Supporting & Developing Reach Associates
In this material, educators will learn effective strategies for working with Reach Associates, reflecting on successful relationships, coaching cycles, and job descriptions. Tips for establishing consistency, setting expectations, and delivering feedback are also provided.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
Team Reach Teachers: Supporting & Developing a Reach Associate To copy or adapt this material, see OpportunityCulture.org/terms-of-use 2019 |1
If you do not have an RA Option 1 Begin adapting curriculum and lesson plans. Option 2a Option 2b Option 2c Create detailed weekly schedule. Update classroom rules and procedures. Whatever you need to prepare for next year! 2019 |2
Icebreaker What movie or TV show best describes your experience as an educator? 2019 |3
Do Now Think about your previous experience with paraprofessionals in a school setting (either your own TA or others in the school). On two sticky notes, write: Characteristics of successful successful teacher-TA working relationships. Characteristics of unsuccessful unsuccessful teacher-TA working relationships. Time for activity: 2 minutes 2019 |4
Session Objectives Gain a clear understanding of the reach associate role. Reflect on effective practices for working with a reach associate. Discuss the components of a coaching cycle. 2019 |5
Reach Associate Job Description Consider: 1. Which elements of the RA position are similar to traditional paraprofessionals? 2. Which elements are different? 3. How does this inform your thinking about your working relationship with your RA? 5 min: Independent Review 5 min: Partner Discussion 5 min: Whole-Group Debrief 2019 |6
Tips For Working With Your RA Establish consistency across your classrooms for students. Set clear expectations with defined roles and responsibilities. Communicate frequently. Use positive feedback. Empower RAs to make decisions. Build on your RA s strengths. 2019 |7
Delivering Effective Feedback Feedback is intended to Raise awareness of strengths Highlight areas for improvement Motivate Effective feedback Avoids judging people s talents or intelligence or prioritizes those over the work they put in. Focuses on the effort involved in their work. What is some of the best feedback you ve received? 2019 |8
Delivering Effective Feedback 1. Start with precise praise. 2. Kick the but out of your vocabulary. 3. Compliment! And make it a good one. 4. Ground feedback in observable data. 5. Keep feedback bite-sized. 6. Align feedback with instructional vision. 7. Identify the biggest barrier for learning. 8. Determine accountability for next steps. Source: Dweck, Carol S. (2006). Mindset: the New Psychology of Success. New York: Ballantine Books. 2019 |9
From Feedback to Coaching What is the difference between feedback and coaching? What role can feedback play in coaching? Feedback Coaching Helps individuals be aware of strengths and areas of growth. Leads to acceptance that something needs to change. Helps individuals achieve the new goals that feedback helped them set. 2019 |10
The Coaching Cycle Build relationship, set vision, and norm on roles and expectations Observe teaching, looking for implementation of action steps Facilitate debrief conversation to deliver feedback and identify action step(s) Provide interventions as needed (for example, model lessons, co-teach, etc.) 2019 |11
The Coaching Cycle What are some ideas for how you can build a trusting, collaborative relationship with your RA? Build relationship, set vision, and norm on roles and expectations Observe teaching, looking for implementation of action steps Facilitate debrief conversation to deliver feedback and identify action step(s) Provide interventions, as needed (for example, model lessons, co-teach, etc.) 2019 |12
The Coaching Cycle How might you observe your RA if you implement a time-swap model and do not share the same classroom? Build relationship, set vision, and norm on roles and expectations Observe teaching, looking for implementation of action steps Facilitate debrief conversation to deliver feedback and identify action step(s) Provide interventions, as needed (for example, model lessons, co-teach, etc.) 2019 |13
The Coaching Cycle What are some key characteristics of how you should lead the debrief conversation with your RA? Build relationship, set vision, and norm on roles and expectations Observe teaching, looking for implementation of action steps Facilitate debrief conversation to deliver feedback and identify action step(s) Provide interventions, as needed (for example, model lessons, co-teach, etc.) 2019 |14
The Coaching Cycle Build relationship, set vision, and norm on roles and expectations How will you decide when to use different interventions? Observe teaching, looking for implementation of action steps Facilitate debrief conversation to deliver feedback and identify action step(s) Provide interventions, as needed (for example, model lessons, co-teach, etc.) 2019 |15
Final Reflection How will you know you have been successful in supporting and developing your RA at the end of the year? 2019 |16
Action Items Write down 2 3 action items you commit to incorporating into your work based on your takeaways from this session. Next Steps By Whom By When Notes/Resources Revisit roles and responsibilities to ensure clear expectations (use RA JD). Me, RA, principal Before first day of school Draft roles and responsibilities and share with principal for feedback before meeting with RA Set up Google sheet for real- time student updates sharing. Me Before first day of school Need consistent (& easy!) process for sharing info about daily student classroom successes/challenges Plan an activity for RA and I to get to know each other and build a working relationship before I start to give constructive feedback. Me Before first meeting with RA Maybe revisit the working styles activity? Do this off campus lunch or coffee so it feels less formal. 2019 |17
Follow Us! Keep up to date on Opportunity Culture with resources and research from Public Impact by following: @OppCulture @PublicImpact Facebook.com/OpportunityCulture Facebook.com/PublicImpact LinkedIn.com/company/public-impact---chapel-hill-nc Subscribe to the quarterly Opportunity Culture newsletters, with content by and for Opportunity Culture educators, and sign up to get Remind messages for them: Remind.com/join/ocnew OpportunityCulture.org/mailing-list/ 2019 |18
