Coaching Conversations
AP Statewide Mentoring Meeting (9.11.12)
Scenario 1:
A teacher new to your building but with 5 years of experience has been commenting
to her colleagues in the building that she doubts your instructional leadership in
literacy. She has mentioned to several teachers that she doesn’t feel as though you
will be able to offer her a fair evaluation next week when you come to observe. She
noted that you just don’t seem to have the background knowledge of her previous
administrator and she wishes the principal were responsible for her evaluation.
During your walk-throughs you have observed that she spends nearly the entire
class period in lecture. You have noticed students on their cell phones, sleeping, and
talking to each other during the lecture; the teacher has not responded to these offtask behaviors. When you have asked students what they are learning, they have
indicated they are supposed to be reading non-fiction. Two teachers, who are on the
building leadership team, have come to you with this information because they are
concerned about the influence this teacher is having on other new teachers in the
building.
Role play the critical conversation you need to have with this teacher.
Scenario 2:
With only three weeks into the school year, you have more referrals from Mr.
Andrews than you do all other teachers combined. The referrals have included
everything from a student talking too much to a student swearing to a student being
unprepared to a student cheating on an assignment. In visiting with the students he
sends to you, you begin to draw the conclusion that Mr. Andrews has not
communicated clear expectations to students and that he inconsistently removes
students from class. You want to send the message to the staff that they have your
support, and at the same time, you want them to be responsible for the management
of their classrooms.
Role play your conversation with Mr. Andrews
Scenario 3:
A general education literacy teacher, a special education teacher, a parent, and you
are participating in an IEP meeting. The parent is frustrated that his son, whose goal
area is writing, is not making the kind of growth in math he would expect. He has
shared with the IEP team that his son has made notable gains in literacy (he is now
proficient by Iowa Assessment standards), but not in math; and he wants to know
what is happening in literacy instruction that isn’t happening in math. The student
has been required to take supplemental math for the past two years, which has
limited his opportunities to take elective courses that are of interest to him. The
parent is tired of his son not being able to take the courses that he wants to take
because the requirement for supplemental coursework in addition to his direct
service support in writing leaves no time for anything other than core instruction in
his schedule. He wants better instruction for his son so that his math achievement
increases; and he wants his son to be excused from the supplemental math and the
direct service so that he can take electives. Your special education teacher feels
strongly that the student needs to continue to receive direct services, and your
board policy requires supplemental coursework for students not proficient (this
student is not proficient in math).
How would you approach the conversation with this parent?
Scenario 4:
An upset parent (Sally) is waiting to visit with you first thing Monday morning. Her
daughter, a varsity starter for the volleyball team, has been at a party over the
weekend, but was not drinking and was not charged with possession. Sally knows
that another parent (Tina) has already reported the party to the school and given
Sally’s daughter’s name as an attendee. Sally feels that her daughter was in the
wrong place at the wrong time and that Tina is only reporting Sally’s daughter
because Tina wants her own daughter to have a starting spot on the volleyball team.
Sally doesn’t feel her daughter should suffer any consequence under the good
conduct policy—she and her husband will address their daughter’s behavior at
home. A sample section of a good conduct policy appears below. Or you can refer to
your district’s policy in this situation.
The student will be suspended from competition for 25% of the current extracurricular or co- curricular activity season (including any post season
competition). If the student is not competing in an activity at the time of the
violation, the penalty will be enforced during the next activity the student is
involved in. The before-mentioned activity’s season must be completed in good
standing with the coach for the suspension to be served.
A student who self-reports or admits his/her Good Conduct Rule violation in a
good-faith and honest manner, prior to being confronted by a school official or
within 24 hours after school officials begin questioning other students about
the same incident, may receive a reduced penalty for a first offense from
suspension of 25% of an activity season to 10% of an activity season.
Role play your conversation with this parent.