Oh, yes, Lori, I totally understand. In fact, I'll just bet the coaches would rather be working with us vets dedicated to delving, but the powers that be... However, I would like to say that I think the district would get a lot of bang for its buck if it would help us at the higher levels and let us help the newbies. Just a thought, Judy
-------------- Original message ---------------------- From: ljackson <[EMAIL PROTECTED]> > Amen, Judy, but this is not always the doing of coaches. Sometimes it is > the administrative pushing for mentoring vs. coaching. I see a need for > both, but some at the admin level see it as synonymous--pushing towards > working only with the new staff. > > > On 9/28/08 8:27 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > > > I've saved all of your posts and have reread this one several times. I've > > reflected deeply on the sentiment that some of you are trying to move > > teachers > > in a direction they don't want to travel...and I've tried not to let your > > posts bother me. But now, LOL, I can't stand it anymore and I'm going to > > tell > > you why they do. > > > > As a teacher who WANTS with all her heart to teach deeply and to the highest > > of expectations, I am bothered that our coaches think I need no help. All > > coaching help goes to the new teachers. I find this sad for two reasons: > > first, I want to improve. > > > > Secondly, the help that is going to our new teachers is not deep. Believe > > me, > > our new teachers are hard-working, but the standard in my district is high > > and > > they're swimming as fast as they can just to survive day-to-day. We have 2 > > brand new teachers (of 4) at my grade level. I've put in a lot of time > > helping them and I believe they're just not ready for deep thinking as they > > don't know anything about teaching reading. Perhaps Ellin will say that ALL > > teachers can start off with comprehension strategies on day #1, but it seems > > to me these darling new teachers need some foundation in the more tangible > > aspects (like decoding, fluency, and surface/literal comprehension). It > > seems > > to me that they just don't have enough understanding of the reading process > > to > > be ready for the really tough stuff. I hope you'll say I'm wrong and that > > they can do it all, but I wonder.... > > > > Judy > > > > > > > > -------------- Original message ---------------------- > > From: Steve Mabry <[EMAIL PROTECTED]> > >> HI all! > >> > >> I am intrigued by the final question for our first reading. > >> > >> ....In what ways can we live our adult lives as intellectually curious > >> leaders > >> for our students and for our colleagues? > >> > >> I can't tell you how many nights I stayed up thinking - why didn't my > >> teachers > >> get it? Why don't they want to help their students - to move them beyond > >> the > >> expected curriculum and into differentiation and individualization and > >> understanding? Why they didn't have an internal drive and motivation to > >> replicate what Ellin and Debbie and everyone was writing about and modeling > >> in > >> their books? I modeled the ideas and goals at faculty meetings and in our > >> weekly newsletters by both taking pictures of the activities and usage of > >> the > >> strategies in classes and including snapshots and ideas from the books > >> themselves. > >> > >> But I could not motivate the teachers who were in the "been there done > >> that" > >> mode. They made fun of the teachers who were taking leaps. They got > >> extremely > >> cliquey. It was just so depressing! What kept me going was the fact that > >> I > >> knew what I was writing/talking/modeling was right for both the teacher and > >> the > >> students. > >> > >> So....to answer the question - by modeling, blogging, dicsussing, showing > >> how > >> to > >> never stop learning...our actions speak louder than words. The sad thing > >> is > >> that there are so many of us who are isolated islands of application. The > >> good > >> thing is that there are places like this where the isolated islands can > >> find > >> refuge, mentorship, and relief. > >> > >> But how to be there for our colleagues? I think they have to be ready > >> first. > >> > >> I obviously never figured out the answer to that one! > >> Lori > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> _______________________________________________ > >> Understand mailing list > >> [email protected] > >> http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > > > > > > _______________________________________________ > > Understand mailing list > > [email protected] > > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > > -- > Lori Jackson > District Literacy Coach & Mentor > Todd County School District > Box 87 > Mission SD 57555 > > http:www.tcsdk12.org > ph. 605.856.2211 > > > Literacies for All Summer Institute > July 17-20. 2008 > Tucson, Arizona > > > > > _______________________________________________ > Understand mailing list > [email protected] > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
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