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Sustaining the Journey
The Planning Conversation Map—Approaches, Strategies, Decisions
November 11, 2013
This week we continue a review of the Planning Conversation Map.
Specify success indicators and a plan for collecting evidence
Anticipate approaches, strategies, decisions and how to monitor them
Establish personal learning focus and processes for self-assessment
Reflect on the coaching processand explore refinements
The third region is focused on assisting the planner in having specific means to achieve the end they described as goals and success indicators. The amount of time the coach spends on this region will vary depending on the individual. Often experienced teachers have many strategies in their repertoire and need to spend little time here. The opposite may be true for a novice teacher. A field independent may want to plan in specific detail while a field dependent might not require the same level of detail. The important thing for the coach to remember is to be certain the planner feels comfortable with a plan that leads to action. Some possible questions for this region include:
What might be some of the things you will consider about your students as you plan the lesson?
What instructional strategies could best match your goal?
What things will you be paying attention to as the meeting progresses?
What are some of the steps you will go through in delivering this inservice?