In my district the coaches came from the classroom -teachers on special
assignment. So when the 7 year "program" was ended 2 years ago all 9 of us
went back into the classroom which resulted in newer teachers getting pink
slips. The whole thing didn't make sense to me as the coaches were paid from a
different pot of money -not from the general fund. Rumor was, the
superintendent wanted the money for a pet project of his...
Jan
“When you encounter seemingly good advice that contradicts other seemingly good
advice, ignore them both. -Al Franken
> From: [email protected]
> To: [email protected]
> Date: Mon, 31 May 2010 16:16:51 -0500
> Subject: Re: [MOSAIC] new job as a Literacy Coach
>
> Seems like they should have pink slipped the coaches.
> ----- Original Message -----
> From: <[email protected]>
> To: "Mosaic: A Reading Comprehension Strategies Email Group"
> <[email protected]>
> Sent: Monday, May 31, 2010 2:43 PM
> Subject: Re: [MOSAIC] new job as a Literacy Coach
>
>
> > I'm a classroom teacher (and happy to be one); we've had coaches in our
> > district for about 9 years. In my district, the coach's job is to work
> > with teachers to improve student accomplishment. Each grade level meets
> > with the coach twice per month for 2-3 hours. We write a cycle of inquiry
> > then read, work, discuss, assess. When the coaches aren't working with
> > teachers (which is a lot of time) they are supposed to be supporting
> > teachers with demonstrations, observations, etc. Unfortunately, it is my
> > belief that the coaches actually do administrative work. In the beginning
> > of our collaborative work, I appreciated the guidance of the coach. Now I
> > believe most of us have grown beyond the coaches (who have had no
> > classroom experience for 6-9 years). You might need some background: in
> > California, due to budget woes, most of our newer teachers were
> > pink-slipped and class size grew; therefore most of our newest teachers
> > still have 4-5 years experience. They are growing beyond the coaches, too.
> > Judy
> >
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> >
>
>
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>
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