How Do I Get in the Classroom to Model Lessons?

Today's post is brought to you by Jaimie Howe.

Every month I collaborate with each grade level (K-5) in my building.  These monthly grade level meetings have come to be a sacred time for me.  It is a time in which I can solely focus on one particular grade level and give them my undivided attention in the area(s) that they need support in the most.  Over the past three years, I have realized; however, that I am only able to scratch the surface with this one half hour time slot per month.  I am able to share new ideas and research and get the teachers excited about new materials and ideas; however,  that is, unfortunately, as far as it goes.  I can give my teachers as many resources as I want and they can ‘want’ to use them and integrate them as much as I want them to, but the reality of a classroom teacher’s life in today’s world, is chaos.  They ultimately DO NOT have any extra time to read and ‘figure out’ how to try these new things.

As literacy coaches, we talk all the time about how hard it is to get into classrooms and get teachers on board to try new things.  We struggle to reach all teachers and all grade levels.  I truly believe that one of my top priorities as a literacy coach is on-going professional development.  I have struggled to figure out my role as a literacy coach over the last three years and find ways to provide this on-going professional development. Over the last three months of this school year, I have acquired some pretty huge realizations and am finally feeling like I am a true literacy coach.  I believe my role has evolved and that in everything we do it takes time to feel comfortable and confident in the roles we are in.

These are the realizations I have had that cause me to believe that I am now a true literacy coach.

1. I have taken the time to establish relationships.  As I began my role as a literacy coach three years ago, I dreaded my 4th and fifth grade collaborations.  I wasn't confident with these grade levels since my experience had all been in PreK-first grade.  On top of that, I didn't know the teachers well and was new to the position.  The last two months, as I walked away from from my fourth and fifth grade level collaboration meetings, I had a smile on my face.  I felt excited, rejuvenated, and confident.  These are now two of my favorite grade levels to work with.

2. I have made collaboration a non-negotiable: This is the only permanent time I have with each grade level to share and plan.  If I have to cancel a collaboration meeting, it is rescheduled.  As I stated earlier, though, these collaboration meetings are not enough.  I use this time to share new ideas, get teachers excited, and now I make sure that I plan for a time for me to come into the classroom to show them how to use or implement the new material, skill, or strategy.  I have made it clear to teachers that I am their support and resource.  I may not be the best at using the new resource, but I take the time to learn about it and plan for the teaching, so the teachers don’t have to.  This has been probably the largest realization for me - if I can take the pressure off of the teacher and just come in and show them how something is used- this isn’t degrading, it’s helpful.  I do not force any material on teachers.  I merely say, “Hey can I come in and show you how this works?  If you think it would benefit your class, great!”

3. I am in the classrooms frequently: Just last week I was trying to schedule a classroom lesson with a fifth grade teacher.  I had to use the line, “I’m now booking into March for classroom visits, what day/time would work best for you?”  I had to laugh.  I felt like I was scheduling appointments at a doctor’s office.  What an amazing problem to have . . . a full schedule of classroom visits providing on-going professional development.

My advice to you is, take your time, build relationships, and collaborate.  All of a sudden, you will find yourself a permanent fixture in the classroom and believe me, it is such a GREAT feeling!