SOT7979 - Bab - 4 & 5

CHAPTER 4
Demonstration and Expectation:

“I Do”
In the first step of the professional development process, “I Do,”
teacher leaders demonstrate and “do” the objective of the learning.
They also set up the expectation for learner success.
Demonstration
Whether in the context of a workshop session, small-group or
individual coaching, or team collaborations, demonstrations are cru-
cial to the learning process. As more knowledgeable others describe
a theory or model a process for new learners, they create a risk-free
environment for learning. This showing-how step is essential for
learner engagement and the future application of learning. During
this step, the teacher leader assumes complete responsibility for the
performance of tasks. Through a variety of demonstrations that use
the thinking-aloud process, teacher trainers make the learning trans-
parent for every learner. The use of “I” statements, such as “I think,”
or “I find this part interesting,” or “I wonder if,” invites the learner
into the mind of the trainer. This helps learners to understand not
only how something is done, but also how to make decisions along
the way in order to complete a task (Fisher & Frey, 2008). In essence,
the trainer says to participants, “Watch what I do, and listen to how
I think.”
Step 1 is not the time to ask learners questions or simply to give
out information, but rather is a time to model cognitive (what I know)
and metacognitive (how I know) processes. In order to help learn-
ers move from “this is how to do it” to “this is when to do it,” teacher
© 2010 Hawker Brownlow Education • SOT7979 47

48 Differentiated Professional Development in a PLC
leaders must engage in the public problem-solving process of meta-

cognition. When leaders think out loud while problem solving, per-
form the steps of a process, and provide the environment that leads to
participant engagement, they motivate teachers to believe in personal
and group success.
Leading teacher learners through the expected learning is no
easy task. Language is crucial as a demonstration unfolds. “Watch
how I hold the book when I read aloud.” “Notice how I move among
the pairs of children.” “Listen to my phrasing and tone of voice as
I model a student conference.” “Note my body language when I join
a group of children working on this project.” “Pay attention to how
I sequence and scaffold my questions to check for student under-
standing.” When learners watch and listen to what “I Do,” their
understanding grows.
The “I Do” stage is when the teacher leader clears up miscon-
ceptions, validates and fine-tunes prior knowledge, and discovers the
individual strengths and limitations of the group. At this stage, the
leader begins to plan the appropriate differentiation by considering
such questions as:
Who will need more “I Do” demonstrations?
Who works best alone to solve problems?
Who would be more successful teaming with a partner?
Who needs help in articulating understanding?
Who is motivated and why?
Who feels threatened by this process?
What can I do to alleviate fears while setting realistic expec-

tations for every individual?
Have I provided enough examples, analyzed learners’ chal-
lenges, approached this from different angles?
Have I kept my differentiation mindset?
© 2010 Hawker Brownlow Education • SOT7979

Demonstration and Expectation: “I Do” 49
Expectations for Learning

One way to bring a diverse group together around any expecta-
tion is to provide purpose for the learning. Helping learners direct
themselves through a common experience often can provide a foun-
dation for the process that follows. For example, taking a cue from
Cambourne’s research, discussed in chapter 2, the leader might ask
learners to create personal learning theories—to identify the con-
ditions that have helped them to acquire new skills: “What are the
essential things that you need to be successful with learning?” To
help them get started, the leader would focus on something he or she
recently learned outside of a classroom setting, such as quilting, cook-
ing, sailing, or text messaging. Then the learners would create a list of
all the things they need to experience in order to become proficient
at new tasks.
When leaders conduct this exercise, the item that appears most
frequently on teachers’ lists is watching a demonstration by someone
who is more experienced. Receiving positive feedback that builds the
expectation of success also appears on every list. Many other compo-
nents for learning emerge, validating everyone’s learning style. After
comparing lists and identifying common factors, learners appreciate
the show, don’t tell approach as a necessary step for their learning.
Establishing the value of and purpose for demonstrations helps
to diminish the “I already know how” or the “Why do I need this?”
attitude of some learners. Immersion in the activity focuses the new
learning and builds social trust among the diverse teacher participants.
After the teachers create and share their personal learning theo-
ries, the leader continues the process of demonstration. Based on the
discussion, participant questions, and what these teachers need to
know and be able to do, the leader now decides on the most appro-
priate models to implement during further “I Do” demonstrations
within this session as well as in the future.
A Team Experiences Step 1

In chapter 1, we mentioned the workshop format with grade-
level or departmental teams as one avenue for achieving collaborative

professional development. Let’s look in on a middle school English

language arts (ELA) team that is beginning a journey to implement
literacy skills into daily content. This team is also part of the district’s
PLC initiative and is made up of diverse colleagues: some veterans,
some newly hired teachers, and some teachers who are new to the
grade level.
In response to the district’s literacy initiative, Bret, the principal,
has hired an outside consultant to present a two-day workshop for
the team members during their summer break. Bret and the special
education teachers will join the team in this Step 1 demonstration of
balanced literacy. The teachers will hear definitions of terms, watch
demonstrations of strategies, discuss instructional time frames and
structures, and design individual action research questions to explore
in their individual classrooms.
Ms. Clark, the consultant, opens the first day of training by
establishing her purpose and validating the needs of the group.
“I understand from your administrators that you are looking for ways
to integrate more literacy learning within your ELA content curricu-
lum. Could you go around the circle and identify one or two specific
topics that you might be most interested in hearing about in the next
two days?”
Teri, a four-year veteran of the team, goes first. “I feel that I have
been teaching literacy, but I would like some definitions explained
and perhaps modeled, like the term balanced literacy for middle school
that we are hearing.”
Sam, a first-year teacher, shares, “I don’t really know what my
ELA curriculum consists of yet. I’m really overwhelmed with the
idea of infusing literacy strategies into my classes. I guess I need some
definitions worked out also.”
Val, a special education teacher who pushes in and pulls out
students, describes her situation. “My job is one of supporting the
teacher and the students. I’m not sure how I help the kids with lit-
eracy and ELA content all at the same time. It seems like I have to

be most aware of the gaps that exist in the kids’ knowledge of ELA.
How do I fit into this new literacy world?”
Ms. Clark senses some resistance building as the conversation
continues.
Barb, who is a twenty-year veteran of teaching but new to this
team, is clearly unhappy with the whole prospect. “I’m wondering
why the ELA team is being charged with this initiative. Don’t we
already have content to teach? We don’t even have a literacy special-
ist on our staff. Who is going to help us after you leave in two days?
What are the other content areas going to be expected to do in terms
of teaching literacy?”
Carole, who is new to the grade level, has a more positive out-
look. “I’ll admit I’m nervous about moving from the elementary level
to middle school, but I have been using this balanced literacy model
with my students for several years, and I can see where, with some
tweaking, it could be just as beneficial to our kids. I think we should
spend some time fleshing out definitions of terms and lay out the
expectations for our work.”
Bret then addresses the group. “I know you have concerns, but
I think once you understand the ‘what,’ the ‘who,’ the ‘why,’ and the
‘when’ of this concept, you’ll be able to make some real impact with
the kids. We will not just take this one first step together but will con-
tinue with more workshops and coaching with Ms. Clark throughout
the year.”
Ms. Clark now has a jumping-off place from which to begin
Step 1 and her demonstrations. She spends the morning modeling
definitions connected with the theory that will guide the year’s work
and then having the participants break up into dialogue pairs and
discussion groups. By the end of day two, the team has been intro-
duced to a balanced literacy framework for teaching and become
acquainted with a list of strategies they will be expected to learn
and use with their students. They have seen Ms. Clark model, and,
to reinforce the ideas, they have also seen a video with teachers like
themselves discussing terms and setting individual and team goals.

Our example ELA team members now have some focus, and they
know what it is that they are going to be doing beyond this initial
workshop. They have decided to have Ms. Clark—now affectionately
known as “Coach”—co-teach with them for the first few months of
the school year so that they can continue to see how it is possible
to weave literacy into their content. Individual members of the team
have started their action research by identifying which pre-reading
strategies they would like to implement at the beginning of the year.
“Coach” will plan and model within their classrooms to help them see
how to bring their action research to life and develop the next logical
steps they will need to take.
This initial workshop format has helped Ms. Clark establish a
risk-free environment and observe the individual strengths of the
participants.
As these team members continue to plan, co-teach, observe, and
collaborate with the consultant and with one another, new teach-
ing habits will become routine, and beliefs will solidify. This team of
researchers will begin to collect data and revise their plans and their
questions. They will take the initial knowledge and demonstrations
back to their classrooms and reproduce them with students. While
their work is still in the beginning phases, they will continue to ben-
efit from collaboration, engaging in “This is how you do it” conversa-
tions during team meetings.
Differentiating Demonstrations
Helping teacher learners believe in new skills through demon-
strations that are doable, purposeful, and differentiated is critical in
Step 1. Not everyone responds to the same type of demonstration.
While participants benefit from a leader’s thinking aloud, some also
need video presentations or opportunities to watch colleagues who are
already proficient with the strategies. Peer observations often reveal
aspects of a strategy that the learner did not notice in the leader’s
modeling. After observing colleagues, engaging in continued collab-
orative dialogue with team members also clarifies the thinking pro-
cess for most new learners, adding additional layers of understanding.

Demonstrations during the “I Do” stage should consist of all the

things a learner can see, hear, talk about, or otherwise experience as a
way of learning before he or she is ready to make a first attempt. The
Chinese proverb “Sometimes you must go slow to go fast” can be a
guiding force for schools and districts. When the appropriate dem-
onstration models are matched to the participants, the likelihood of
teacher and student learning is greatly increased. One of the intended
outcomes of showing teachers how something can be done is to enable
them to become demonstrators in their own classrooms. The “I Do”
step begins the progression of moving teacher learners from being
receivers of knowledge to being producers of knowledge.
Let’s consider an example of differentiated demonstrations for a
group of intermediate elementary teachers. The teachers have decided
they need assistance in preparing their students to read, analyze, and
compose written responses to document-based questions. Their
principal asks Tom, the school’s literacy specialist for grades 3, 4,
and 5, to prepare and facilitate a training to answer the teachers’ needs.
To help determine the content and demonstrations he will pre-
sent in the initial session, Tom sends out a short email survey to the
teachers expected to attend his training:
Colleagues:
In an effort to make our time together valuable for all

involved, would you please take a few minutes to com-
plete the following survey questions and return them to me
by next Monday? Thanks in advance for your interest and
enthusiasm!—Tom
1. What are two things you are currently doing to

prepare your students for document-based writ-
ten responses?
2. What are your frustrations about teaching this

type of writing? Examples: Time? Knowledge of
task? Strategies?
3. Can you identify a speciﬁc aspect of this writing

you would like help with?
4. Do you like to work independently or in groups

while you learn?

After reading and compiling the teachers’ survey responses, Tom

decides that the first strategy he will demonstrate will be “marking
the text.” He also lays out the sequence of steps he will follow when-
ever he introduces a strategy:
1. Name the strategy to be learned. (“First, I will show you
how readers can mark a text while reading to locate infor-
mation related to the question they must answer.”)
2. State the purpose of the strategy. (“It is important for your
students to be able to locate the important information
within the text so they have some words to use in their
writing to answer the question.”)
3. Explain when to use the strategy. (“When I know that I
must take information from a text and combine it with my
own thinking to create a written response, I read slowly,
and I specifically mark the text as I read. I remember to use
sticky notes or mark directly on the text.”)
4. Link prior knowledge to the new strategy. (“I think about
this marking like the first step toward scoring a goal in bas-
ketball. It’s like dribbling, setting myself on the path that
puts me in a scoring position. If I mark the text to help me
identify important information, I’m on a path to be able to
‘score’ a correct response to the question.”)
5. Demonstrate the use of the strategy. (“I’m going to show
you a question and a two-paragraph text related to the
question. I’ll read aloud slowly and will use my highlighters
to mark every sentence I read. I’ll use yellow to highlight
the information I think I might use to answer the ques-
tion. I’ll use blue to highlight the information that I think
is not going to help me. I’ll tell you why I’m highlighting as
I read.”)
6. Talk about the errors to avoid when using the strategy.
(“I have to remember to reread the question as I work with
my highlighter. Am I using one color more than the other?

Is there important information in every paragraph of a

document? Do I understand the question well enough to
be able to mark this text?”)
7. Check the use of the strategy. (“Now, let me see if I have
enough information to use to write an answer to the ques-
tion. Yes, I can begin by saying . . .”)
The day of the session, Tom follows his plan to introduce the
marking strategy and model it for the whole group. After doing so,
he is ready to provide different demonstration options. He asks the
teachers, “Now that you’ve seen me go through the steps of marking
the text, would you like to pair up and try it yourselves?”
Michon, a fifth-grade teacher, is hesitant. “I’m not sure I’m totally
clear on this yet. I’d be interested in watching the video you men-
tioned that shows the sixth-grade teacher using this strategy with her
students.”
Adriane, who also teaches grade 5, seems relieved that Michon
has brought up this possibility. “Yeah, I’d like to watch that before
I try it myself.”
Tom is glad to provide this option. “Sure, I’ll set that up in the
back of the room for anyone who’s interested. Then I’ll come back
here to answer questions that any of the rest of you have and guide
those of you who are ready to give this a try. I’ve got some documents
here that we can use.”
Some teachers from the same grade level agree to pair together to
talk and try the marking strategy. A few inquire about the possibility
of observing Tom model the strategy with their students in the class-
room. Tom makes himself available for whatever help is needed while
making sure not to set the expectation that everyone will mark a text
during this meeting.
After participants have watched the video and engaged in a
question/answer period, Tom provides a reflection journal prompt
for the teachers. He wants to be sure that everyone has had time
to process the demonstrations, clear up any confusion, and begin

to internalize this initial strategy for helping their students. The

responses will enable Tom to decide which teachers need more dem-
onstrations and which ones are ready to attempt implementation of
the learning in their classrooms.
Journal prompt:
Please spend the next ten minutes independently thinking

and responding to the following questions in the journal
I’ve provided:
1. What did you learn about the “marking the text”

strategy that you think will help your students
the most in responding to document-based
questions?
2. What are your goals for implementing this learn-

ing? Decide on a timeline for your work.
3. If you need more help, what do you need?
Before the meeting ends, Tom establishes plans for follow-up

work with the group to introduce additional strategies for their
classrooms. The expectation is set that all teachers will eventually
implement the “marking the text” strategy in their classrooms, but
they will choose their own way of practicing and their own schedule
for doing so. Tom knows that during the “We Do” stage—possibly
with coaching, co-teaching, peer reflection on student data, and
interactive journaling with students—these teachers will solidify
their practice and have guidance toward the independent use of this
strategy. For now, Tom’s job has been to begin the process of dem-
onstrations and start this group of teachers on their way to the next
step. While a few of the team members will need to engage in several
more demonstrations from a variety of colleagues, some are ready to
begin the “We Do” attempts of replicating demonstrations. If dis-
tricts and schools establish the same “finish line” for everyone, then
there is no differentiation, and only a few teachers will find success
with transferring their new learning into classroom practice.
A Foundation of Trust
The ability to learn from observing others is rooted in a trust-
ing environment. Learning means changing. Changing means taking

risks. In one of his memorable formulas, author and business con-

sultant Tom Peters states, “The degree to which one takes risks is
inversely proportional to the potential for being shot” (York-Barr,
Sommers, Ghere, & Montie, 2001, p. 24). When districts offer dif-
ferentiation in their professional development programs, they give
teachers options based on their learning needs. This approach helps
teachers feel less threatened, and possibilities for sustained growth
are more likely.
To trust oneself and others means that participants must listen
with open minds and observe without judgment. Professional devel-
opers must strive for their audience both to maintain awareness and
to suspend personal thinking long enough to focus on the demon-
stration at hand. Isaacs (1999, p. 135) says, “To suspend is to change
direction, to stop, step back, and see things with new eyes. This is
perhaps one of the deepest challenges humans face—especially once
they have staked out a position.” How many teachers engage in pro-
fessional development with preconceived ideas of best practice? In
Reflective Practice to Improve Schools, Jennifer York-Barr, William A.
Sommers, Gail S. Ghere, and Jo Montie (2001) state that if learners
do not listen well, they will not learn well. Most listening experiences
involve filtering the speaker’s message to match one’s own beliefs or
prior knowledge. Therefore, many messages are misinterpreted or lost
entirely (Carlson & Bailey, 1997; Isaacs, 1999). That is why the meth-
ods of demonstration should be chosen carefully and the foundation
of trust firmly established. How can we connect with one another,
as Stephen Covey (1989) suggests, through understanding, but not
necessarily by agreeing? When professional development creates an
environment of understanding, educators find it easier to keep nega-
tive thoughts from interfering with new thinking.
The Power of Demonstration

In Engaging Adolescent Learners, ReLeah Cossett Lent (2006,
p. 112) observes that “the engagement of teachers has everything to
do with the engagement of students.” Thus, if job-embedded pro-
fessional development is to have an impact on student learning, we
must consider the engagement process. Engagement involves action

on the part of learners. In Step 1, through “I Do” demonstrations,

leaders invite questions, develop common vocabulary, propose action
research, and build intellectual momentum for district initiatives.
Lent also tells us that “as teachers come to understand the power
of demonstration as the infusion of knowledge and skills intertwined
with the artifacts and actions of learning, they begin to rethink learn-
ing itself ” (2006, p. 35). An enthusiastic response to demonstrations
can propel learners into Step 2, which will offer opportunities for
practice, feedback, reflection, and continued practice.

CHAPTER 5
Approximation and Response:
“We Do”
Step 2: “We Do” is an explosion of activity and decision making.
In the learning process, trying it naturally follows watching it. With
Step 2, the gradual release of responsibility for the learning begins
its steady shift. Teacher learners approximate the demonstrations
of teacher leaders, guided by specific feedback and supported by
collaboration.
The connective tissue between the demonstrations in Step 1 and
the collaborative work of teacher and learner in Step 2 is engagement.
According to Cambourne (1988), engagement occurs when learners
are convinced that:
They are potential “doers” of demonstrations
They will further the purposes of their lives if they engage

with the demonstrations
They can engage without fear of physical or psychological
hurt if their attempts are not fully correct
Learning in Context
While teachers strive to create the optimal learning environment
for students, they themselves seldom experience suitable conditions
for their own learning. In The Six Secrets of Change, Michael Fullan
speaks to the importance of embedding teachers’ learning in the
workday. He asserts that “learning on the job, day after day, is the
work” (2008, p. 86). This “learning in context” is the thrust of the “We
Do” stage.
© 2010 Hawker Brownlow Education • SOT7979 59

“We Do” is the time for learners to step up to the plate and
practice what they have seen in the “I Do” modeling. Participants in
differentiated professional development enjoy a variety of activities
through which to practice. Teachers either jump directly into model-
ing with students, decide to watch their coach do more modeling, or
agree to co-plan and co-teach with a colleague to perfect their skills.
Some will join teams to study more and engage in action research in
the classroom to answer important questions that lead to yet more
discovery and action. Others will seek a competent colleague with
whom to gather and share data and analyze how, or if, their classroom
practice is changing student accomplishments. Regardless of the dif-
ferentiated road a teacher takes, if she participates in some form of
coaching, she will find value in professional development, learn new
roles for teaching, experience a certain level of success, contribute to
the advancement of her colleagues and educational community, and
most importantly, feel the joy of student achievement.
Differentiation in Step 2
Four elements are essential to Step 2: “We Do.” The coaches who
differentiate the “We Do” stage must remember that these four ele-
ments are not necessarily linear or time-bound but are customized
for each teacher:
1. Reflect. Teachers reflect on the various demonstrations
they have witnessed during Step 1: “I Do.”
2. Design action research. Teachers choose the strategies
they will begin to implement in their classrooms and how
and when they will do so. Not every learner is required to
begin with the same strategy. Instead, the teachers’ action
plans indicate their reasons for choosing specific strategies,
the goals they intend to accomplish, the resources they will
use, and the kinds of coaching they might need. The teach-
ers make their choices based on their own readiness, inter-
est, or learning styles, coupled with the readiness, interest,
learning needs, and learning styles of their students. This
results in a differentiated approach to learning for both

Approximation and Response: “We Do” 61
teachers and students. The action plans continually evolve

but serve as the catalyst for the action in classrooms and
the collaboration within teams.
Lent (2006, pp. 136–37) suggests an action research process:
a. Create a focus question to explore
b. Collect and organize data from your classroom

activities
c. Analyze the data for insights related to your focus

question
d. Construct an answer to your question and test it

with your data
e. Decide what action you will take to address your

question
3. Create timeline. Teachers establish a tentative time frame

for implementing their action research plan. While trainers
and coaches usually suggest some time for beginning prac-
tice, teachers are assured that they are not all expected to
complete this Step 2 practice/coaching period at the same
time or even at a set time. Learners know they will receive
guidance from a more experienced leader throughout the
process, regardless of the number of approximations they
may need.
4. Collaborate. Teachers work with peers who have experi-
enced the same demonstrations, schedule peer observations
to watch more experienced colleagues who have success-
fully implemented these demonstrations, and/or continue
to work with their trainers or coaches to watch additional
demonstrations and engage in individualized coaching
based on personal needs.
When teachers begin to practice with children in real class-
room situations, their skill, knowledge, judgment, and imagination
are tested. Being absorbed in the messy business of untangling daily
challenges for students is strenuous. It takes time to think, practice,
and reflect on feedback and student work. As teachers are required to

make decisions about their practice, they find themselves examining

their existing beliefs, their commitments to change, and the prob-
able consequences of their decisions for students. “Will my life really
be improved if I do this?” becomes a daily refrain. The leader’s decisive
differentiation is instrumental to teachers’ success during the “We Do”
stage. Teachers often find themselves at lower developmental levels
during the beginning stages of new learning. As the “We Do” phase
progresses, they will be operating at a variety of levels on the learn-
ing continuum. Identifying and responding to those levels is the meat
of the process for differentiation. Coaches must know when to give
specific direction, when to set up collaborative pairs/teams, when to
empathize and analyze, and when to remain silent.
A leader gains intimate knowledge of learners during Step 1,
which translates into realistic expectations for Step 2. Think back to
“Coach” Clark (chapter 4), who discovered in Step 1 that Barb was a
bit of an outlaw who questioned the value of learning literacy strate-
gies. Ms. Clark has set the expectation that all teachers will be adding
some literacy to their content teaching. Now, in Step 2, she plans to
work with Barb on the value-added aspect of weaving literacy tasks
into her ELA curriculum work. Ms. Clark knows from the initial
Step 1 conversations that not all the ELA teachers need this work
but that in the case of this outlaw, it will help to move her into the
settlement.
Revisiting some of Barb’s colleagues on the middle school ELA
team as they begin the move from the Step 1 demonstrations to the
Step 2 practice and coaching, we see the kinds of decision making
that go on at this stage. Teri, our veteran teacher, exclaims, “This is
shaking up my beliefs! The dust is still settling around me. But I’ve
decided to change the way I handle independent reading with my
eighth-graders!”
Sam, the first-year teacher, comments on his struggles with orga-
nizing the content mandated by the state standards and the district
curriculum. “I’m new to this grade level, and I’m still trying to figure
out what to teach. I think I would benefit from some one-on-one
time with ‘Coach’ before I’m able to move ahead.”

Ms. Clark realizes that Sam is experiencing many of the common

struggles of a first-year teacher. She decides that to help him focus
more on the literacy aspects of his curriculum, they should spend
some time together reviewing the action plan he has developed for
his Step 2 practice. “Well, Sam, how are you feeling about the action
plan you developed after our initial workshops last month?”
“To tell you the truth, I can’t seem to get started with it. I’m too
concerned with making sure that I’m teaching what’s in the standards
and curriculum. I’m really confused.”
“The first year of teaching is loaded with change, obstacles, and
confusion, so don’t beat yourself up! Let’s take another look at your
action research plan, and I’m sure we can work out the bumps so that
you can begin to try some of the literacy strategies you’ve identified.”
“Okay, sounds good. Teri has been helping me a lot with getting
to know the curriculum, and my mentor and I are focusing on that
also.”
“Great, because our work should be centered on the professional
development goals the ELA team outlined. Remember that our
goal was to implement a balanced approach to literacy in the middle
school ELA curriculum. Our overall goal is to be giving the students
literacy strategies, not simply teaching them books.”
“Yeah, I remember the goals. I guess I’m still wondering how to
get there. Maybe my action plan isn’t very helpful.”
After reflecting on the demonstrations in Step 1, Sam decides
that as a first-year teacher he will need more time than some of the
other team members for implementing literacy. He makes a few
adjustments to his action research plan. First, he creates two ques-
tions for his students to focus on during the first semester: “What
is the value of literacy?” and “What is reading?” He then sets up two
times to observe Teri implement a reading strategy with her students.
Sam also realizes his need for Coach Clark’s help with grouping his
students and gathering appropriate resources. With their continued
conversations, Coach Clark helps Sam to believe not only in himself
but also in his action research plan.

Val, the special educator who pushes into Teri’s eighth-grade

inclusion ELA class finds the team collaboration times to be very
valuable. “Together, we have been able to plan for differentiation
for my students who are not reading or writing on grade level. This
kind of collaboration and leadership is changing our way of doing
things—like using the whole-group format for teaching mini-lessons
and then forming groups based on needs—and the students are get-
ting better results from our practices.”
Moving from demonstration to practice requires differing
amounts of time, patience, and reflection for each adult learner.
Perhaps the most vital part of “We Do” is the leader’s compassion
and humor in offering learners the freedom to approximate desired
results. Learners need to have time to use new methods and to make
decisions about what pieces of learning to implement and when and
how they will do so. Reinforcing that “mistakes provide learning
opportunities” and “there are no dumb questions” permits learners to
live up to the professional development expectation that change will
result from new learning.
Managing Discomfort
Attempting new strategies and practices inevitably brings dis-
comfort. The early anticipation may wane quickly. Teacher leaders
need to come to grips with the learners’ discomfort as well as their
own. The “We Do” sessions must reflect the needs and concerns of
the implementers—the classroom teachers. In the following scenario,
the members of a tenth-grade interdisciplinary team (ELA, science,
social studies, math) had also expressed interest in a workshop to
help them with their attempts to weave literacy into their content
teaching. They had asked Marla, the high school literacy specialist,
if she could present some strategies for them and then continue her
support in their classrooms during her regularly scheduled push-in
instruction. Marla agreed to present a daylong session for the team
and then serve as the team members’ coach throughout the semester
as they implemented the strategies.

Now Marla has given the initial presentation (Step 1 demonstra-

tions), and she and the teachers have gathered for a one-hour debrief-
ing meeting. Let’s listen in.
Carlos, a second-year ELA teacher, confesses that “it looked awe-
some, and you had such a convincing presentation, but right now I’m
just trying to figure out how to get through one day at a time. I’ll
think about it a few more weeks before I try any of this stuff.”
Mark, also an ELA teacher, laments to the group, “I can’t imagine
having time to ‘do’ literacy along with my content. Maybe I could do
something on Fridays.”
Eileen, a veteran math teacher, shares, “You all realize that I’m
going to retire in two years. I’ll help you in any way I can, but I am not
going to spend my last days testing new ideas. My students do fine,
and I’m not into changing now.”
From their reflections, it seems that the demonstrations of begin-
ning strategies have left some participants with little enthusiasm for
doing the work. Their feedback leads our trainer/coach Marla to
some significant decisions as she plans for Step 2 of the professional
development. She knows that she will also need to schedule addi-
tional Step 1 demonstrations for some of these learners before they
will be ready to begin to practice what they have seen. Marla thinks
that perhaps Carlos and Mark will benefit from a few scheduled peer
observations of colleagues from another team who are already imple-
menting these strategies. As we will see in the following sections,
coaching and differentiation will enable everyone to reap rewards
from the initial anxiety.
Coaching: The Heart of “We Do”

Coaching is essential to adult learning. It provides the time and
opportunity for learners to understand, interpret, and apply new
strategies. It offers a means for transferring learning to classroom
practice. The research is solid. The expectations are there. Learners
are allowed to make as many approximations as needed. Coaches

decide what is missing, what to target for continued modeling, when

and if peer observations should begin, and what data to collect.
Coaching is the compassionate heart that ensures follow-up
action in the classroom. While being coached, teachers agree on a
focal point and on the desired effect for students. They explore their
assumptions and the current reality of their classrooms. They gener-
ate alternative solutions to problems. They move at their own pace
toward self-sufficiency with the new learning (McNeil & Klink,
2004). Every coaching meeting ends with “What’s next?” Every new
session begins with “Did we succeed with our next steps? Why? Why
not?” Teacher and coach discuss what is working well and what needs
to be revisited. We often remember, sometimes painfully, our errors
for a long time. They impress us, and we feel beat up emotionally. The
coach’s job now is to offer encouragement and direction to turn disap-
pointments into positive learning experiences.
Remember that in this differentiated framework of professional
development, a district or school has many options for choosing lead-
ers to coach. In many cases (as with the high school literacy specialist,
Marla), the trainer from the original “I Do” demonstrations continues
as the day-to-day coach during the “We Do” practice and coaching
stage. This is possible because often these leaders already spend the
majority of their day pushing in to support individual teachers as well
as teams. At other times, a mentor who works primarily with teach-
ers new to the profession is the person chosen to become the coach.
For example, a school’s speech teacher might be the perfect choice for
presenting demonstrations of various strategies for teaching kinder-
garten students phonemic awareness. But the mentor might be the
most logical person to step in at the “We Do” stage of practice and
coaching to guide the new teachers who witnessed this presentation.
Not every leader is capable of leadership at every stage of the dif-
ferentiated framework. Districts and schools have to match the work
to the worker and tap the leader most able to train, to facilitate, or to
coach. (Chapter 3 will refresh your thinking about the roles of leaders
within a school and district.)

The ultimate focus of coaching for teacher development is

student learning. When the leaders are appropriately matched to the
tasks and begin to coach, they become questioners, advisors, collabo-
rators, learners, and observers. They engage in watching the action in
classrooms. What is happening with the teacher learners when they
return to the classrooms? Are they equipped to try new methods and
prepared to gather student data to share at subsequent work ses-
sions? Are they ready to engage in action research in their classrooms
and to collaborate with others about what and how they are learning?
In Powerful Designs for Professional Development, Suzanne Bailey
(2004, p. 252) states, “Relationships are the medium through which
work happens.” The coaching relationship is fragile and requires the
coach to have not just a passion for the topic, but also a passion for
the success of the person being coached. Great coaching is the result
of the mutual commitment and action of teacher and learner as equal
partners (McNeil & Klink, 2004). Jim Knight (2007, p. 33) has this
to say about coaching:
 Coaching is about building relationships with teach-
ers as much as it is about instruction. The heart of rela-
tionships is emotional connection.
 Instructional coaches adopt a partnership philosophy,

which at its core means that they have an authentic
respect for teachers’ professionalism.
 The partnership philosophy is realized in collabora-

tive work between the coach and the collaborating
teacher.
 Instructional coaches model in the classroom so that

teachers can see what correct implementation of an
intervention looks like.
Differentiated Coaching
There are various approaches to coaching, and the type of coach-
ing used depends on the learner’s needs. Not every teacher will receive
the same coaching arrangement, but all coaching will focus on the
strategies that were demonstrated in the “I Do” stage workshop and
that are reflected in the learner’s action research plans.

Directive Coaching
Returning to the example of Carlos, the second-year teacher and
member of the high school interdisciplinary team, let’s envision that
his mentor, Linda, had helped Marla with the initial literacy work-
shop training for his team. Since Linda is Carlos’ mentor, it is decided
that she will also serve as his coach in the “We Do” stage after the
literacy workshop. Let’s eavesdrop as we find coach and teacher hud-
dled in the back of Carlos’ classroom for their first post-workshop
meeting.
“What is the most valuable thing you need me to do or say at this
moment?” asks Linda.
“I need you to assure me that when I mess up if I attempt some
of the literacy strategies Marla showed us, I’ll still have my job. I need
to see you do them with my classes. I need to see step by step over a
few class periods how to do it.”
Linda now assumes the role of a directive coach—not just a
cheerleader, but the person who will help this teacher move from
where he is to where he wants to be. Carlos has witnessed the dem-
onstrations, been engaged in the learning process, and now has asked
for specific guidelines on ways to proceed with his students. Directive
coaching leads to success when a coach possesses the correct knowl-
edge and skills and communicates in ways the new teacher can under-
stand. The mentor/coach needs to be specific with language as he or
she models. Direct questions will guide the coaching sessions to be
sure that the new teacher’s needs are being addressed. Linda begins
by asking, “During the workshop, several strategies were demon-
strated to help students use their literacy skills when reading. Which
strategy would you like to try first? I know you can do this. Don’t
worry, together we’ll find what works for you!”
“Well, I think my kids could really benefit from using ‘fix-up’
strategies while they are reading.”
“Great!” says Linda, and together they co-plan a lesson that fo-
cuses on applying “fix-up” strategies when comprehension breaks
down. Linda agrees to model what they have planned in Carlos’

classroom the next day. She also creates a note-making guide for
Carlos to use during the modeling lesson (see table 5.1, page 70).
This guide includes:
A column for listing the important teaching behaviors the
mentor engages in
A column to note what the students are doing during the
teaching
A space for recording comments, questions, or insights
gleaned while observing the model lesson
Spaces for both the mentor and the teacher to write reflec-
tions after the lesson is completed
Linda encourages Carlos to pay close attention during the lesson;
to make notes about the specific language she uses to introduce and
model the strategy; and to record some things he likes or doesn’t like,
some things he thinks work well, and anything he has trouble under-
standing. As Carlos observes the lesson, he should also try to notice
whether his students are responding to the strategy.
Ideally, Linda and Carlos should collaborate to make the most
efficient note-making guide for each model lesson. They will also
work together to create a preliminary plan for Carlos to implement
the strategy.
Finally, Linda and Carlos set a time to meet for a reflective talk
after the lesson is modeled. Carlos will bring his notes and questions
to this meeting, which will focus on his immediate needs and be
customized to the daily challenge of helping his students use what
they already know about literacy to tackle new content. Subsequent
coaching sessions will include decisions about further modeling or
co-teaching.
The next day, Linda models the lesson in Carlos’ classroom. Then
they meet at the appointed time to reflect on what took place. “Okay,
Carlos, did we accomplish what we planned in our first meeting?”

Table 5.1: Note-Making Guide for Teachers
Teacher: Date:
Coach: Strategy/Issue:
Coach Behaviors Student Behaviors
Teacher Observations/Questions
Coach Reflections Teacher Reflections

“I think so, because I just wanted to watch one ‘fix-up’ strategy,

and the kids seemed to be getting the idea of using context to figure
out unknown words pretty well. The pairs of students we put together
were able to record correct definitions for the word list we provided.
I have to admit that although the note-making guide we made was
helpful, it was also a distraction. I couldn’t keep up with what I was
trying to record and listen to the kids talk at the same time. Could we
work more on this before you model the next time?”
“It actually takes some time and practice to watch, listen, and
record notes all at the same time. But we will pay attention to this
when we work on our next guide and modeling session. What’s next
in terms of strategies for the kids? Do you remember any other ‘fix-up’
strategy you saw demonstrated that you think you are ready to try?”
Carlos is ready to review the list of strategies and have Linda help
him decide what direction to take next. He is hoping to be able to
teach a different strategy to each of his four groups of students, based
on the groups’ needs.
While this coaching relationship seems to be heading in the right
direction, there is one more issue to be addressed. As a new member
of a district that supports professional learning communities, Carlos
is also struggling with his team role. Realizing how new roles and
responsibilities can cause stress that slow the learning process, Linda
contacts the team leader to share insights about Carlos’ strengths and
fears and arranges to accompany him to his next interdisciplinary
team meeting.
Eileen, the veteran math teacher on this high school team, serves
as the team leader and is conscious of the concerns newer teachers
have when asked to share in team meetings. “Linda, I would welcome
your coming to the meeting and supporting Carlos as he shares the
literacy lesson with the team—and you may even be able to answer
questions some of the rest of us have concerning literacy.”
At the meeting, Linda observes and provides a supportive presence
as Carlos shares his lesson with the team. The team members welcome
him and give him validation, as well as some ideas for improving his

next attempt. Eileen makes it clear that she has benefited from his
presentation: “Thanks for the ideas of how to get the kids into the
idea of fix-up strategies. I’ve been wondering how to explain that term
‘fix-up,’ and now I have some better ideas.”
Mark shares his own experience with teaching the strategies:
“I found that I needed to do a mini-lesson for the whole class and
then provide time for pairs of students to practice some of the ‘fix-up’
strategies on short pieces of text.”
This is an authentic, dynamic learning experience within a com-
munity of learners. Gradually, Carlos will grow professionally from
the open communication and decreased isolation of the team time.
He will benefit from having a safe haven for sharing points of view
and challenging his own and others’ thinking. He will be encouraged
during problem-solving dialogue as the team grapples with questions.
Mentor teachers are in an excellent position to support new
teachers in team meetings but should be careful not to put them in
the position of seeming unprepared for the job. Mentors can main-
tain their support with a soft touch.
It takes considerable practice for new teachers to learn how to
interact with veteran teachers. Eleanor Drago-Severson (2004, p. 21)
points out that “adults with different ways of knowing experience the
same events and situations in qualitatively different ways.” Educators
who are trainers and coaches “nee[d] to pay attention to the ways
in which a learner is interpreting, or making meaning of, his or her
experience, and then provide both supports and challenges that are
developmentally appropriate to that way of making meaning” (p. 19).
This quote reminds us of Ana and Scott, the two newly hired teach-
ers from chapter 1 who attended the session on reading strategies and
had two different reactions to the experience.
Directive coaching is designed to answer the immediate needs of
the teachers who are being coached. Often the teachers identify their
own needs, but sometimes they need the coaches’ help to determine
what to focus on. The coaches guide the teachers in acquiring skills
that will enable them to solve problems and achieve goals on their

own. Coaching will also help the teachers be prepared to engage in

open-ended dialogue with their teams about alternative solutions to
student problems.
Let’s listen in on a directive coaching conversation between Carrie,
a building coach, and Tyson, a physical education teacher, during a
break in the teachers’ lounge. They had both attended a professional
development presentation by a numeracy leader from the high school
staff. This was the first of several “I Do” demonstrations designed
to acquaint the staff with formal and informal assessment tools that
might be used for all high school disciplines.
Carrie initiates the conversation by asking Tyson, “What did you
think about the speaker yesterday?”
Tyson admits, “I haven’t figured out what he means. Am I sup-
posed to start giving written quizzes or what?”
Carrie realizes that her friend is struggling with the idea of using
a balance of formative and summative assessments to track student
progress. She is careful not to tell her colleague what to do but rather
engages him in a dialogue that provides an opportunity to continue
asking questions. She begins by offering her definition of formative
assessment: “I don’t know about the quizzes, but I think the idea is to
find ways to measure and track student progress during each lesson.”
“You mean I have to evaluate each of the twenty-five to forty kids
on the gym floor every day?”
“Well, let’s look at what you are teaching right now. What unit
are you doing with your tenth-graders this month?”
“Badminton. You know, how to serve and the basic rules. Then
we learn about the smash and other shots.”
“Okay, how do you know who is mastering all of this and who is
not? What kind of assessment do you use now?”
“Well, day to day, I watch the kids. I move around to the groups
as they practice and watch and tell them what they need to do
differently.”

“Great! That’s a type of formative assessment. What else do you

think you could do? Like the speaker said yesterday, ‘Do you give your
students a variety of ways to respond to their learning?’ It sounds like
performance is one of the ways you can assess. What else is there?”
“I honestly don’t know. That’s a lot of kids on the gym floor. They
have a lot more physical freedom in the gym than they do in a class-
room. The noise level is always an obstacle, and I’ve got kids who
don’t even want to be there. I’m not sure what to do other than show
them how to do something and then have them try it. Then I try to
help those who aren’t very successful. Model, observe, and give feed-
back. That’s what I do.”
“Okay. I think you should keep doing all that, and I see your
point about the number of kids and the noise. The day-to-day or
even moment-by-moment assessment might be a bit easier in the
classroom than in the gym. Have you ever thought about using the
pair-share strategy that we used in the faculty meeting last month?”
“You mean when we talked to the person sitting next to us before
we shared out ideas with the whole group?”
“Yes, that’s the one. I was thinking that if you already have the
kids in teams or practice groups, you could give them a few specific
ideas or questions to discuss with another person in their group, and
then each group could throw out an idea for everyone to hear.”
“I never thought of that working with a large bunch of kids. But,
you know, it might work. That way, I could sort of force the kids who
don’t pay attention or just fool around to focus, and their partner
might get them involved. With some practice, the kids might like the
change of pace it would provide. Would you be able to help me write
up a lesson with the pair-share included and then come to one of my
classes next week and help me give it a try?”
“Sure, let’s set some times. I’m thinking that you might just use
the pair-share with some of the groups as you are traveling around
observing. You might not even use it with everyone. Let’s plan it a few
different ways and see what works with the kids.”

“I’ll give it a shot! I’ll also have to come up with a way to keep
track of how and if this makes any difference in my knowing who
knows what.”
This coach identified her colleague’s immediate need to begin to
implement more formative assessments. Their conversation exhib-
ited each person’s respect for the other’s professionalism. Carrie com-
municated in a way that established an emotional connection, which
allowed each person to listen to the other. In directive coaching, it is
the job of the coach to offer choice, support, and enough information
that the person being coached is able to make a decision. Carrie was
willing to give time and patience to make it as easy as possible for her
colleague to attempt a new strategy.
Collaborative Coaching
As teachers, teacher leaders, and professional developers cement
their relationships, they are ready to engage in collaborative coach-
ing. Collaborative coaching provides opportunities for joint problem-
solving and is usually quite effective when coaches are working with
more veteran teachers who may not always be open to change. Let’s
return to our interdisciplinary team of high school teachers who were
exploring strategies for reading in the content area with their coach,
Marla. We recall that Mark was not convinced that anyone could “do”
literacy without sacrificing content. Let’s assume that Mark and Marla
have been colleagues for several years and have developed a level of
trust in each other that lends itself to a collaborative approach. While
Mark does not need directive coaching, he is very open to solving
problems jointly.
Marla asks Mark for a time to chat. When they meet, the coach-
ing begins with Marla suggesting that they create a list of the pros
and cons of focusing on literacy strategies in an English language
arts classroom. Through this collaboration, Marla and Mark come
to agree that literacy is a tool that all learners need but do not always
have. During their conversation, Mark reveals that while he under-
stands and agrees that students need more literacy instruction, his

problem is time. He needs to teach his content. How will he find the
time to “do literacy”?
Collaborative coaching helps these colleagues jointly explore pos-
sible solutions to the time-versus-content issue. They decide to co-plan
and co-teach a lesson that employs an anticipation guide related to the
novel that Mark’s students are currently studying. The anticipation
guide is designed to focus students on literacy skills and, at the same
time, prepare them for the character changes that will occur within the
next chapter. As part of their “We Do” collaborating, Mark and Marla
agree to journal about their co-teaching experience and to reflect the
following week, concentrating on the literacy aspect of their lesson.
Marla suggests that their reflections focus on two main questions: Did
their plan for weaving literacy into content promote student skills in
both content and literacy? Did the literacy work mean sacrificing time
for content discussion? The answers to these questions will determine
the course of their future teamwork. These colleagues are now set on
a coaching path that will build capacity for implementing other strate-
gies demonstrated during the initial “I Do” literacy workshop.
Sharing the Learning With the Team

Now let’s follow Mark as he attends a weekly team meeting after
his work with Marla. All of the team members are engaged in the
“We Do” stage, having enjoyed some type of coaching. The agenda
for this meeting has teachers sharing a successful lesson and bring-
ing student work samples that provide evidence of learning. Mark
begins by sharing the anticipation guides that three of his students
completed. “I want my students to appreciate how authors incor-
porate character changes in order to add interest and complexity to
literature. With Marla’s help, I introduced my students to anticipa-
tion guides. I liked the idea of presenting them with a before-reading
strategy. In these anticipation guides, I asked them to read a series of
statements about the novel’s characters and agree or disagree with
each statement before reading the assigned pages.”
Carlos asks, “I’m wondering how your struggling readers made
out with this. Did you find that they could better understand what
they were reading after filling out the guide?”

Mark replies, “Well, I think so, but I’d like you guys to look at my
samples and see if you agree that this has been successful.” He then
passes out three samples of a follow-up assignment in which students
were asked to respond to a journal prompt about the reading they
had done after completing the anticipation guides. The team mem-
bers look at the samples and find that all three students have used
information gleaned from the text to support their responses, either
adequately or with considerable detail.
Carlos is impressed. “I’m having trouble choosing which of these
samples is from a struggling reader. All these papers look really good.
Can you give me some ideas on creating anticipation guides for my
students?”
Mark agrees to work with Carlos and a few other interested
members of the team to construct guides for their students, and the
team agrees to look at these team members’ student work samples
at the next meeting. Mark also states that he is going to continue
developing literacy strategies for his students with Marla. The team
expresses curiosity in hearing about that work in future team meet-
ings. Mark’s reciprocal coaching time has put him in a good position
to be a successful collaborator with others. He is actively engaged in
the “We Do” of professional development by taking on more respon-
sibility for his own learning and sharing it with others for the benefit
of students.
Collaborative coaching leads to more co-teaching and eventual
peer observations among the team members. Collaborative coaching
may be practiced from time to time or over a span of years, depending
on district initiatives and individual needs.
Nondirective Coaching
Perhaps Eileen, our veteran high school math teacher who is close
to retirement, will benefit from nondirective coaching. Nondirective
coaching is learner directed and of great value to teachers who have
spent several years teaching and are engaged in job-embedded pro-
fessional development. If a teacher wishes to be an active and equal
partner with a coach, then nondirective coaching usually works very

well. With this type of coaching, the coach and the teacher must agree
on the desired outcome of the coaching. Then the coach helps the
teacher to understand the thinking processes that can lead to that
outcome (McNeil & Klink, 2004).
As a career comes to a close, a teacher needs validation of past
efforts but is also expected to continue to participate in the new learn-
ing initiatives of the district. In nondirective coaching, it is impor-
tant to identify any assumptions that might be hindering a teacher
from implementing strategies. Eileen is cooperative and willing to
collaborate but hesitant to spend time on new techniques. Marla,
Eileen’s coach, learns more about Eileen’s apprehensions in their first
meeting. Since the majority of Eileen’s students have always passed
her course, and since she accepts that there will always be failures
in a class, she feels there is no need to make any adjustments: “If it
works, why fix it?”
Of course, no one can be forced into a coaching situation, but
Eileen has already agreed to work with her team colleagues on a
group action research plan of adding more literacy to their content
teaching, so the idea of a coaching relationship with Marla is accept-
able to her. The key to nondirective coaching is to establish purpose.
Marla and Eileen agree to explore the idea of assumptions and the
role they play in teaching.
Guided by Marla, Eileen develops a list of her current beliefs
about students’ use of literacy as a tool for learning. Next, she gener-
ates a list of the literacy strategies she is currently teaching, such as
figuring out unknown words through the understanding of prefixes.
She also produces a list of literacy skills that students should master,
such as being able to set a purpose for their reading. Several meetings
later, after she has been given adequate time and space for thinking,
Eileen writes a “big” question on a chart: “Am I doing everything I can
to help all my students master the skills of literacy?”
Looking at her coach, Eileen quietly acknowledges that by assum-
ing that there would be failures, she has been allowing failure in her
classroom. She slowly recognizes her current reality by exploring her

assumptions about student learning. As a result, the purposes of the

initial demonstrations in the “I Do” stage become clear. Eileen wants
and will expect better results from her students as she practices new
strategies with the help of Marla’s coaching. A new list is born: a list
of strategies to enable Eileen to weave literacy teaching into her cur-
rent content teaching. Continued meetings, co-planning, modeling,
and persistent reflection will lead to renewed action in her classroom.
As did Carlos and Mark, Eileen takes her new ideas and practices
to her team meetings. She has many opportunities to share her lists
and her thinking about which literacy strategies students should be
learning. She and Mark spend time planning a few mini-lessons to try
in their math and ELA classes. After having used the mini-lessons,
they bring student work samples such as journal responses, exit tasks,
and quizzes to the team meetings. The resultant sharing and decision
making have a transformational impact not just on Eileen’s teaching
but on that of her entire team.
The nondirective coaching style has taught Eileen that sometimes
assumptions can hinder progress, even if the end results were previ-
ously considered acceptable. Without this experience, Eileen might
have ended her career without ever having understood the value of
examining assumptions and then acting on what she learned.
Watching the Action

Without coaching support during the “We Do” stage, none of
the teachers in these scenarios would have successfully implemented
what they saw demonstrated in the “I Do” stage. Teacher learn-
ing reaches its potential when teachers observe and work together.
Peer observations illuminate aspects of performance never noticed
during most administrator observations. They establish the basis for
improvements in teacher practice. During “We Do,” coaches watch
teachers, teachers watch other teachers, disciplines watch other dis-
ciplines, grades levels watch other grade levels, and administrators
watch as the power of differentiation permeates their culture.

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CHAPTER 4

Demonstration and Expectation:

© 2010 Hawker Brownlow Education • SOT7979 47

leaders must engage in the public problem-solving process of meta-

Who works best alone to solve problems?

Who would be more successful teaming with a partner?

Who needs help in articulating understanding?

Who is motivated and why?

Who feels threatened by this process?

What can I do to alleviate fears while setting realistic expec-

© 2010 Hawker Brownlow Education • SOT7979

Expectations for Learning

A Team Experiences Step 1

© 2010 Hawker Brownlow Education • SOT7979

professional development. Let’s look in on a middle school English

© 2010 Hawker Brownlow Education • SOT7979

© 2010 Hawker Brownlow Education • SOT7979

© 2010 Hawker Brownlow Education • SOT7979

Demonstrations during the “I Do” stage should consist of all the

In an effort to make our time together valuable for all

1. What are two things you are currently doing to

2. What are your frustrations about teaching this

3. Can you identify a speciﬁc aspect of this writing

4. Do you like to work independently or in groups

© 2010 Hawker Brownlow Education • SOT7979

After reading and compiling the teachers’ survey responses, Tom

© 2010 Hawker Brownlow Education • SOT7979

Is there important information in every paragraph of a

© 2010 Hawker Brownlow Education • SOT7979

to internalize this initial strategy for helping their students. The

Please spend the next ten minutes independently thinking

1. What did you learn about the “marking the text”

2. What are your goals for implementing this learn-

3. If you need more help, what do you need?

Before the meeting ends, Tom establishes plans for follow-up

© 2010 Hawker Brownlow Education • SOT7979

risks. In one of his memorable formulas, author and business con-

The Power of Demonstration

© 2010 Hawker Brownlow Education • SOT7979

on the part of learners. In Step 1, through “I Do” demonstrations,

© 2010 Hawker Brownlow Education • SOT7979

They will further the purposes of their lives if they engage

© 2010 Hawker Brownlow Education • SOT7979 59

© 2010 Hawker Brownlow Education • SOT7979

teachers and students. The action plans continually evolve

b. Collect and organize data from your classroom

c. Analyze the data for insights related to your focus

d. Construct an answer to your question and test it

e. Decide what action you will take to address your

3. Create timeline. Teachers establish a tentative time frame

© 2010 Hawker Brownlow Education • SOT7979

make decisions about their practice, they find themselves examining

© 2010 Hawker Brownlow Education • SOT7979

Ms. Clark realizes that Sam is experiencing many of the common

© 2010 Hawker Brownlow Education • SOT7979

Val, the special educator who pushes into Teri’s eighth-grade

© 2010 Hawker Brownlow Education • SOT7979

Now Marla has given the initial presentation (Step 1 demonstra-

Coaching: The Heart of “We Do”