Jennifer, you make a really good point when you say "if only the newbies are getting the coaching then we had better integrate the teaching for depth right away." With three, we have even fewer newbies than you, but I think you're assuming that they have something to "integrate the teaching for depth" into. Maybe our new teachers just didn't get the training in teaching reading in college, but they are clearly in unknown territory (as I was when I first started teaching). So I'm politely asking, don't they need to know some basics?
For vets, I want to back up a bit. The 2 most dedicated Keenites in my school are 2 of the oldest and we figured it out ourselves (from books and conferences) before we had coaches. Our first coach worked with everyone, but with this year's California budget cuts, our coaches are now sharing schools and we see them even less. I completely understand admin's priority on new teachers, but I'm wondering if coaches were able to give us some time, perhaps we could help the newbies. I am a reader. I have always been a reader and I have always taken teaching reading seriously. I'm worried about teaching newbies to dive before they can swim on the surface, but perhaps I'm being elitist and don't really understand at all. I do know that it makes my teeth grate when new teachers are mixing comprehension salads that are "so cute" and understand nothing of comprehension. But, again, maybe I'm way off the mark. Judy -------------- Original message ---------------------- From: [EMAIL PROTECTED] > > Why does it have to be an "either/or"? My mentor works with anyone who asks > her...including me, and I am a reading specialist in my 16th year who also > ends up doing a lot of mentoring and coaching! I can't tell you how many > times > I have gone to my mentor for advice, or just when I needed someone to listen > to some of the issues I am facing daily. I agree that the mentor/coach > should be for everyone. I guess I am really lucky that our administration > supports our mentor so completely with what she wants to do...or maybe it is > because > we rarely have more than 4-5 new teachers in our building at a time and she > has time to work with the rest of us too. > > I do think, though, Judy, that teachers need to understand right from the > get-go about teaching for depth. It isn't an add-on to me...it should be the > way > we do business from the beginning. I have found in my experiences where I am > coteaching that the newbies more readily pick up best practices and > integrate them more quickly than many of the veterans I have worked with. > The > other > reason may be based on research...mentoring early on does prevent a certain > amount of teacher turn-over. > > Another thought...if only the newbies are getting the coaching then we had > better integrate the teaching for depth right away. If they don't learn it > then, when will they ever get the support? > Just my two cents... > Jennifer > > In a message dated 9/28/2008 12:35:51 P.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > 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 > > > > > > > **************Looking for simple solutions to your real-life financial > challenges? Check out WalletPop for the latest news and information, tips > and > calculators. (http://www.walletpop.com/?NCID=emlcntuswall00000001) > _______________________________________________ > 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
