Mr. Smith is a new middle school science teacher at your school. In your role as an academic…

Mr. Smith is a new middle school science teacher at your school. In your role as an academic coach, Mr. Smith comes to you because he has concerns about student progress. This is his first year teaching, having come to your school as a career changer. He was previously a meteorologist for the local TV station, so he is excited about teaching this unit about weather. He is anxious to do a good job, so he is open to any suggestions you might have.
He is coming to you because he is concerned that his students don’t seem to retain the information he is teaching. He wonders if there is something he could do differently. He explains that he has provided multiple opportunities to work with the vocabulary, but they still don’t remember the terms.
He asks you to come in and observe him teaching a lesson on the weather and give him some pointers. His speech can be found at https://www.youtube.com/watch?v=iW0XsQ4X28s
You observe the lesson considering his concerns about the students retaining the vocabulary. Because this was his concern, you focused your observations on this issue. You know that you can’t work on everything at once. You are now ready to have a follow-up discussion with him.
Observe Mr. Smith’s lesson on weather found athttps://www.youtube.com/watch?v=iW0XsQ4X28s In a 4-6 page paper, write up the observations you would make to Mr. Smith. As you structure your feedback, think about an Oreo. Start with a positive comment. Then mention one or two suggestions for facilitating professional learning among colleagues and provide links to places on the web or district professional development where he and his colleagues can learn even more about the areas you are sharing. Then finish with a positive comment. Make sure to use a coaching tone and build trust throughout this section of your paper as though you were talking directly to Mr. Smith.
It is essential in any coaching session not to overwhelm the teacher you are working with. However, it is also necessary to plan for future areas to address. Mr. Smith had vital information to cover during his lesson but did not do it effectively. Part 2 of the paper discusses how rehearsal strategies, effective practice, wait time, chunking, and mnemonics could have been used to improve students’ retention of the specific content from Mr. Smith’s lesson.
Attachments:
10151130_1_Sample-APA-Formatting.docx