Take a listening tour of classrooms when beginning work in a new school¶

Strategy · All strategies
Evidence · no claims cited

Description¶

At the start of coaching work, the author visits classrooms to listen and observe literacy practices, connecting with teachers and children and immersing herself in instructional contexts. She asks permission to take notes solely for teachers, scribing conversations and student responses. Observations feed back to teachers, who can draw on each other as resources, and inform book room purchasing decisions so that students' needs and interests sit "at the heart of our book room."

Design Implications¶

Context¶

Requirements¶

• Teacher permission for observation and for note taking, with note taking offered as a possibility rather than imposed

Constraints¶

• One teacher perceived note-taking as evaluative even though it was not intended that way

Target Learners¶

• school faculties and classroom teachers in a newly entered building

Target Learning Goals¶

• shared awareness of instructional practices across classrooms
• strategic selection of literacy materials

Related Strategies¶

Examples¶

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Key Sources¶

• Dozier, C. L. (2008). Literacy coaching: Engaging and learning with teachers. The Language and Literacy Spectrum, 18. https://eric.ed.gov/?id=EJ1059644