus. If you want to hear all the details, make sure to listen to the entire podcast.

Ready to listen? You can listen below with the media player, or search for Buzzing with MS. B: The Coaching Podcast anywhere you listen to podcasts!

Helpful resources

The Confident Literacy Coach


Thank you for listening to Buzzing with Ms. B: the Coaching Podcast. Want more coaching ideas?

Check me out at buzzingwithmsb.com and on Instagram @buzzingwithmsb.

If you love the show, share it with a coach who would love it too, or leave me a review on iTunes! It’s free and it helps others find this show, too. Happy coaching!

Podcast produced by Fernie Ceniceros of Crowd & Town Creative
 
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Saturday, September 11, 2021

Changing Roles as an Instructional Coach with Megan Williams Martin, Ep. 76 Buzzing with Ms. B: The Coaching Podcast

Changing roles as an instructional coach can be daunting, especially if you're working in grades or subjects you haven’t taught before. On this episode of The Coaching Podcast, I’m joined by Megan Williams Martin. She shares how she transitioned from being a reading specialist to a secondary instructional coach. Listen to learn how to be prepared for your new role and what to do at the beginning of the year to build trust with teachers.

Many coaches shift from one grade level to another or from one content area to another this time of year. They may start at a new school or district and that can be a difficult change to make.

On this episode of The Coaching Podcast, my guest is Megan Williams Martin. She’s an instructional coach that recently moved from elementary school to middle school.

We talk about what the change was like for her and some things she did to connect with the teaching team. She shares how she built relationships and applied what she already knew to her new campus.

Megan and I discuss ideas for bridging your knowledge from one grade level range or content area to another. We also talk about the similarities and differences between primary and secondary school.

This episode is especially helpful if you've shifted roles. Even if you haven't, I think you're going to walk away with some valuable tips for the work that you're doing on your campus.

Changing Roles as an Instructional Coach

Megan admits that she was nervous when she decided to switch schools and grade levels. It was a big transition.

On the episode, Megan shares what she did to make the move a little bit easier. She mentions multiple times that she arrived at the school as a willing learner and open to suggestions. She also made it clear that she was passionate about educating teachers and kids.

In the beginning, she listened and learned about the team and the school. She did lots of research too. When the time was right, she offered suggestions that showed her value. She also made herself available to the staff as a sounding board.

Megan was honest with the team that she didn’t know everything. She explains in the episode that it’s OK not to know everything. The important thing is that you know how to do research and know who to ask to find the answers.

Another thing she did was find her people quickly. In the episode, she talks about how coaching is a difficult job to do alone and how to find support to make the job more joyful.

From Primary to Secondary School

We chat about how Megan’s work as a teacher and reading specialist in elementary school prepared her to become a middle school instructional coach.

She was keenly aware that going from primary to secondary school would pose a challenge in terms of credibility and tried her best to be prepared for it. The middle school teachers would be the experts in the content, but she was confident that she had a toolbox of strategies to share.

Instructional coaches often feel like they are the experts and need to know everything. But nobody knows it all.

Megan was honest with the staff that she did not have experience with middle school students. She explained to the teachers that what she did have was some great practices to help support teachers and meet the students' needs.

She was intentional about how and when she offered new ideas. She didn’t dump out all her strategies at once, but rather let it occur naturally.

Megan is a lifelong learner and soaks up everything. She said it was this openness to learning and her ability to find answers that led to success on her new campus.

To build relationships with teachers, she made sure to show her personality and got to know the teachers. She let them know that she was not there to change everything and that built trust.

One of the things she said helped the most was going into classrooms and offering support from the start of the year. She started with those teachers that were willing. In time other teachers recognized that she wanted to help and had good ideas.

Thinking about Changing Roles as an Instructional Coach?

Her final piece of advice is to try new grades and subjects. She never thought she would leave elementary. Now she says that secondary school is home for her.

I agree that coaches should be willing to try new things. If nothing else, you’ll learn a lot about what you like, what you don't like, and the way things work in different places. At best, maybe you’ll love it.

If you want to hear all about Megan’s transition from elementary to middle school, be sure to check out the entire episode. She shares practical tips that can help you get ready for any new coaching role.

Ready to listen? You can listen below with the media player, or search for Buzzing with MS. B: The Coaching Podcast anywhere you listen to podcasts!

Helpful resources


Coffee and Coaching Membership


Thank you for listening to Buzzing with Ms. B: the Coaching Podcast. Want more coaching ideas?

Check me out at buzzingwithmsb.com and on Instagram @buzzingwithmsb.

If you love the show, share it with a coach who would love it too, or leave me a review on iTunes! It’s free and it helps others find this show, too. Happy coaching!

Podcast produced by Fernie Ceniceros of Crowd & Town Creative
 
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Saturday, September 4, 2021

Coaching Call: Coaching New Teachers with Nikki Drury, Ep. 75 Buzzing with Ms. B: The Coaching Podcast

Coaching new teachers is challenging! Many teachers get overwhelmed by all the information they need to learn when starting at a school. On this episode of The Coaching Podcast, I’m joined by literacy instructional coach Nikki Drury to talk through how to best help teachers navigate a new campus. Listen to this coaching call to get tips and strategies for helping new teachers.

Why is coaching new teachers so hard?

On this coaching call, I’m joined by Nikki Drury. She's a literacy instructional coach in a Texas grade 3-5 school.

Nikki has many coaching responsibilities but spends much of her time developing new teachers. Some teachers she coaches have limited classroom experience, while others have several years at different campuses.

Nikki and I talk about some of the challenges she faces coaching new teachers. We discuss how to find the balance between showing and doing for teachers.

Tips for Coaching New Teachers

Nikki’s school has many campus-aligned literacy strategies and programs in place. It can be overwhelming for new teachers to learn so many things all at once.

While discussing this on the call, one tip I suggest is making a video for each strategy. The videos can feature her or any other willing teachers modeling the lessons in action.

This will create a video library that teachers can watch on-demand. Teachers can get extra support when they want, but it won’t add to their already heavy workload.

Developing Teachers' Thinking

On this episode of The Coaching Podcast, Nikki and I discuss how to develop the thinking skills of teachers. This is critical for lasting change and improving teachers’ practice.

When I model a mini-lesson or any other type of lesson, I want teachers to see the thought process that goes into it.

During the planning, I explain how I'm pulling from the standards and figuring out what to focus on. Once the lesson plan is complete, I model it in the classroom. Then I debrief with the teachers and ask questions that guide them to think about what they saw in the lesson.

This technique is super impactful for teachers. It can be a valuable way to spend time with new teachers.

If you give it a try, let me know how it goes in the comments below or tag me on Instagram.

More Ideas for Coaching New Teachers

The ideas above are a small sample of what we discuss on the coaching call. This episode has many tips and topics, including tiering support, classroom management during guided reading, and encouraging teacher visitations. If you’re a literacy coach, you’ll find lots of valuable tips to help you coach with confidence.

Ready to listen? You can listen below with the media player, or search for Buzzing with MS. B: The Coaching Podcast anywhere you listen to podcasts!

Learn more
Helpful resources



https://buzzingwithmsb.mykajabi.com/confident-literacy-coach

Thank you for listening to Buzzing with Ms. B: the Coaching Podcast. Want more coaching ideas?

Check me out at buzzingwithmsb.com and on Instagram @buzzingwithmsb.

If you love the show, share it with a coach who would love it too, or leave me a review on iTunes! It’s free and it helps others find this show, too. Happy coaching!

Podcast produced by Fernie Ceniceros of Crowd & Town Creative
 
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