Standard 5 Using Content Knowledge to Build Meaningful Curriculum This is an essay from an article that I wrote on instructional coaching.

. In order to build a meaningful curriculum, it is important to know how to scaffold children. Children should feel comfortable while learning. This article help share some knowledge on things that I didnt know. It allow me use these during class time at school and it worked out well. Standard 5a was used for this essay, it is important to use resources and academic disciplines to help teach children. I will continue to apply these coaching styles to my teaching and lesson plans. Instructional Coaching In this article, the main focus is of Amelia, a teacher of three and four-year old students and Tonyas experiences as instructional coaches using a professional development approach to help better Amelia as a teacher, and allow the students to have the greatest outcome of this program. This article discusses the exact approach and procedures undergone that, in the end, made an overall improvement in the childrens language and literacy skills. Without a doubt, I would recommend this article or this process to any teacher who is looking to better impact their students education and progress. The instructional process, as I learned from this article, is a three step process. The three steps are made easy with the help of the professional coaches. As a general overview, the three phases are the Pre-Observation Planning Conference, Observation and Analysis, the Reflective Conference. And from the reading, it is clear to see the intense stage is the third stage, the Reflective conference, because thats where the changes are actually being made. But, arguably, the most uncomfortable stage may be stage two, Observation and Analysis, because the coach has now involved a video taper to record the teacher carrying out an activity with the children, and how the children responded. In my opinion, I would say this is the most uncomfortable, because most people would not want to see themselves, undoubtedly, make mistakes. But, overall, I also think this stage, besides the discomfort, just may be the most beneficial, for the reason that this is where the teacher, as Amelia did, sees their mistakes and this is where they, the teachers, realize that there is truly always room for improvement. As quoted from lead coach Sherri Penney, If you ask the teacher to remember what she did, or if the coach relies solely on written observations, many important interactions can be lost. The video provides the whole picture: what the teacher did and how the children responded. During the conference stage, the teacher is allowed to take the lead, and express any concerns they have about any students in particular. This suggest to the coach that, during video taping session, this child should be observed extra closely, so that the following day they can

analyze carefully and see this child reactions. Doing things such as this allowed the teacher to use different methods to see what the child responds better to. One method is open ended questions, which, especially in Amelias case, works well. Upon using other methods, often other skills are being improved on, or have the ability to, at least. But also it is learned that the teachers arent the only who needs to be coached. Coaches undergo extensive training and work as well. The coaches need ongoing supervision, training and support. The coaches are observed in action with the teacher as well. As reported by Julie Hirschler, The supervisor serves as a sounding board, observes the coach in action with the teacher, offers resources as needed, and helps the coach stay on track to meet the goals. Typically, coaches receive more intense support and supervision at the beginning of their work with teachers and when challenges arise. This keeps the teacher and coach both well equipped for any arising and challenging situations. Personally, I feel as if this program is very beneficial and if you are looking to better your students education and interaction in the classroom, you should partake in this three step process. After getting over the initial discomfort and accepting your mistakes and errors, you will make a great benefit and improve your students along the way. I believe that language and literacy skills are fundamental skills that young children must develop. The problem with developing these skills is that it often goes unfocused. I have learned that in order to allow children to truly grasp the material that they are learning and studying they must have an instructor with a clear goal in mind. Aimlessly learning material has no benefit to a child. There is especially no benefit in comparison to the results that a child experiences when learning with a clear goal in mind. When a teacher has received the proper guidance they will be able to properly guide the child. This creates a team or group of people all working together to provide young children with a valuable learning experience, one where they will actually benefit and retain the information that they learn. In the article, it is mentioned that the coaches receive ongoing training as well. It states, All coaches benefit from being observed, receiving feedback from supervisors and coaching peers, and reflecting on and analyzing their work with teachers (Elliott 17). This adds to the idea of providing the student with a well-rounded perspective and not a narrow-minded one that could come solely from a teacher. In the fifth point on the same page in a section calledSuccessful coaches possess core competencies- it stresses the most important argument for the coaches. It says, Effective instructional coaches possess several important qualities. They have a deep understanding of child development and the content area in which they support teachers. They use adult-learning best practices to connect with teachers and are good listeners and skilled reflective practitioners. They focus on teachers strengths yet can address challenges. And, as coach Sherri Penney says, They have a passion for excellent teaching and a respect for teachers (Elliot 17). I want to clarify that I understand the value of having a coach present to review and analyze a teachers work. This can be very beneficial. I do not want to negate that fact. As teachers we have to be aware that our opinions are not always correct or most beneficial to the children. One thing that I am curious to know more about is what will happen when there is a discrepancy between the coach and the teacher. If the ultimate goal is to provide the student with

a plan to allow them to learn successfully but there are different opinions about what that successful plan is, how should that be resolved. It is one thing to discuss this theoretically but when I think of this situation practically it makes me very curious. There are a lot of new techniques and approaches to teaching that I am starting to familiarize myself with. I agree with some and disagree with others. Nevertheless, I want to ensure that I provide the children I work with a valuable learning experience. The idea of this collaborative learning process excites me. It is new, it is innovative, and I can see how it will be beneficial. I want to gain more exposure to this kind of learning style in order to diversify myself and my techniques.

Work Cited APA (Instructional Coaching Helping Preschool Teachers Reach Their Full Potential )

MLA Instructional Coaching Helping Preschool Teachers Reach Their Full Potential (n.d.): n. pag. Web.