Using a coaching and lesson recording process with novice teachers
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How can we foster professional development amongst novice teachers through a process of coaching and self observation.
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Using a coaching and lesson recording process with novice teachers
- 1. Developing young professionals through a process of coaching Valéria Benévolo França
- 2. Our context - Branches in 5 states: RJ, DF, ES, GO & RS - Around 650 teachers - Around 140 new teachers - 8 people working on coaching new teachers (2 full-time, 6 part-time) - A year-long process, which can be extended if needed - After a year, a report is given to the Regional Coordinators with a Plan of Action and their CPD moves to the Regional Coordinators.
- 3. The need for in-depth reflection
- 5. The need for a coaching process - Start from the reality of the classroom and not just theory - Provide an opportunity to listen to the teachers & their needs - Reduce anxiety levels - Establish teachers’ personal learning goals - Ensure a dialogic approach - Teach: Watch:Reflect - Establish short-term and long-term objectives - Identify macro and micro development needs together - Focus on strategies for self-development - Always promote self-awareness - Work towards goals which can be accomplished - Give yourself time
- 6. Influence from the literature on CPD http://www.cambridge.org/elt/blog/wp- content/uploads/2018/04/Whitepaper_TD_72dpi-FINAL-ONLINE-VERSION.pdf Effective Professional Development: Principles and best practice
- 7. Multifaceted accompaniment Lesson snippets A focus on lesson planning Chats via hangout Initial Training Reading Resources Feedback Form Full lesson recordings Best Practices F2F development sessions Fostering reflection Coaching process
- 8. Understanding the teachers’ needs - What are your groups like? - Which do you enjoy teaching the most, and why? - What has been your greatest challenge? - What would you like to focus on in terms of developing a specific aspect of your classroom practice? - In which group would you like to record yourself teaching?
- 9. Understanding the teachers’ needs - Working with large groups - Giving shorter instructions - Dealing with behaviour issues with young learners - Reducing my TTT - Transitioning through stages - Building up learner sense of achievement - Giving learners more autonomy - Working with elicitation better
- 10. Lesson observation and Feedback Forms
- 11. Lesson observation and Feedback Forms
- 12. Lesson observation, Feedback Forms & TD sessions with a focus
- 13. Lesson observation, Feedback Forms & TD sessions with a focus
- 14. Lesson Recording & Observation
- 15. Lesson Recording & Observation
- 16. Developing their powers of reflection
- 17. Developing their powers of reflection
- 18. Developing their powers of reflection
- 20. What can we improve in the coaching process? “Both observation and chat with our coach have helped me a great deal to reflect on my practice. They usually highlight points which we're not aware need improvement or correction. As far as LOF is concerned, I planned my next lesson focusing especially on the topics highlighted on it.” “For me, it has been really helpful. I must admit it is the first time I have a coaching process like that, and at first I found that a little strange, but then I realized it is more practical to have our meetings via hangout; it would be more difficult to find a date when both of us could meet in person….”
- 21. What can we improve in the coaching process? “Regarding new teachers, I guess an index of best practices would be incredibly helpful. Quite often teachers share among themselves alternatives for monitoring, drilling, classroom management, patterns of interaction etc. I'm aware there's material about these topics, but if we could have easier access to them, the quality our teaching would improve.” “I must confess that recording my lessons and watching that afterwards is still a little uncomfortable for me. Maybe because I'm still adapting to it, but having to worry about scheduling the tablet, checking if it is in an appropriate position, if the lighting is suitable, are things that make me a little more anxious. Also, besides the fact that watching myself teach is still weird for me lol, I sometimes struggle with watching the class and, at the same time, read the comments, and find exactly the part that corresponds to the comment. As I said, it is perhaps a matter of adaptation.”