Posts Tagged "coaching"

Use Your Learning List Resources for T-TESS Coaching Support

Individual coaching conversations, professional learning communities, grade level team planning, and other informal learning situations are perfect opportunities for linking Learning List tools to support just-in-time learning.

In Administrators, Are You Using Learning List to Plan for Observations?, we provided sample coaching questions related to the T-TESS Dimensions for planning and instruction. As you continue to provide coaching support, you may want to leverage Learning List’s resources once again.  Accessing these tools takes only a few moments, and more importantly, saves you time in researching additional resources.  Below are the T-TESS Dimensions for planning and the Learning List tools that will assist you and the teachers you are supporting. Goals, Plan, Success

T-TESS Planning Dimension 1.1: The teacher designs clear, well organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners.

  • Learning List’s Alignment Comparison tool assists teachers in determining which of the district’s resources are aligned to the standards that they will address in the lesson(s) they are planning.
  • Learning List’s Spec Sheets and Editorial Reviews provide information about any adaptions the instructional materials provide to help teachers plan instruction for students with diverse learning needs.
  • Learning List’s Spec Sheet helps you identify materials that work on your district’s technology and the Spec  Sheet helps you quickly understand the technology requirements of materials you are considering or using. Both inform technology integration.

Planning Dimension 1.2: The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction.

  • Learning List’s Spec Sheets and Editorial Reviews contain information about the assessments and monitoring tools provided in each instructional material.
  • Learning List’s Alignment Comparison tool and detailed Alignment Reports identify the citations in each material (e.g., lessons, pages, videos) that Learning List has verified to be aligned to each standard. When planning for differentiation or RtI, teachers can use these resources to identify materials aligned to standards students are struggling with.

Planning Dimension 1.3: Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development and achievement for all students.

  • Learning List’s Spec Sheets and Editorial Reviews provide information about the adaptions each instructional material provides to assist teachers in planning for diverse learning needs.
  • Learning List’s search filters and Product Comparison tool make it easy to assess the vertical alignment of a material across grade levels.  Comparing the vertical alignment of a product across grade levels can assist teachers in planning intervention support.

Planning Dimension 1.4: The teacher plans engaging, flexible lessons that engage higher-order thinking, persistence and achievement.

  • Learning List’s Alignment Comparison tool assists teachers in determining which of the district’s resources are aligned to the standards they intend to address in the lesson they are planning.
  • Learning List’s Spec Sheets and Editorial Reviews provide information about the adaptions each instructional material provides to assist teachers in planning for diverse learning needs.

Coaching is an important part of your work as an educational leader. Leverage Learning List’s resources to save time, enhance teaching and accelerate learning in your district.

While the descriptors of practice may be different, suggestions for use of Learning List resources will likely fit any model of teacher evaluation and support.

 

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Administrators, Are You Using Learning List to Plan for Observations?

It’s mid-September and classroom observations are starting.Teacher at desk

Learning List resources can assist you in preparing for classroom observations and coaching conversations. Below are sample questions related to each T-TESS dimension that addresses “alignment” of lessons and  activities to the state standards and using materials to assess student progress. These questions may be useful in conversations prior to observations or edited and used during coaching conversations after observations.

Please note, the short descriptions of the dimensions below does not capture the full scope of the rubric’s expectations. Consult the rubric for further detail.

Planning Dimension 1.1: The teacher designs clear, well organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners.

Sample Coaching Questions

  • Which instructional material(s) supports the objectives for this lesson?
  • What criteria do you use to determine whether an instructional material is aligned to the standards being taught in the lesson?
  • How do you determine the sequence of instructional materials to use?
  • Will you use technology in the lesson? If so, how will you determine the most appropriate technology to use?
  • How are you using instructional materials to help you differentiate instruction?

Planning Dimension 1.2: The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction.

Sample Coaching Questions

  • What type of instruments will you use to assess student progress?
  • How will you use the data you get back from those formative assessments to guide small group instruction?
  • How do you involve students in monitoring their progress?
  • What resources are available for instructing students of varying needs? What criteria do you use to determine which to use?
  • What type of feedback do you find most effective with the students you teach?

Planning Dimension 1.4: The teacher plans engaging, flexible lessons that engage higher-order thinking, persistence and achievement.

Sample Coaching Questions

  • What questions have you planned for the lesson?
  • Which questioning and/or other strategies will you use to encourage all students to engage in higher-order thinking?
  • How will you use your instructional materials to prompt students to engage in higher order thinking and questioning?
  • How will you assess the alignment of your activities with instructional materials?

Instruction Dimension 2.2: The teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content and student needs.

Sample Coaching Questions

  • Can you demonstrate that this lesson is aligned to the state standards you are intending to cover?
  • How does this lesson align to the district curriculum (scope and sequence)?
  • How will you use your instructional materials to provide students with opportunities to use different types of thinking and problem solving skills? What real world scenarios will you reference to support student learning?

We encourage principals to leverage the reviews and tools on Learning List to help implement the T-TESS rubric during the observation and coaching cycle.  Contact us if you would like to schedule training to help support this important work.

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