As educators our goals are to inspire, motivate, and empower the students we interact with every day. Can any of these goals be truly accomplished when we have educators in our schools that feel disenfranchised, alone, and unsupported by their colleagues? Becoming an effective educational ally is a journey that requires substantial self-reflection, a strong sense of self-identity, and a willingness to step up and advocate for a colleague.
Remote Coaching for Rigorous and Engaging Online Classroom Discussions: Layering New Forums with Fresh Insights
Coaches have a critical role in assisting teachers in continuing, rather than abandoning, important pedagogies while teaching online. Read about what is being learned through ongoing research at the University of Pittsburgh’s Learning Research and Development Center on how coaches can support teachers remotely to engage students in rigorous and interactive online discussions.
A story about the art of teaching and the process of translating and refining practice to ensure rigorous learning opportunities for students through collaboration and productive talk.
Many school districts have moved to virtual or hybrid models of instruction and we recognize that using the typical Learning Walk routine, which asks district and school leaders to visit classrooms and provide targeted feedback, doesn’t quite fit in a virtual space. However, we also recognize the need to continue to support district leaders in helping teachers provide high-quality instruction to every student.
Before becoming building principals, we were instructional coaches, each of us having coached either mathematics or ELA. Instruction was always the focus of our coaching work. After several years as principals, we realized that though supporting teaching and learning was a component of our work, it was no longer the focus. Once we came to that realization, we knew that we needed to make some changes.
When we visit classrooms that reflect a culture of Socializing Intelligence, we notice several commonalities. We see evidence of a highly rigorous curriculum, and we see all students engaging in productive conversations around cognitively demanding tasks that are grounded in complex texts and rich content.
At Teaneck Public Schools (Teaneck, New Jersey) we are focused on establishing common instructional practice across all classrooms that is designed to increase our students’ opportunities to engage in demanding curriculum content in both mathematics and English language arts lessons.