Voices from the Field: Instructional Coaching Works (PAGE 2) PDF Print E-mail

“Administrators always have a few teachers who struggle with classroom management.  Part of our job is to help these teachers become more successful in this area. The STOIC (structure, teach, observe, interact, correct) classroom management framework will provide administrators with another means of assisting teachers.
   
The understanding embedded within the CHAMP (conversation, help, activity, movement, participation) protocol, that classroom management is in the planning of the lesson, is so important. Problems with discipline arise when planning breaks down. Planning is all, and administrators must assist teachers from that standpoint.  

Thanks for everything!”

-JOETTA BRITVICH, PRINCIPAL , ALBERT GALLATIN SR. HIGH SCHOOL, ON THE PAHSCI NETWORKING SESSION COACHING CLASSROOM MANAGEMENT, HELD ON OCTOBER 1, 2007.

“Coaching has had the biggest impact on new teachers. Coaches have been able to answer many of the questions that new teachers often have. When I was a new teacher, I had no one to help me find my way, and wish I had a coach to guide me. Having coaches takes the burden off of busy administrators, because they can provide teachers with more individualized attention.”
– LORI RIGGS, SCHOOL GROWTH TEACHER, WILLIAM PENN HIGH SCHOOL,
PHILADELPHIA, PA

“Students are more active learners who engage in learning activities that connect reading and writing across the curriculum. Teachers are becoming better at facilitating student activities where various learning opportunities are evident with teachers working collaboratively toward progressive student achievement.”
– ANNETTE POWELKO, CURRICULUM COORDINATOR, JEFFERSON-MORGAN HIGH SCHOOL

“The Initiative has had a dramatic impact on my beliefs as an educator and my practices. What I’ve learned is how to truly step back and allow students to struggle with meaning making, and to demonstrate the power of this action for teachers. When students are engaged in making sense of text, they are clearly exhibiting high order thinking skills.”
– JUDITH SINGH, LITERACY COACH, ABRAHAM LINCOLN HIGH SCHOOL, PHILADELPHIA, PA

 



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