More results

Now I have collected most of my data from both the New Educators and the Instructional Coaches. Listed here are the responses from Instructional Coaches:

1. How did you support your New Educator in the area of classroom management?

• Meetings
• Behavior plan
• Examples of lesson plans and modifications for children in need
• behavior plan
• Strategies, tips, and suggestions
• Modeling, demonstrations of strategies
• Answers to questions
• Role model
• Did observations to see areas of weakness and suggestions
• Examples (of behavior management) as in quiet desist, specific praise, classroom management, withitness

2. Were there areas of classroom management where your NE needed more support? If so, what areas needed more support?

• Reward system
• Classroom management, organization
• Transition
• During independent work
• Specific praise
• Planned ignores
  

3. Regarding classroom management, what support worked well?

• Weekly contact with New Educator
• Observation at different times of the day
• Behavior modification and teacher interventions
• One on one conference with student
• Modeling for NE
• Giving ideas proven to work
• Providing a framework
• Demonstrations or modeling
• Monitoring
• Letting go
• CRISS strategies
  

4. What did not work?

• Discussion without modeling
• More time to visit NE throughout the day, especially during the first four weeks of school.
• Needed more time for planning
• Using aggressive tone

5. What would have helped you to make your NE's classroom management work better?

• More opportunities to observe effective teachers
• Modeling and more modeling
• Additional workshops
• More time in NE's classroom
• More time for planning
• More time for visits to NE's classroom during the first four weeks of school

6. What suggestions do you have to improve the induction process?

• Extra two days of pre-planning with coaches
• Staff development
• Modeling effective practices
• Reduce amount of paperwork
• Reduce required meetings and trainings
• More mentors available
• Teach more classroom management skills
• Teach more interpersonal skills
• More release time for IC during first four weeks of school
• Give NE time to observe several teachers with good behavior management skills

Do I see any patterns here? Yes I do. Together with the New Educators responses noted on the previous blog, I see several patterns emerging.

• Desire for more time to plan, meet and communicate as stated by both ICs and NEs.
  
• Need for modeling by the Instructional Coach with both their own (IC's) class and with the New Educator's class. In an ideal world, this modeling would be ongoing as long as needed.
  
• Desire for observations of veteran teachers in managing their own classrooms.
• Need for training