Coaching Conversations

AP Statewide Mentoring Meeting (9.10.13)

Scenario 1:

A teacher new to your building but with 5 years of experience has been commenting to her colleagues in the building that she doubts your instructional leadership in literacy. She has mentioned to several teachers that she doesn’t feel as though you will be able to offer her a fair evaluation next week when you come to observe. She noted that you just don’t seem to have the background knowledge of her previous administrator and she wishes the principal were responsible for her evaluation. During your walk-throughs you have observed that she spends nearly the entire class period in lecture. You have noticed students on their cell phones, sleeping, and talking to each other during the lecture; the teacher has not responded to these off-task behaviors. When you have asked students what they are learning, they have indicated they are supposed to be reading non-fiction. Two teachers, who are on the building leadership team, have come to you with this information because they are concerned about the influence this teacher is having on other new teachers in the building.

Process with your table colleagues the critical conversation you need to have with this teacher.

Scenario 2:

With only three weeks into the school year, you have more referrals from Mr. Andrews than you do all other teachers combined. The referrals have included everything from a student talking too much to a student swearing to a student being unprepared to a student cheating on an assignment. In visiting with the students he sends to you, you begin to draw the conclusion that Mr. Andrews has not communicated clear expectations to students and that he inconsistently removes students from class. You want to send the message to the staff that they have your support, and at the same time, you want them to be responsible for the management of their classrooms.

Process with your table colleagues the key points of the conversation you will have with Mr. Andrews

Scenario 3:

Your building has implemented PBIS, which is also a district-wide program. You have three teachers who are philosophically opposed to this program. Although they agree that everyone should use a common language and have common expectations for behavior, they don’t think rewarding students for doing what they are expected to do is appropriate. Consequently, two of the three refuse to give students PBIS reward tickets, and the third teacher is giving reward tickets for everything – you feel she is mocking the program. Other teachers, who feel the way these teachers do, still participate because they’re “team players” but they are resentful that not everyone is “playing along.” You have primary responsibility for facilitating this program’s implementation.

How might you approach a conversation with each of these three teachers?