A Day in the Life of a Student Support Instructional Coach

by:  Symon Sanborn

Symon Sanborn and Beth Hayes collaborate at a recent teacher leader PLC meeting.

When I was approached with the idea of being an Instructional Coach, I was a bit caught off guard. I’d been a behavior specialist and teacher for 8 years at Echo Hill Elementary School and truly loved my job. The thought of not working one on one with students in the behavior program and the amazing teachers there saddened me, but my principal put it in these words, “As an Instructional Coach, you’re going to be able to share all of your knowledge about behaviors with other teachers and make a larger impact.” With those words of encouragement, that led me to apply and thankfully become an Instructional Coach for the 2016 school year. What I’ve learned is that teachers have the best ideas and approaches to the success of their students, coaching allows us to work together to pull those ideas to the surface.

Special Education is a very different area of education and at the same time it isn’t. For anyone in the teaching arena, student achievement is our focus. Whether you’re a general education teacher or a special education teacher the goal is always the same, making sure students have everything they need to be successful. Having worked with students who have Level 2-3 behaviors, you’re adding another level of support, while still driving for their success and achievement. The philosophy I’ve always approached these students with has been to have them be with their peers in a general education classroom, while we give them a leg up or two with how to deal with stresses of daily life. Their ability to understand and recognize when times are hard and know how to cope and deal with these stresses can reflect directly on their success.

Having had the opportunity to observe almost every teacher in special education at Linn-Mar, I’m amazed at the level of expertise, passion, and drive these teachers have. To manage student’s academics, manage their behaviors, manage associates in their programs, and still communicate with general education teaches can be quite a handful. They all do this with smiles on their faces and it’s inspiring to know we have people like this in our district.  One of the awesome things that my role as an Instructional Coach has allowed me is being able to step back and see the small gaps between programs, between levels in buildings, and between teachers. This is where our cognitive coaching has really opened my eyes to how we can help as coaches, tapping into a teachers knowledge and how finding solutions really is just us going on a journey of discovery together.

I’ve also spent a good amount of time in general education classrooms in our district to see how teachers are using their classroom management to help support, not only the behavior focused students in their classrooms, but their general education students. These management tools can reach across all areas of education and have an impact in other classrooms. Opportunities have also presented themselves where I get to go back into a teaching role and model social skills and academic lessons for students in the behavior programs. I revel in the chance to get back in front of students and model these lessons for teachers. I think helping students learn to cope with the world we find ourselves in is very important.

We’ve all heard it before that teaching is a passion. We don’t go into it for a big paycheck or notoriety. Having looked at things from, “this side of the desk,” I feel like I’ve been given a gift to have had a chance to observe amazing teachers, understand all that goes into helping all students, and be able to coach teachers in finding the best ways to support students. The teachers of our district have that passion and enjoy the big “paycheck” of the success of their students.

To contact Symon click here or call 319-892-4871

Technology Brings Curriculum to Life

Meet Beth Goldberg, 7^th grade social studies teacher at Oak Ridge Middle School.  Beth is also one of 35 model teachers in our district.  Recently Beth teamed up with Todd Lane, and Ryan Gotto, Technology Integration Coaches, to spice up one of her content goals.

In social studies Beth’s students focus all year on the skill of being able to develop an argument on a topic and defend that argument with supporting facts.  Her students were allowed to choose from a variety of topics related to Ancient Greece.  Next they had to decide if they agreed or disagreed with the statement provided. For example, let's say the topic was Alexander the Great and the statement was Alexander the Great was not so great. They would need to choose if they agreed or disagreed, and defend that opinion using relevant support. They could choose to defend their viewpoints in the form of an essay, a live speech, or a video using the green screen.

Enter Todd and Ryan into the equation. After the students wrote their argument they filmed themselves defending it using the green screen. Afterward they were able to “transport” themselves back to Ancient Greece using pictures they found for the background of their videos.  So, in addition to talking about Alexander the Great, they could actually make it look like they were standing next to him on the battlefield.

Todd and Ryan worked with students that chose the video. Beth commented on the project:

"They helped students film, edit, research for more information and upload their videos. Todd even created a form that I put on my website so students could easily upload their completed videos. They were a huge help!" 

This is a great example of a project that shows teachers how to utilize technology to support current curriculum and enhance everyday learning.  

Reflections of a Coach

Reflections of a Coach

by: Beth Hayes

Beth Hayes collaborates with Tammy Krotz and Kate Turner at a recent meeting.

After spending a semester as an Instructional Coach for Student Support Services, I wanted to share my educational background, and journey in my new role as part of the Teacher Leadership Program at Linn-Mar Community Schools. 

I currently hold a Masters in Special Education and 4 endorsements; Strategist I, Strategist II, reading, early childhood, and consulting.  My classroom experience includes teaching students in Levels 1, 2, and 3. I recently left my Level 2 classroom of five years at Bowman Woods Elementary. I chose to take on this position is to assist teachers from burning out. Special Education can be overwhelming with paperwork and instructional materials, designing for every student in every subject. Plus, understanding behaviors and strategies to implement to prevent and react to behaviors. Managing adults in the classroom and accommodations in place! Nothing is consistently the same from year to year. So many pieces go into teaching in the Special Education world. My goal is always to assist teachers in a variety of ways to enable them to relieve stress and create a better “system” to the “madness”. 

Beth Hayes, SS Instructional Coach, models a math lesson for a Student Support Services Teacher.

Throughout first semester I spent time assisting teachers in learning about and implementing new instructional materials to better fit the needs of their diverse learners. I assisted teachers in creating schedules, work systems, and developed work tasks. I modeled lessons to provide teachers a visual aid for implementing new instruction or revamping the “boring” curriculum they are using. I have conducted professional developments for teachers and associates around behavior, accessible instructional materials, and alternate assessment. I am the coordinator of our district alternate assessment. I’m currently assisting with refining our writing instruction, assessment, and goals for all grade levels. I just finished my challenge of getting 30 teachers out of their classrooms to observe their peers to provide visual professional development.  

Through my cognitive coaching training,  I found I don’t need to know and have experienced everything to be able to coach teachers. We have the ideas within us! Through coaching we are able to bounce our ideas off each other and come to a point where we can move forward with clarity. As everyone knows some problems are more difficult to resolve. I will be the first to let you know that I don't know something and will go research the answer for you. Teaching is not about knowing and becoming skilled at the research-based “rules” that good teachers follow; rather, it is about revealing the “exceptions”- understanding the individual child they are working with and discovering what he or she needs to learn.” (Pete Hall) Every student is different and it can be a struggle to individualize every year with every student. I have observed every student support classroom in our district. I look forward to assisting you with ideas or putting you in touch with another teacher to collaborate and grow. 

I leave you with this closing quote.  I like this because it reminds us that it is okay to ask others for help, or a second set of eyes.  As a team we can provide each other with such value.  “The most valuable resource that all teachers have is each other without collaboration our growth is limited to our own perspectives.” – Robert John Meehan  

Contact Beth Hayes @ bhayes@linnmar.k12.ia.us  or 319-892-4870

Are WE ready for the 21st century? Diversity Training for staff and students

By:  Sheri Crandall

A year ago, Linn-Mar’s HS Teacher Leadership took over the job of designing the High School Professional Development days.  We have worked together as a team to organize and plan these five days each school year.  In addition to focusing on our PLC work, we also wanted to work on diversity.  As our student population at Linn-Mar becomes more and more diverse, it poses the question of are we ready?  What are we doing at LMHS that is right and where could we be doing more to make our curriculum, teaching strategies and activities more diverse?  Joe Nietert, associate principal of LMHS, had this same question.  He and I worked together to get Diversity Speaker Dr. Eddie Moore to come work with us at Linn-Mar.

When I first contacted Dr. Moore, he was very willing to work with our staff, but indicated to me that he would love to also work with our student body.  Joe and I worked together to set up a second day with Dr. Moore that would be for student assemblies. 

Dr. Moore spoke to our HS staff, both classified and certified, during our professional development day on Monday Jan. 18^th, ironically enough, Dr. Martin Luther King Jr. day.  

He presented us with the workshop entitled: Diversity, Privilege and Multicultural Education: Are Teachers Ready?   

This interactive, informational, challenging and energetic session examined and explored issues of diversity, privilege, oppression and leadership across America. Dr. Moore led our teachers on a journey to learn how to take action against hatred, bigotry, privilege and oppression and have honest conversations about diversity so they do not perpetuate white privilege, racism and white supremacy in our classrooms.

Teachers at many levels encounter texts and conversations--both in and out of the classroom--that contain bias, both hidden and explicit, and they are often at a loss as to how to prepare students (and themselves) to interact sensitively and effectively. 

How do we spot it?  How do we stop it? He stated that we need more leaders for social justice and equity across America and asked us if we felt we had the skills and ability to lead?

On Tuesday January 19^th, Dr. Moore worked with our students.  The student assemblies were entitled: America Is Changing: Are You Ready? 

The freshman attended an assembly first block, the sophomores during second block and our juniors and seniors attended during fourth block.  During lunch Dr. Moore worked with a select group of students on diversity. 

This session challenged students to examine their own biases, behaviors and belief systems. Additionally, they learned how to take action against hatred, bigotry, privilege and oppression. Again, Dr. Moore stated that we need more student-leaders advocating for peace, equity and justice in the world (Iowa).  He questioned students as to whether they believed they had the skills, ability and courage to lead.

 I asked Dr. Moore what he was hoping to bring to Linn-Mar and he said the following:

     “What I wanted to bring to the Linn Mar community was really three things.  One, I wanted to challenge the students to think about the changing diversity across America and to understand how it will challenge, impact and provide opportunities for everyone. Two, Additionally, I wanted to provide students with some suggestions on how to be more culturally competent, confident and courageous in the 21st century. I wanted them to consider being Advocates for Peace, Equity and Justice. Three, I wanted to help the students understand the concepts of power and privilege, because if they are going to be effective and culturally competent leaders of the 21^st Century, it is essential they understand issues of diversity power, privilege and leadership comprehensively. Lastly, I wanted to accomplish all of this in an open and trusting environment where the students felt they could ask me courageous questions and receive honest answers.”

I also asked him how he felt about our time together.  Dr. Moore said the following:  

     “My time at Linn-Mar was spent in honest and engaging conversation with bright, inquisitive students who are concerned about their future and the future of America. I believe the best testament to how well the sessions went was the number of questions asked, and how every session ran out of time because of students wanting to hear Moore! The kinds of issues student questions covered included police and racial profiling, future of diversity, [derogatory vocabulary], being an ally, my personal inspiration to do this work, and how to talk to family members about these difficult issues.  I left feeling informed and challenged.  I definitely challenged the students, wanted to leave them with some good information, but most importantly some tangible and achievable action goals for them to work on.”

We asked some of our student council members how they felt about their time with Dr. Moore.    They were asked 3 questions:

1.   What did you learn/What stuck with you?   (Some responses were)

•  One thing I heard Dr. Moore say was that the people you hang out with begin to shape you.  (you are who you hang out with.)  He also said that there are many different ways to do the same thing. 

• Dr. Moore’s presentation really made me realize how racism is/does affect many people.  It’s not a thought I usually have but the way he explained how who you are and who you hang out with affects how you deal with racism, really made me think about how big of an impact racism has on society.  Not only does it affect one’s present self, but their future.  The decision they make because of how they were taught by the people around them could really change a lot of factors in their life.  I learned that racism is still affecting many people today and it amazes me how it is still happening. 

• I enjoyed Dr.  Moore’s presentation very much.  He was a great interactive speaker. He made his speech interesting and worthwhile.  I learned a lot of diversity.  It’s not just limited to race.  There are so many stereotypes out there that I didn’t realize I was thinking of.  I should be open to loving everybody.  Just because someone has a race, religion etc. background that isn’t my own doesn’t mean I should hate/dislike them. His story about his life really makes me think and makes me want to try and include and treat everybody more fairly. 

• His quote “You can’t just be a good person anymore, you need to make an effort to block prejudice.”

• This was one of the most phenomenal speeches I’ve ever had the opportunity to hear.  It was necessary, and I feel like everyone got at least something out of it.  I’ve always been a very open person, so it was awesome to hear someone speak my thoughts in words with such elegance.  His past fascinated me and I think his success story will stick with me.

     2. What are some ideas you can take away that you could apply to either student council, a sports team, another club or your own life? (Some responses were)

•      To be positive and shut down wrongful doings or actions towards other people.
•      Don’t hang around trash and you won’t be trash. 
•      Listen to your friends or supporters and be supporter to someone who’s struggling.

      3. Please share any comments or feelings you had about attending the presentation. (Some responses were)

•       I never really understood how important it is to associate with different groups of people, until Dr. Moore explained how diversity will affect our lives through college and work.  I hope that our generation becomes even more accepting towards every diversity as we grow up and I’m glad that we had this opportunity to hear Dr. Moore’s experiences and advice that will hopefully help all students at Linn-Mar become accepting to all people.

•       I am still left wondering how to go about being diverse – he said you have to do more than be nice – what else should you do? 

We know that making changes toward becoming more diverse is not a one or two day journey, but rather a lifetime journey.  We wanted to at least make progress on our journey.  Dr. Moore got us talking, thinking and asking ourselves – what next? I think the majority of our staff would agree with the student above – what are our next steps and how do we go about it? What else should we/could we be doing?

We will continue on our diversity journey next month, as we learn more about our LGBTQ students and Mental Health issues.  The more knowledge we have about many diverse groups, the better we can support them.  As we begin to work on Professional Development for next year, we want to keep these questions and the focus of diversity in the forefront of our focus and work.

Green Screens Help Teachers Provide Instruction through Projects and Technology

by:  Karla Koenen

This past summer Krystal Austad (4^th grade teacher) and I attended the two day Technology in Classrooms Conference hosted by Keystone AEA.  We attended a session titled, “I Scream, You Scream, We All Scream for Green Screen!” hosted by Jonathan Wylie, Technology Consultant from Grant Wood AEA.  During that session, Krystal and I were introduced to the app “Green Screen by Do Ink.”  Krystal and I immediately brainstormed some project ideas and attempted to create our very first mini-project during the work part of the session.  We soon learned that we needed more practice with the app before we would feel confident to share this app with students.  We learned that a weatherman’s job is much more difficult than we imagined!

Fast forward to the start of the 2015-16 school year.  Krystal and I continued to kick around our ideas, and we finally decided to dive in with a Green Screen video project!  Krystal’s 4^th grade class visited the Linn-Mar Aquatic Center for a multiple day swim experience.  Krystal took pictures of her class at the Aquatic Center and then asked each student to compile a news report using the Writing Process.  Students then honed their speaking skills by delivering the news report to one another.  Students practiced announcing their reports with expression, practiced speaking loudly and clearly, and practiced using phrases such as “Back to you in the studio!”

As a Technology Integration Coach, I consulted with Krystal regarding the use of the Green Screen and the knowledge we had gained from our summer tech session.  I spent time myself practicing to be a reporter so I could know what challenges our students would possibly face when it came time to record their actual news report.  Over three one-hour sessions, every student in Krystal’s class was able to record their individual news reports in front of the green screen.  Using the green screen was truly a team effort as all individual students helped with the recording process at some point in time.  Even though we only see the on air reporters, we talked about how we know that camera people, production managers, etc. are working behind the scenes.

Students in Krystal Austad's 4th grade class work on various aspect of recording reports using Green Screens.

Students stood in front of the plain green material to deliver their news report “live” from the Aquatic Center, even though they were truly standing in the hallway just outside the classroom. Upon completion of the recording, students were then excited to view their news report with an image from their swim experience at the Aquatic Center behind them!  Students were even thrilled to use a microphone to help deliver the news report!

Using the “Green Screen by Do Ink” app proved to be a valuable tool to extend the student’s learning.  News reports were also shared with families via a QR Code.  

Ella:   http://viewpure.com/dXDuy8uxN-o?ref=bkmk

Grace:  http://viewpure.com/Cf03qQDXBVE?ref=bkmk










If you are interested in working with a building TIC (Technology Integration Coach) on a project similar to this or any technology project, contact your district TICS here.

Collaboration = Celebration

The first grade teachers at Echo Hill Elementary wanted to teach their students about Holiday traditions around the world.  Normally, they taught their students about these traditions themselves.  However, this year they decided to bring in outside speakers.  Brook Martens contacted, Sheri Crandall, instructional coach at the HS and former Spanish teacher, to teach the first graders about Las Posadas, one of the Mexican Christmas traditions.

Sheri worked with Laura Robertson, instructional coach at Echo Hill, to set up a reenactment for the first grade students.  First graders went from classroom to classroom, asking for shelter and were turned away, until they made it back to the first grade pod, where Mrs. Robertson invited them in and told them they were welcome.  At the last house, all are welcomed in and drink Mexican hot chocolate, break a piñata and celebrate and eat together.  Sheri showed the first graders how hot chocolate or “chocolate” is made in Mexico. 

All first graders got to try the authentic Mexican hot chocolate.  Sheri and the students discussed the many facets that make up the Hispanic Holiday Celebrations, which begin on December 9, by honoring the Virgen of Guadalupe.  Official Catholic accounts state that the Virgin Mary appeared four times before Juan Diego. We discussed the legend and how Juan Diego was able to convince the archbishop of Mexico City to build a basilica in her honor.  After celebrating the Virgen of Guadalupe from Dec 9-12, Las Pasadas exist from Dec 16-24^th.  December 24^th is the main night (Nochebuena).  Las Posadas cumulates with the celebration of midnight mass, lasting many hours.  December 28 – el dia de los inocentes (similar to our April Fool’s day) is followed by the arrival of the 3 Kings on Jan. 6^th.  Children tie their “wishes” to balloons 3 days prior and send them up to the sky so the 3 Kings will know what to bring them.  The almost 2 month celebration comes to an end on February 2^nd with el dia de la candelaria.

The first graders listened intently as they learned about this celebration and were able to expand their horizons as they learned about many diverse celebrations throughout the world during their week of study.  What made the lesson the most meaningful was the ability to allow the first graders to actually act out Las Posadas by going from classroom to classroom and the willingness to participate by many of the teachers at Echo Hill.  This hands on experience would not have been possible with the two instructional coaches working together.  This experience shines a light on how collaboration can take place between secondary and elementary educators.  Collaboration wins again! 

Mentoring New Teachers Deserves Celebration

~Education is learning what you didn't even know you didn't know.

Daniel J. Boorstin

Jennie Lorenzen(Middle School Mentor Coach) Sue Atwater (High School Mentor Coach) and Carol Kesl(Elementary Mentor Coach) prepare for a recent book study and celebration with Linn-Mar's first and second year teachers.

If you have attended PLC, you know how important it is to celebrate the accomplishments of your staff, teams, and students.  You know that even small steps in the right direction deserve applause.  This philosophy is one the Mentor Coaches at Linn-Mar Schools understand and live by with their first and second year teachers.  

Coming into the education profession today is no easy task.  For many new teachers they have plenty of content knowledge from college, and some practicum/student teaching experience, but not always do they have all the tools in their teacher bags to face all the various situations that arise in the classroom.  Linn-Mar's Mentor Coaches have spent a tremendous amount of time observing, coaching, listening, reflecting, and advising new teachers on best student engagement strategies, best instructional practice, and classroom management.  They see that new teachers are equipped with the materials they need, and that they implement, and use our district curriculum with fidelity.  

I marvel at all they do, but I also marvel at our new staff, and how they rise to the occasion and follow what our Mentor Coaches, and Mentor program has outlines for them.  In addition to all the day to day support that Mentors provide staff, they also host a book study with the teachers. 

This month the Mentor Coaches decided that they needed to honor the strides and progress their teachers have made with a celebration for all the first and second year K-12 teachers in the district.  It was complete with games, team building, collegial conversations, food, fun, and gifts.  Hats off to our Mentor Coaches and the work they are doing to strengthen new teachers in our district.