4. Describe your Coaching

The teachers of the middle school were generally receptive to the FRAME. While some were apprehensive and refused to think that this could contribute any to their classroom instruction, others were creating multiple examples and planning ways to build it in to each unit before we concluded the training.  We were able to adapt our approach to include more content specific examples and provide data from the TTAC website.  This seemed to help the apprehensive teachers to open up and consider implementing something new in their classrooms.

Janice Creneti came to my school on September 26, 2017. She observed me presenting a Unit Organizer to my students. She gave me a score of 100% on my Cue-Do-Review Checklist.
Janice also came to my school on November 30,2017. That day she observed me teaching other Science teachers the Frame Routine.
Janice was very helpful on both occasions. I cannot overstate how knowledgeable and helpful she is. She explained what I needed to improve.in each instance. I have learned to always welcome her constructive criticism because it makes me more successful. CER's can be crafted to fit anyone's individual style. They will work as long as you follow the ground rules. 
Janice guided me to improve my presentation to the other teachers. She also jumped in to field questions from the teachers that I could not answer.
I am looking forward to being able to teach the Frame Routine to the rest of the Murdock Middle staff.

Fortunately, the teacher I coached for the Frame Routine has a common planning time so we were able to meet ahead of time to coordinate the lesson:  The lesson was conducted in an inclusion setting; beginning of class as a warm up.  Student engagement was high and they were very confident in their answers and were excited to participate in filling out the Frame during the warm up and then extend the Frame Routine to incorporate a rotation station lab on Mirrors and Lenses.  

Challenges during instruction of the Frame; Some of the students demonstrated difficulty keeping the pace of the filling in answers on the Frame.  One way we determined to problem-solve this issue, moving forward, was to provide specific students a frame that is partially filled in so they may have a completed Frame at the end of the warm up while contributing and participating with the classroom discussion.

Mrs. Hodges and I worked with our fellow eighth grade English teacher utilizing the FRAME Routine for writing instruction. The first and most important success is that the FRAME greatly assisted her students in learning a new way to organize their essays in a logical order. The students utilized this tool as a pre-planning strategy as they prepared for their Writing SOL. Obviously one challenge was finding a mutual planning time to go over the FRAME. Another challenge was ensuring all technology was working appropriately in her room for this lesson. We overcame these obstacles by planning a date two weeks in advance and double-checking her equipment beforehand.

1st Lesson: Introduction of why we use The Framing RoutineDiscussed it being a visual that the students can use as a study guide later.  They fill it in/ownership.  Explained the acronym for FRAME.  Gave several examples of when we used it in the classroom.  Introduced the book and discussed differentiation with it.  Introduced several topics that she could do.  Showed her several different frames that we have used.  Student brought up using it with a topic that we had just completed for next year.  Used her idea to do together to show her an example of it.  Reinforce that we should have it done before we use it with the students.  Worked on the "Monument" example together.  Discussed how we could extend this activity.  Review using the same type of frames with students for consistency.2nd lesson:  Helping student complete her frame.Reviewed that her frame should be completed before she instructs students.  We could have several frames for the different groups but each should have the important details.( We do small group instruction in our daily 5)  She choose the frame she wanted to use from a grouping.  Worked on key topic and what it is about.  Reminded her that we would need to show our co-teacher to make sure we are using the correct language that she uses, (Normally she would be co-planning with us).  Continued to break down main ideas and details.  Finished with her fine tuning her frame to show me later.

September 14, 2017 

Attendees

Erin SmithCoach
Stephanie DayTeacher

Interventions

• Unit Organizer
• Framing

Why is coaching being requested?

Meeting one-to-one with a teacherObserving a lesson with a strategy/routineDebriefing a lesson with a teacherAnalyzing data

Notes

Stephanie and I were meeting primarily to debrief from my observation of her lesson the prior afternoon, using both the Unit Organizer Routine and the FRAME routine.Based upon the device and implementation checklists, we discussed that Stephanie was indeed utilizing the routines with excellent fidelity, following the Cue-Do-Review steps and already showing excellent progress in the direction of co-construction with the students.

What happened at this session?

Meeting one-to-one with a teacherObserving a lesson with a strategy/routinePlanning with a teacherDebriefing a lesson with a teacherAnalyzing data

Goal with next actions

Stephanie expressed that one of her goals with the UO routine was to work on improving her own flow with the routine, increase her discussion of vocabulary with the students (perhaps future training in the LINC routine - this is just my personal thought), and also figure out ways to "personalize" the routine (within the bounds of fidelity). It would be a good idea for her to examine the "WIN" section of the guidebook for ideas about how to take those kinds of personalizing steps.Another next step in that regard will be to come and observe my use of the Unit Organizer in my classroom (which we are planning to do next week).We also had time to discuss the use of the FRAME routine for a short time period. Stephanie expressed that she is interested in using this tool for a variety of topics in her class. Specifically, we discussed the use of a single column FRAME for her lesson on Reconstruction Policies, as she could express the main idea, and then highlight the key policies as essential details to the topic. So another next action will be drafting that device and perhaps discussing any additional questions that she might have for me in that regard.Finally, it would be wise for Stephanie to record herself using the Unit Organizer and/or FRAME routines, go through the device and implementation checklists herself, and let me look at the videos and go through checklists as well, so we can discuss fidelity of implementation collectively.

October 09, 2017 

Attendees

Erin SmithCoach
Stephanie DayTeacher

Interventions

• Unit Organizer
• Framing

Why is coaching being requested?

Meeting one-to-one with a teacherDebriefing a lesson with a teacherAnalyzing data

Notes

Stephanie and I met to discuss any lingering questions or concerns that she has after my observation of her lesson and her observation of mine.

What happened at this session?

Meeting one-to-one with a teacherDebriefing a lesson with a teacherAnalyzing data

Goal with next actions

Stephanie stated that she feels pretty comfortable with the unit organizer and the FRAME routine at this point in time and doesn't have too many questions. She especially liked seeing how in my class the entire unit organizer is revisited day after day through the game.The next step for Stephanie will be to videotape her lesson and apply the device and implementation checklists for herself. This will hopefully get set up within the next week or two, once we can meet to pick a specific date.

February 19, 2018

Attendees

Erin SmithCoach
Michelle MorrisTeacher

Interventions

• Framing

Why is coaching being requested?

Meeting one-to-one with a teacherPlanning with a teacher

Notes

Michelle and I met to briefly discuss our progress and our plan regarding the next micro-credentials for her (and me) with the FRAME routine. We discussed the requirements and potential time consuming objectives that need to be met. Specifically, Michelle is aware that she will need to complete a video of her using the FRAME routine for the two of us to analyze (separately and together).Michelle and I also had a conversation about different ways that we can utilize the FRAME routine in our classrooms. Specifically, I mentioned how I realized recently that the FRAME routine would actually work better to sum up a lesson after the kids had practiced the skills, rather than as an introduction to that topic. Michelle liked that idea and is considering using the FRAME routine in a like manner for her students - perhaps even with the current topic she's covering.

What happened at this session?

Meeting one-to-one with a teacherPlanning with a teacher

Goal with next actions

Michelle will plan to videotape herself implementing the FRAME routine either with her current topic or the next topic. We will stay in contact about that process so that we can continue moving forward towards our next micro-credentials.