Formal coaching contract
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1. Formal coaching involves the coach working directly with classroom teachers and students to improve instruction and increase learning. It occurs over a set period of time through modeling lessons, co-teaching, and providing feedback. 2. The process includes pre-conferences to plan lessons focused on student outcomes, observing or co-teaching the lesson, and post-conferences to reflect on success and plan next steps. 3. The coach will document the effectiveness of formal coaching through teacher self-assessments before and after, benchmarking selected students, and reflective journaling on successes and areas for improvement.
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The role of_the_teacherahmedabbas1121
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Teachers play multiple roles in the classroom. At the planning stage, teachers learn best strategies, collaborate with other teachers, analyze student data, and design engaging lesson plans. During instruction, teachers facilitate learning by providing students with information and tools to master subjects, and work individually with students. Learner-centered teaching engages and motivates students, includes explicit skill instruction, and encourages collaboration. Moving to a more facilitative role is difficult for teachers as they like being the center of attention, students may resist, and the new role requires patience and is time-consuming. Principles for the facilitative role include doing less telling and more designing authentic learning tasks, modeling thinking, encouraging peer learning, and providing constructive feedback.1 how to plan for effective teaching
1 how to plan for effective teachingpiporous
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The document discusses the importance of planning effective lessons. It outlines that planning is necessary to meet students' needs, ensure all students receive excellent teaching, and demonstrate to inspectors that teaching is effective. Key elements of planning discussed include having clear learning outcomes, using appropriate structure, content, resources, assessment strategies, and differentiation. The document emphasizes that planning helps teaching be consistent with learning aims and challenges students.
Duties and Responsibilities of Student Teacher
Duties and Responsibilities of Student TeacherAndieBumanglag
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This document outlines the duties and responsibilities of student teachers. It discusses committing to teaching, knowing stakeholders, planning and organizing lessons, preparing to teach, and reflecting on teaching. The key aspects are:
1) Committing to teaching requires passion and enthusiasm. A committed teacher is always seeking new ideas to benefit students.
2) Stakeholders include internal parties like students, teachers, and parents, and external parties like the community and government. Engaging stakeholders requires transparency, collaboration, and being mission-driven.
3) Preparing to teach involves reading extensively, visiting the school, meeting with administrators, designing lesson plans, developing learning objectives, and aligning assessments to objectives.Lesson plan
Lesson planSaberaHamidKhondokar
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Lesson planning is a significant element of teaching-learning system. A lesson plan is a step-by-step guide that provides a structure for an essential learning. Before planning a lesson, it is essential to classify the learning outcomes for the class. It is important because it helps the teacher in maintaining a standard teaching pattern and does not let the class deviate from the topic. Pre-planning helps the teacher to be better equipped in answering questions asked by the students during the lecture.Reflective teaching by Anjanette Penillos
Reflective teaching by Anjanette PenillosBSEPhySci14
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Reflective teaching conceptualizes teaching as a complex skill requiring teachers to make judgments in how to act. High-quality teaching depends on teachers having professional expertise, which is developed through reflective practice. Reflective teaching supports teachers' professional development throughout their careers from student teachers to experienced teachers. It should lead to improvements in teacher skills and student education outcomes while satisfying performance standards.More from susan70 (20)
Progression of outcomes for place value 1 (1)
Progression of outcomes for place value 1 (1)susan70
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This document outlines progression of place value outcomes from kindergarten to grade 9. It shows the development of place value understanding over time, with outcomes becoming more advanced each year. Key understandings taught include whole number concepts, place value, counting, comparing, representing, and extending to decimal numbers. Instructional strategies suggested are use of manipulatives, number lines, open questioning, and establishing patterns. Common misconceptions are also listed such as thinking place value is only relevant to whole numbers or misunderstanding the relative magnitude of decimal numbers.Partylite Launch
Partylite Launchsusan70
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Susan Muir is hosting a come-and-go coffee and muffins event from 10am to 12pm at 203 5th Ave North to celebrate the beginning of her new Partylite hobby business. The event is an opportunity for people to learn more about Susan's Partylite business and support her new hobby venture.Day 1
Day 1susan70
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Day 1 of the school year involves organizing student desks and lockers, decorating name tags, and teaching students how to keep their desk organized. In the morning there will also be a scavenger hunt to help students get to know the school. The schedule includes reading groups, assembly, math lessons on data and graphs, a learner questionnaire, and outdoor physical education with balloons.performance task
performance tasksusan70
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This document outlines a performance task for students to assess biodiversity by collecting insect samples using Malaise traps. Students will take on roles such as recorders, reporters, bloggers, and statisticians to communicate their findings about the number and types of insect species found in their schoolyard compared to other schools across Canada. They will present their findings through various media to their classmates, community, and all of Canada. The goal is for students to learn about biodiversity and classification of organisms by conducting hands-on research and sharing what they learn about the estimated 140,000 insect species in Canada, half of which remain unidentified.Year at a glance
Year at a glancesusan70
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Susan Muir's 2014-2015 timeline for grade 5 outlines her integrated themes, subjects, and units of study for each month. Throughout the year she focused on themes like weather, personal heroes and identity, Canadian people, and machines. Her subjects included math, English language arts, science, social studies, and arts education. Some of the units she covered were data management, whole numbers, decimals, fractions, geometry, weather, human body systems, force and simple machines, Canadian government, First Nations art, and health topics like self-regulation, puberty, and infectious diseases.Great radical efficient gaming greg
Great radical efficient gaming gregsusan70
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The document advertises a new pizza burger product coming soon to Pizza Hut retail stores, encouraging the reader to feast on this delicious combination of pizza and burger; it also asks the reader if they would prefer this new pizza burger or to continue with traditional pizza options, thanking them for their time.Canada test part 1
Canada test part 1susan70
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This document outlines an assignment to research and map the political regions of Canada including the provinces and territories, label them, provide population estimates, confederation dates and reasons for joining Canada. Students are asked to write a 5-6 sentence paragraph summarizing the main idea and details about one province's decision to join Confederation.Beginning with the end in mind Dec 1
Beginning with the end in mind Dec 1susan70
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This document provides the weekly schedule and assignments for the week of December 1-5. Students are to complete their persuasive paragraph for ELA by Tuesday and work on their 5 paragraph essay about a Canadian hero. In social studies, students will present their confederation projects and study for a test on Canada's confederation. Arts assignments include finishing one side of a POP ART cube and collecting cardboard. Phys. ed. includes Canadian hero research and daily exercises like Just Dance. Mathematics focuses on division skills.Jonathon's Resume
Jonathon's Resumesusan70
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The document provides Jonathon Muir's resume seeking a part-time job for experience. It summarizes his qualifications including being punctual, a quick learner, and easy to work with. It outlines his work experience in various jobs and volunteer roles coaching sports and community service. It lists his accomplishments in karate, leadership positions, and awards for lifesaving, community involvement, and academics. It provides references from teachers and coaches who can recommend him.Parent reading tips
Parent reading tipssusan70
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This document provides parents with questions to ask their children when reading both fiction and non-fiction books to help improve their reading comprehension. For fiction books, it suggests asking about character traits, point of view, themes, and predictions. For non-fiction, it recommends discussing the main idea, purpose, text features, new information learned, and unknown words. The document concludes by encouraging parents to have children write about what they read to help improve writing skills.Grade 5-timelineof learning
Grade 5-timelineof learningsusan70
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This document provides an overview of the 2014-2015 school year for a Grade 5 student named Susan Muir. It outlines the integrated themes, subjects, and units that will be covered each month from September to June. Themes include weather, personal heroes and identity, Canadian people, and heritage. Core subjects are math, English language arts, science, and social studies. Additional topics in health, arts education, and other subjects are also listed for each month.
Pauls pizza
Pauls pizzasusan70
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Paul owns a small pizza shop that is at risk of closing if he cannot pay $100 in rent by Friday. He comes up with a pricing strategy to sell half, quarter, and eighth slices of pizza - with half slices costing $10, quarter slices $5, and eighth slices $2. Through tracking his daily sales from Tuesday to Friday, the summary shows that Paul is just able to raise the $100 needed to pay rent and save his pizza shop.Nutrition (1)
Nutrition (1)susan70
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Sleep plays a vital role in growth and development for children and teens by helping the brain properly function, learn, and remember information. Getting good quality sleep repairs the body's systems like blood vessels and heart, and regulates hormones controlling hunger and fullness to reduce obesity risk. Sleep is also important for mental and physical health as issues with sleep can be caused by trauma and negatively impact safety, learning, and daily functioning.Vitamins
Vitaminssusan70
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Vitamins are nutrients found in foods that are essential for human health. They help the body grow, fight infections, and function properly. Different foods contain different vitamins, and people need varying amounts of vitamins depending on their age, gender and overall health. Vitamins are absorbed from food during digestion and carried throughout the body, where they each perform important roles like supporting vision, healing cuts, strengthening bones and more. While most people get enough vitamins from a balanced diet, supplements can help those with certain dietary restrictions.
Visual artifact module 5
Visual artifact module 5susan70
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Progressive education began in the late 19th century as a protest against standardized textbooks and rote learning methods. It advocated for a more child-centered approach where students could discuss ideas and work on hands-on projects tailored to their interests. Progressive teachers acted as facilitators rather than authorities, emphasizing democratic and cooperative learning over strict memorization. This movement spread in Canada in the early-to-mid 20th century and aimed to make education more relevant to the needs of students and the workforce through experiential learning opportunities.Jonathon's Resume
Jonathon's Resumesusan70
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Jonathon seeks part-time employment for experience. He has strong character qualities like confidence, punctuality, and teamwork. His volunteer work includes coaching sports, fundraising, and community cleanups. He has received awards in karate, lifesaving, math, and more. References are provided.Susan muir week 3 visual assignment
Susan muir week 3 visual assignmentsusan70
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The Western Development Museum in Yorkton, Saskatchewan depicts the story of immigration to western Canada through photographs and artifacts. In the late 1800s and early 1900s, over 2 million immigrants came to Canada from around the world, attracted by brochures promoting the land and educational opportunities. Many settled in Saskatchewan, establishing a diverse cultural landscape. To accommodate the growing population, one-room schoolhouses were constructed every 7-8 miles to educate children from various backgrounds and help integrate different cultures into Canadian society.Final susan muir visual assignment 1
Final susan muir visual assignment 1susan70
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The document discusses the history and growth of education in Canada in the early 1900s. It states that in order to understand decisions made about education, one must understand why they were made from the social and political viewpoints of the time. The industrial revolution led to an understanding that education's purpose was inculcation or socialization. Education focused on teaching obedience, morality, and preparing students for future work through rote learning and repetition. Teachers were responsible for instilling societal values and norms in students as well as taking on administrative and janitorial roles.Formal coaching contract
- 1. September School Visits School: _________________________ Date: ____________<br />What is formal coaching?
- 3. Individual; small group; staff PD
- 4. Blog http://blogs.gssd.ca/smuir/
- 5. Email communication smuir@mail.gssd.caHow can we change and improve instruction, so that there is an increase in student learning and understanding?<br />How do you see my role as math coach working with your staff to improve student learning?<br />How do you feel about arranging preconference/post conference time when working with your teachers in a formal coaching setting?<br />Do you support a 遜 day planning time before coaching begins?<br />Are you willing to be a host school during the Workshop Wednesdays?<br />What, if any, are weaker areas in mathematics and student achievement, would like to see improvement?<br />Requests/Follow-up<br />What is Formal Coaching?<br />Formal coaching takes place in schools, in the classroom. The coach works side by side with the classroom teacher. They are both accountable for effective student learning.<br />Depending on a teachers needs and backgrounds, a coachs role may vary. The teacher and coach begin their journey by having a half day planning time to discuss goals and areas of need. The formal coaching is done in blocks of time over a two or four week time-frame.<br />It can begin with the coach modeling lessons to show best practices. Having the classroom teacher observe, it helps the teacher to obtain a deeper understanding of the content or delivery of the lesson. Modeling from the coach can turn into co-teaching and then observing the classroom teacher to give effective feedback.<br />To be most effective the teacher and coach need a pre-conference; observe, teach or co-teach the lesson; and have a post lesson conference. Because this is new and we may need to be creative in how and where we find the time to conference, it may vary from school to school. This is where the support of the principal is needed.<br />Pre-lesson Conference<br />During the pre-lesson conference, the teacher explains the goals for the lesson. If the coachs role is to model the lesson there has been prior communication and maybe the teacher and coach planned the lesson together. Teachers planning time is precious so the role of the coach could be to the ground work. The coachs role is not to do the planning, but to assist and provide guidance during the planning process. It is important to always focus on the student learning and the curriculum outcomes of the lesson. During the pre-conference teacher and coach design or redesign the lesson to meet the needs of all learners. It is imperative that the lesson goals, content, strategies are clear.<br />The Lesson<br />A coachs role during the lesson can vary as stated above. A coachs role can begin by observing only, to co-teaching to modeling or in the reverse order.<br />Modeling is appropriate when a teacher wants to see or learn specific teaching strategies or methods. The goal of the modeling is for the teacher to build an understanding of best teaching practices.<br />When teachers work in a co-teaching setting the coachs role is collaborative. The coach may intervene during a lesson only if this is discussed and agreed upon during the pre-conference. Intervention is never directly toward the teachers teaching but towards students understanding and learning.<br />The coach is a partner with the teacher. They work together toward a shared goal of student learning.<br />Post-conference<br />After the lesson, this may be during a recess, or lunch break, the teacher and coach talk about how the lesson went. How successful was it planned and implemented? Problems? Did the students achieve the outcomes? Often this is where teacher and coach look at student work and evaluation tools.<br />Post-conferences often lead into future planning of lessons.<br />I have read the above format of Formal Coaching. _______________________<br />Questions?<br /> This is new for all of us the journey may change as needs arise.<br />How will I document the success and effectiveness of formal coaching?<br />1. Teacher Self Assessment
- 6. -a self assessment tool will be given to the classroom teacher prior to the block of time
- 7. -the same assessment tool will be given at the end of our block
- 8. 2. Student Assessment
- 9. -A selection of 4 students will be benchmarked at the beginning and end of the block 3. Coachs Self Assessment <br />- Journal reflection of success and areas of needed change<br />- What worked and why? What didnt work and why? <br />- Where do I /we go from here? Follow-up plans.<br />