*Updated* Priority Skills: Basic Lesson Delivery

*Updated* Priority Skills: Basic Lesson Delivery

As many folks know, I am in the process of writing my fifth book!  It’s about instructional coaching…tentatively titled “How to Coach Teachers to Teach (Almost) Anything” – – – I mean, it’s not like it’s going to be published by Yale or anything, right?  😉

One of the things that I wanted to really drive home for coaches are the fundamental skills that teachers have to have in place.  So, I broke those fundamental skills down into five categories:

  1. Classroom Management
  2. Behavior Management
  3. Engagement
  4. Lesson Planning (the most often un-coached skills that is the starting point of a successful lesson)
  5. Delivery of a Basic Lesson (like the very least the teacher has to do to deliver a successful lesson)

In this series of five blogs, one on each of the topics, I have broken down those skills for you, too!

If you’re a teacher, you can use these as a checklist for lesson planning

If you are a professional developer, you can use this is a checklist for a new teacher (or veteren teacher) training program

If you are a principal, you can use this to help you set your instructional goal and as a tool to determine where you staff might need strengthening.

If you are a coach, you will use these lists to prioritize the content that you will coach.  If a teacher is struggling with any of these, then that struggling point is where your coaching should start.  After all, if a fundamental is missing, then the teacher doesn’t have much of a chance of getting the fancier stuff well implemented.

Here are the Delivery of a Basic Lesson Priority Skills for Coaching

The teacher:

  • Introduces the lesson/the skill
  • Connects the lesson/skill to previous content, if appropriate
  • Teaches behaviors and materials management necessary for the lesson
  • Delivers a balance between teacher talking and student action
  • Models new concepts while students watch
  • Engineers guided practice and uses engagement tools to make sure every student does the work
  • Engineers independent practice and application and gives academic-based individual feedback
  • Uses the language from the curriculum or standards
  • Monitors the pacing of the lesson and picks up the pace when lagging and
  • Slows down the pace when students need more time to process the content or skills
  • Gives academic-based feedback specific to the whole class and individuals
  • Closes the lesson by recapping the most important information or skills and sets the tone for what will come next
*Updated* Priority Skills: Lesson Planning

*Updated* Priority Skills: Lesson Planning

As many folks know, I am in the process of writing my fifth book!  It’s about instructional coaching…tentatively titled “How to Coach Teachers to Teach (Almost) Anything” – – – I mean, it’s not like it’s going to be published by Yale or anything, right?  😉

One of the things that I wanted to really drive home for coaches are the fundamental skills that teachers have to have in place.  So, I broke those fundamental skills down into five categories:

  1. Classroom Management
  2. Behavior Management
  3. Engagement
  4. Lesson Planning (the most often un-coached skills that is the starting point of a successful lesson)
  5. Delivery of a Basic Lesson (like the very least the teacher has to do to deliver a successful lesson)

In this series of five blogs, one on each of the topics, I have broken down those skills for you, too!

If you’re a teacher, you can use these as a checklist for lesson planning

If you are a professional developer, you can use this is a checklist for a new teacher (or veteren teacher) training program

If you are a principal, you can use this to help you set your instructional goal and as a tool to determine where you staff might need strengthening.

If you are a coach, you will use these lists to prioritize the content that you will coach.  If a teacher is struggling with any of these, then that struggling point is where your coaching should start.  After all, if a fundamental is missing, then the teacher doesn’t have much of a chance of getting the fancier stuff well implemented.

Here are the Lesson Planning Priority Skills for Coaching

The teacher:

  • Identifies the skill or content that she wants students to master by the end of the lesson
  • Determines whether this content is brand-new and needs to be introduced for the first time or whether it should be linked to previously taught and mastered content
  • Looks at the assessment for this skill or content and determines exactly how students will have to perform the skill to show that they have mastered it
  • Reads through the lesson plan (if there is a prepared lesson plan) highlighting the following: academic language used, routines and procedures already built in, the flow of the lesson (teach, model, guided practice, application), the materials that will need to be prepped
  • Determines how long the lesson will take and plans for engagement techniques to higlight/practice the most important skills
  • Plans to teach any requisite behaviors that the lesson requires
  • Designs an exit ticket/wrap-up response that shows whether the students mastered the skill or content
*Updated* Priority Skills: Engagement

*Updated* Priority Skills: Engagement

As many folks know, I am in the process of writing my fifth book!  It’s about instructional coaching…tentatively titled “How to Coach Teachers to Teach (Almost) Anything” – – – I mean, it’s not like it’s going to be published by Yale or anything, right?  😉

One of the things that I wanted to really drive home for coaches are the fundamental skills that teachers have to have in place.  So, I broke those fundamental skills down into five categories:

  1. Classroom Management
  2. Behavior Management
  3. Engagement
  4. Lesson Planning (the most often un-coached skills that is the starting point of a successful lesson)
  5. Delivery of a Basic Lesson (like the very least the teacher has to do to deliver a successful lesson)

In this series of five blogs, one on each of the topics, I have broken down those skills for you, too!

If you’re a teacher, you can use these as a checklist for lesson planning

If you are a professional developer, you can use this is a checklist for a new teacher (or veteren teacher) training program

If you are a principal, you can use this to help you set your instructional goal and as a tool to determine where you staff might need strengthening.

If you are a coach, you will use these lists to prioritize the content that you will coach.  If a teacher is struggling with any of these, then that struggling point is where your coaching should start.  After all, if a fundamental is missing, then the teacher doesn’t have much of a chance of getting the fancier stuff well implemented.

Here are the Student Engagement Priority Skills for Coaching

The teacher:

  • Teaches with a swift pace with a good mix of teacher talk and student action
  • Has written response signals in place for the whole class and individuals
  • Has verbal response signals in place for the whole class and individuals
  • Has physical response signals in place for the whole class and individuals
  • Does not rely on raised hands as an engagement tool
  • Uses engagement tools to have all students do the work during whole group, partner and independent work time
  • Walks around the room to monitor what is said, done and discussed during lessons
  • Uses engagement techniques to practice the most important content and does not allow the techniques to overshadow the content of the lesson
  • Explicitly teaches the difference between compliant engagement and true engagement through modeling
  • Requires students to use complete sentences and academic language as they are engaging with the content and their classmates
  • Uses engagement to correct content errors, require students to extend their responses and give high-quality academic feedback
*Updated* Priority Skills: Behavior Management

*Updated* Priority Skills: Behavior Management

As many folks know, I am in the process of writing my fifth book!  It’s about instructional coaching…tentatively titled “How to Coach Teachers to Teach (Almost) Anything” – – – I mean, it’s not like it’s going to be published by Yale or anything, right?  😉

One of the things that I wanted to really drive home for coaches are the fundamental skills that teachers have to have in place.  So, I broke those fundamental skills down into five categories:

  1. Classroom Management
  2. Behavior Management
  3. Engagement
  4. Lesson Planning (the most often un-coached skills that is the starting point of a successful lesson)
  5. Delivery of a Basic Lesson (like the very least the teacher has to do to deliver a successful lesson)

In this series of five blogs, one on each of the topics, I have broken down those skills for you, too!

If you’re a teacher, you can use these as a checklist for lesson planning

If you are a professional developer, you can use this is a checklist for a new teacher (or veteren teacher) training program

If you are a principal, you can use this to help you set your instructional goal and as a tool to determine where you staff might need strengthening.

If you are a coach, you will use these lists to prioritize the content that you will coach.  If a teacher is struggling with any of these, then that struggling point is where your coaching should start.  After all, if a fundamental is missing, then the teacher doesn’t have much of a chance of getting the fancier stuff well implemented.

Here are the Behavior Management Priority Skills for Coaching

The teacher:

  • Teaches replacement behaviors for most common behavior problems
  • Has the ability to quickly analyze the behavior and get to the root of whether it is a whole group, small group, time of day, type of content issue
  • Has clear steps in place for students choosing to repeatedly break the classroom rules
  • Has a procedure for removing students from the place of instruction without students removing themselves from learning the content
  • Has a routine for de-escalating behaviors before they become intolerable

Allows students to recover once they have paid the “price” for misbehavior

*Updated* Priority Skills: Classroom Management

*Updated* Priority Skills: Classroom Management

As many folks know, I am in the process of writing my fifth book!  It’s about instructional coaching…tentatively titled “How to Coach Teachers to Teach (Almost) Anything” – – – I mean, it’s not like it’s going to be published by Yale or anything, right?  😉

One of the things that I wanted to really drive home for coaches are the fundamental skills that teachers have to have in place.  So, I broke those fundamental skills down into five categories:

  1. Classroom Management
  2. Behavior Management
  3. Engagement
  4. Lesson Planning (the most often un-coached skills that is the starting point of a successful lesson)
  5. Delivery of a Basic Lesson (like the very least the teacher has to do to deliver a successful lesson)

In this series of five blogs, one on each of the topics, I have broken down those skills for you, too!

If you’re a teacher, you can use these as a checklist for lesson planning

If you are a professional developer, you can use this is a checklist for a new teacher (or veteren teacher) training program

If you are a principal, you can use this to help you set your instructional goal and as a tool to determine where you staff might need strengthening.

If you are a coach, you will use these lists to prioritize the content that you will coach.  If a teacher is struggling with any of these, then that struggling point is where your coaching should start.  After all, if a fundamental is missing, then the teacher doesn’t have much of a chance of getting the fancier stuff well implemented.

Here are the Classroom Management Priority Skills for Coaching

The teacher:

  • Has a signal for getting whole class attention
  • Gives directions when students are all quiet and all eyes are on her
  • Has a go-to redirection routine
  • Sets up, signals and has a very brief time limit for transitions
  • Modulates her voice to get attention and focus students
  • Has a routine for revving students up when their energy is waning
  • Greets students in the morning/top of the period and gives a task right away so they enter the classroom with purpose
  • Has a simple routine for written responses
  • Has a simple routine for discussion
  • Has a simple routine for partnering

 

Does a Checklist Really Work? {Team Meetings}

Does a Checklist Really Work? {Team Meetings}

If you didn’t read my first post on the power of checklists to manage the teacher/coach/principal workload, then click this to take 10 seconds and get caught up!

I am checking out another checklist that I created – what do you think?  What am I missing?

Checklist for Team/Department Meetings

1

Sign-in sheet and time arrived

2

Read agenda together

3

Set time for Item 1, discuss and record next steps/questions

4

Set time for Item 2 discuss and record next steps/questions

5

Set time for Item 3 discuss and record next steps/questions

6

Review individual notes, responsibilities and next steps

7

Each teacher signs off notes back to principal/coach

8

Sign-in sheet time dismissed

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