Archive of Collaboration

How Can I Coach A Resistant Teacher? Thumbnail

How Can I Coach A Resistant Teacher?

Posted on May 05, 2013

 The un-coachable It helps me to think of "resistant teachers" as "un-coachable." It kind of sounds like the living dead, which isn't too far off for me: not open to learning/not reflective/afraid to look in a mirror=living dead. And this thought also makes me laugh (inside, quiet laugh) which brings just enough lightness and space to my mind so that I don't get too caught in the drama and intensity. It's never productive to be caught there. When I first started coaching and encounter

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Ongoing Support for Secondary Math in Washington County School District Thumbnail

Ongoing Support for Secondary Math in Washington County School District

Posted on March 03, 2012

District professional development responds to secondary common core math needs In a recent interview, Kristine A. Cunningham, Math Coordinator for Washington County School District (WCSD), gave insight to the ongoing effort to support secondary math teachers as the Common Core State Standards (CCSS) for Mathematics are implemented (her words are enclosed in quotes in this article). The district has created a professional development model that looks at the current level of student perform

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Districtwide Approach to Increasing Student Achievement Thumbnail

Districtwide Approach to Increasing Student Achievement

Posted on March 03, 2012

How Tier I Instruction, Collaboration, and Focused Professional Development has Increased Student Achievement in Salt Lake District Jessica, a second grade special education student at Parkview Elementary, draws circles, makes a "math mountain" and then correctly writes an equation on her white board for the following story problem: Taleigha had 12 pencils.  She lost some.  Now she has 5.  How many pencils did she lose? Jessica compares her work to her partner and then they both raise

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Coaching: Hugs Or Slugs: What Will It Be Today? Thumbnail

Coaching: Hugs Or Slugs: What Will It Be Today?

Posted on March 03, 2012

Supporting High Expectations for Students with Disabilities We are the two special education academic support coaches “unofficially” known by our elementary special education self-contained teachers as the “curriculum enforcers” for the Salt Lake City School District. Our positions were created three years ago when Salt Lake City School District leadership adopted the expectation that elementary students with disabilities who were expected to take grade level CRTs at the end of th

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I.M (in) Focus: Progress-Monitoring Teachers Thumbnail

I.M (in) Focus: Progress-Monitoring Teachers

Posted on February 02, 2012

Over the last several years there has been greater teacher accountability for student outcomes. Gone are the days when teachers could close the door and teach whatever they wanted to teach. While such an approach can be enticing as we can focus on those things that are most interesting to us, or about which we have the greatest knowledge, it does little to ensure students are taught what they need to know or that ALL students are provided a high-quality education. That assurance of student lea

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Free Guide to Implementing Lesson Study Thumbnail

Free Guide to Implementing Lesson Study

Posted on January 01, 2012

What is Lesson Study? Lesson Study is an ongoing professional development process utilized within Professional Learning Communities (PLCs) to allow teachers the opportunity to create a model for high- quality instructional practices. It is also a method for improving a lesson through teacher collaboration. Lesson Study originated in Japan as an approach to instructional improvement that has recently sparked much interest in the United States. Educators participate (school-based professiona

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Utah Personnel Development Center (UPDC) Supports Educators Thumbnail

Utah Personnel Development Center (UPDC) Supports Educators

Posted on January 01, 2012

      Vision: All educators are using evidence-based practices. Purpose:  Help educators implement evidence-based practices with fidelity.  Build school and district capacity and sustainability for using evidence-based practices.  Improve student outcomes by promoting the use of evidence-based practices. Core Values: Trust Collaboration Continuous Improvement Who We Serve: Special educators, related service providers, general educators

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Coaching is Good for Both Doctors and Teachers Thumbnail

Coaching is Good for Both Doctors and Teachers

Posted on December 12, 2011

In medicine, as in education, the temptation is to look for transformative changes rather than teaching professionals to be more effective. The most famous example was the discovery that simple checklists and reminding doctors to wash their hands were able to improve health as much as sophisticated technological systems. But Gawande also explains that "coaching" is just a fancy term for "teaching" and its most effective technique is "just conversation." Wouldn't it be ironic if the best way

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Using School-based Volunteers in RTI Thumbnail

Using School-based Volunteers in RTI

Posted on December 12, 2011

Successful RTI implementation integrates all school personnel and community stakeholders in the process to increase impact and align goals and priorities. School-based volunteers play essential roles in assisting in the implementation of RTI interventions, increasing communication with parents, and providing supplemental professional development in coordination with classroom educators. How do you respond to support personnel unions when they say that volunteers make it easier for Distric

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Coaches: Meet the Teacher Thumbnail

Coaches: Meet the Teacher

Posted on November 11, 2011

Instructional Coach Resistance In her first year as an instructional coach at Center Ridge Elementary in Centreville, Va., Gail Ritchie overheard a frustrated teacher after a professional development session exclaim to a colleague, “I don’t know why I had to be here. I already went to school to learn to teach math.” Ritchie immediately recognized the significance of this seemingly casual comment. Did the teacher think she already knew everything there was to know about math, or di

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