Center for Urban Teaching

Teacher Coaching Dashboard

2018-2019
Teacher: Quanesha Medina Date: 9/21/18 Phase: 2 Indicator: 4
How do you feel the independent writing/carpet sharing time went? Teacher
Things continue to progress pretty well; behaviors are still tricky, following
feels that it is a long time for writing (45 minutes); high flying group gets done
through with consequences/incentives, taking away recess and/or privileges.
very quickly and she feels that she needs to push them more.
Three Wins/Glows from this week:
Works with principal on a weekly basis with classroom management; she -Students have been completing their work and staying on task
suggests to give consequences right away. -Students were positive about STEP and MAP testing
-Working on Diligence virtue, challenging the students through competition
Probes: Three Grows/Challenges:
Personal Notes Writing Objective: SWBAT write complete sentences, beginning, middle, and Give 3-4 question probe. If -Continue to tighten up Zearn/Group Work time procedures
teacher doesn't get there, -Behaviors; students tend to have outbursts if they are not callled on right
end. provide Action Step. away.

I noticed twice now that when you transition to line up for art/specials, a few
students that need to be redirected tend to break down and get upset. Tell me
more about this; what typically works? What doesn't work?
-What works: Letting students know if they fix it right away, they can come
back in line. This also works with the checking system.

Last time we met, we talked about allowing scholars to talk about their writing
Continue to work towards designing, rehearses and utilizes procedures and
topic at a level 1 or 2, at their groups. After scholars were given a few minutes
routines that set students up for success and maximize learning time,
to share turn and talk, teacher brought it back whole group and cold-called a
specifically for Zearn/Group time, as well as writing independent time.
few students to share out.
Teacher was constantly monitoring the learning, moving around from group to
group, ready to answer any questions or concerns from the students. The focus
was on their writing and not trying to get them at a level zero and giving tallies.
When things got a bit silly, the teacher took time to redirect the carpet time and Action Step:
modeled for the students the correct way to share. Will push teacher towards
Observation mastery of strand. Teacher
Something to consider: Having an activity, a set of questions or books for the
Evidence understands implications.
students to do if they have nothing to do. Action Step should be feasible
and aligned to evidence.
I DO: Teacher modeled how to write complete sentences and the elements of a
story.
YOU DO: Students began drafting their stories and collaborated with their
group members to talk more about their writing topic.
WE DO: Students who were complete with their writing before timer went off,
came to the carpet to share their writing with a partner.

Lots of call and response to help scholars stay on task and focused learning.
Waiting for 100%, siting in STRONG.
Precise praise and positive narration and J-Factor, excitement while focused Create steps of procedures for group work time, model, and have students
learning. pracitice.
Setting scholars up for success by first explaining the expectation, giving the
Glows: rationale, and following through with consequences. (Right is right)
Next Steps:
Give teacher precise Countdown for transition back to desks, after whole group writing I DO.
Practice until perfect.
praise following model
Works to maintain high behavioral expectations by consistently monitoring Practice can expand outside
of Claim, Evidence and
of single Strand. Provide
Impact. This praise students and holding them accountable.
immediate in the moment
could tie to previous
Teacher mantained emotional constancy during all points of the lesson, even feedback.
feedback.
when needing to calm students done and/or trying to redirect disruptive
behavior.
Teacher did a great job following through with giving consequences, rather
than giving empty threats.
Reviewed the books of the Bible while passing out papers and students writing
their names down. (Maximizing every minute of instruction time)
Next Meeting: Next Focus Indicator: