MASTER TECHNOLOGY TEACHER CERTIFICATION PROGRAM
- Education Service Center
- Region XI
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Sherry
Brott
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Cognitive
Coaching Sessions
Pre-Conference (via chat session)
Sherry
Brott and Jenni Keith
Friday June 12, 2004 |
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Session
1 – Sherry Brott, Coach and Jenni Keith,
Mentor
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Sherry
Brott
has joined the chat.
Jenni Keith
has joined the chat.
Jenni
Keith:
Hi Sherry
Sherry
Brott:
Hello.
Sherry
Brott:
who would you like to do the coaching first
Jenni
Keith:
Why don't you coach first, I'm still half
asleep.
Sherry
Brott:
What would I see when you are half asleep.
;)
Sherry
Brott:
All kidding aside, now.
Get serious, Sherry.
Jenni
Keith:
half brainless responses:)
Sherry
Brott:
So you are going to make me work for my
money?
Jenni
Keith:
Nothing new in other words
Sherry
Brott:
If there's a lull, I'm reading, thinking,
snoozing...
Jenni
Keith:
No problem.
Sherry
Brott:
Jenni, I've looked at your goals for mentee,
Jenny Keener.
Can you tell me a little about her?
Jenni
Keith:
Jenny is a young, but experienced teacher
who possesses competent technology skills,
but lacks experience in integrating
technology in her curriculum.
Jenni
Keith:
She has experienced quite a bit of success
with technology integration over the last
two years and was recently awarded with a
model technology classroom.
Jenni
Keith:
This includes 6 computers, laser printer,
document camera, mounted projector, digital
camera, DVD/VCR, and an Interwrite School
Pad.
Jenni
Keith:
I have worked extensively with Jenny over
the past two years and we have a trusting
mentor-mentee relationship established. It
is her desire to more fully integrate the
hardware and software she has available to
her now.
Jenni
Keith:
I have several ideas and will work with her
over the course of this next year to help
achieve her goals.
Sherry
Brott:
I see that one of your goals for her is to
ensure that she develops needed skills to
implement the next lesson on her own.
Is that right?
Sherry
Brott:
How will you determine the types of skills
she will need?
Jenni
Keith:
It will depend on what lesson she chooses to
develop. Her skills are quite high, but her
confidence is low unless she has a complete
understanding and quite a bit of practice
with the new technology.
Jenni
Keith:
I will know based on my experience with her
and her reactions and statements as we work
together on the new technology.
Jenni
Keith:
If she has lots of questions, I will
continue to work with her until she feels
comfortable. She does not hesitate to let me
know if she needs more.
Jenni
Keith:
The true test will be when SHE states she is
ready to implement without my help.
Sherry
Brott:
In what ways to you help her with the skills
that she is uncomfortable with?
Sherry
Brott:
Sorry about that - In what ways will you
help her?
Jenni
Keith:
We will have a one-on-one training session
where she is in the driver's seat (in
possession of the mouse.)
Jenni
Keith:
In addition, we will go through the lesson
step by step with her asking additional
questions as potential snags pop into her
mind.
Jenni
Keith:
Of course, during the first implementation I
will be guide on the side and we will
debrief following the lesson for
clarification and any additional help she
might need to prepare for the solo
implementation.
Jenni
Keith:
In the past, I may have helped her more than
I should simply due to time constraints and
not being able to get her comfortably
prepared in time. We have team taught a
great deal.
Sherry
Brott:
I'm going to back up again, to make sure I
understand.
She is competent and has good
technology skills, you will assist her in
developing the lesson, showing her how to do
the things she doesn't know how to do, and
you will make
Sherry
Brott:
sure she can implement the lesson on her
own.
Sherry
Brott:
Will you be present at all for any of the
lesson?
Jenni
Keith:
My usual plan, which I intend to follow
here, is always to be present at the first
lesson. The amout I am involved depends on
the ability and comfort level of the
teacher. I anticipate being
"guide-on-the-side" for Jenny
during
Jenni
Keith:
the first lesson. Then we will debrief,
clarify, and reteach if necessary in
preparation for the next implementation when
I would expect her to do the lesson on her
own, without me present.
Sherry
Brott:
I'm sorry, you did tell me that already.
I just went back and found it.
Jenni
Keith:
No problem. I'll be back in one minute.
Jenni
Keith:
K
Sherry
Brott:
I see that you also want to ensure
learner-centered instruction takes place to
maximize positive impact on the students.
What will you be looking for to
determine if she has been successful?
Jenni
Keith:
First of all, I am hoping for cooperative
learning, problem-based learning, or another
learner-centered strategy present in the
lesson plan.
Jenni
Keith:
I will also look for her role as a
facilitator and coach with students, peer
& self assessments, real life
application, etc.
Sherry
Brott:
When I observe you mentoring her, what types
of behaviors would you like me to look for?
Are there specific ones for yourself
that you want me to measure?
Jenni
Keith:
Look for development of plans for future
implementation, pre and post technical
skills sessions. Also, please talley mark
every time I make reference to a lesson
she/we have done in the past and anytime I
discuss learner-centered
Jenni
Keith:
instruction strategies or techniques.
Jenni
Keith:
I'm not necessarily looking for volume, so
maybe talley marks aren't really what I
need.
Jenni
Keith:
I just want to guide her to make good
instructional decisions so that maximum
student impact will be achieved.
Sherry
Brott:
What if I just take notes on those specific
examples?
Jenni
Keith:
Sounds good. The real telling of if I
succeeded will be in the pudding - the
lesson plan.
Sherry
Brott:
What elements of the lesson plan will you be
looking for to determine the success?
Jenni
Keith:
Instructional strategies
Sherry
Brott:
I think you are all set.
Is there anything else I can do to
help you?
Jenni
Keith:
I don't think so, but please don't hesitate
to suggest, tell, or guide me along the way.
I want as much out of this experience as I
can get :)
Sherry
Brott:
This is the end of the pre-observation
coaching session begun at 2:30 and ending at
3:10 pm for Jenni Keith (Sherry Brott,
coach)
Sherry
Brott:
Right???
Jenni
Keith:
Right
Sherry
Brott:
That wasn't so hard.
Jenni
Keith:
I think I like the answering questions
better than the asking, but here goes...
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Session
2 – Jenni Keith, Coach and Sherry Brott,
Mentor
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Sherry
Brott:
Beginning time 3:12
Sherry
Brott:
I don't' know if that's necessary, but I'm
keeping the times anyway.
Jenni
Keith:
Sherry, I have your goals in front of me and
wonder if you can tell me more about your
mentee?
Sherry
Brott:
Melody is a fourth grade teacher at one of
the elementary schools in the district.
She is the 4th grade team leader and
I just met her when she signed up to be in
my Intel class.
She is eager to integrate technology
into her
Sherry
Brott:
curriculum, not just for the students but as
a teaching tool, too.
Sherry
Brott:
She has some computer skills but is very
unsure of herself and afraid of making a
mistake.
Sherry
Brott:
She gets so excited when she learns
something knew and she has a load of ideas
for the next school year.
Jenni
Keith:
I see you have three goals for her in this
mentoring process: technology integrated
lesson plan, meet needs of diverse learners
and encourage higher-level thinking skills.
Is that correct?
Sherry
Brott:
That's correct.
Jenni
Keith:
How will you help her to ensure those goals
are accomplished?
Sherry
Brott:
First of all, I think this is going to be a
long-term relationship (at least that's the
impression I have so far)
I see the two of us working together
for several sessions in person and extended
email support for awhile.
Sherry
Brott:
I want to continue what we started in the
Intel class where she developed a unit plan
and student samples for a unit on the Six
Traits of Writing.
During the two weeks of the class I
was able to observe her
Sherry
Brott:
and I'm thinking of revisiting the
activities she was working on to help her
write a lesson plan for each component of
her unit.
Sherry
Brott:
I want to encourage her (through
questioning) to make sure she has
modifications for different students based
on their needs.
Sherry
Brott:
I'd also like to help her refine her
Essential question and unit questions so
that they are more open-ended.
Jenni
Keith:
Do I understand you correctly that the goals
you have for her will be accomplished during
this mentoring experience?
Jenni
Keith:
But that you will continue your relationship
with her over an extended period.
Sherry
Brott:
I will probably address only one of the
goals the first time.
Jenni
Keith:
What would you like me to look for in terms
of the teacher goals during the observation?
Sherry
Brott:
I expect her to have a lot of specific
technology questions she will want me to
help her with, too.
For instance, I know she wants to
insert sounds into her PowerPoint
presentation that she will use to introduce
her unit.
Sherry
Brott:
For one thing, when I am showing her how to
do something on the computer, I want you to
keep track of any instances where I actually
pick up the mouse and do something for her
rather than let her do it on her own while I
explain h
Sherry
Brott:
how.
Sherry
Brott:
I'd also like for you to make a note of the
interaction when we are discussing
the essential and unit questions.
Jenni
Keith:
I'm sorry, can I back up here just a moment?
Do you want me to observe anything relating
to the teacher goals you have set for
Melody?
Sherry
Brott:
Sorry, the data would be for my goals for
me, huh?
Sherry
Brott:
For my goals for Melody, I'd like you to
note the interaction between us as I help
her refine her essential and unit questions.
Please make a note of my references
to open-ended questions.
Jenni
Keith:
Would you like a simple tally list or some
more in-depth notes - best I can do anyway?
Sherry
Brott:
Do you know shorthand?
Sherry
Brott:
;)
Jenni
Keith:
I guess that is where a video tape would
come in handy:)
Sherry
Brott:
You could use tally marks, but I don't
anticipate there being alot of them.
Perhaps just jot down notes of your
observations when we are discussing
questions and I'm sure there will be some
reference to differentiation.
Sherry
Brott:
The other tally marks I referred to have to
do with my own mentoring goals.
Jenni
Keith:
Ok, so I will take notes on any open-ended
question conversation and references to
differentiation for the teacher goals.
Jenni
Keith:
Now, for your mentor goals...
Sherry
Brott:
yes...
Jenni
Keith:
Do I understand this correctly? 1)
I will make tally marks each time you
seem to be going too fast while instructing
and also when you do an action for the
teacher rather than letting her do it.
Sherry
Brott:
Right!
Jenni
Keith:
2) I will make note of questioning skills
observed. Specifically wait time and
clarifying questions.
Sherry
Brott:
There's a strong possibility you won't see
all this in the one session you observe.
Jenni
Keith:
OK, but you do want me to make note of them
if they are observed. Correct?
Sherry
Brott:
Yes.
Sherry
Brott:
By the way, that goal # 10 shouldn't be
there.
It was a leftover from a unit plan I
copied and pasted.
I just noticed it.
Sherry
Brott:
I haven't decided on Professional Goals yet.
Jenni
Keith:
Whew! I was just about ready to try and
tackle that one!
Jenni
Keith:
I think you have already designed some
pretty fantastic professional goals.
Sherry
Brott:
hee-hee. had you worried, didn't I?
That's too lofty of a goal for me.
Jenni
Keith:
I think I have a good understanding of how I
can help? Is there anything else we need to
discuss?
Sherry
Brott:
Weren't you going to do my other assignments
for me and get them in on time while I'm
gone on vacation?
Sherry
Brott:
;)
Sherry
Brott:
Sorry, I couldn't resist.
Jenni
Keith:
Sure no problem:) Have a wonderful trip!!
Jenni
Keith:
I'm so glad we can check this one off of our
lists!!
Sherry
Brott:
End of this coaching session - 3:45 pm.
Sherry
Brott:
Me, too.
Jenni
Keith:
Ta ta. I'll talk to you on the road! Drive
careful.
Sherry
Brott:
We will.
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- Education Service Center
- Region XI
- 3001 N. Freeway
- Fort Worth, TX 76106
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