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Question 1

Feature 1: The coach starts by identifying only one skill that he
wants the teacher to develop or improve. In this particular case, it
is avoiding side conversation during group work.
Feature 2: The coach described evidence of how the teacher was
implementing the big takeaway from the previous lesson by
indicating that in the previous lesson there were seven
unaddressed side conversation, but in this lesson he observed
only one and this time the teacher addressed these issues.
Without taking too much on recapping information from the
lesson, the coach helps the teacher see future plans and
improvements; in other words, forward looking on the teacher’s
development. The coach also asks the teacher to write the script
for some other sections of her lesson and communicates the
teacher what he will be observing in his next visit.
Feature 3: The coach has the teacher practice first by writing the
sequence of questions that she will use on the next class. The
coach also provides very concrete practice by asking the teacher
to stand up and actually ask the questions she has planned. In
this process, the coach provides with effective feedback when
telling the teacher about some very detailed characteristics of the
way she asked the questions. For example,
“What’s the effect in saying the names first have?”
“Teacher: Now I want you to think about…?
“Coach. Think about?”
“Teacher: I want everyone to write down about why we need to do
these two steps before…”
What evidence from their coaching session suggests
that Ms. McRookie and Mr. Effective Coach share a
common Instructional Vision? Use short quotes to
specify your examples and explain how your
examples suggests a shared Instructional Vision.
The coach asks the teacher to remember the strategies she
needed to use. In this case, the teacher explains that she needed
to work on proactive reminders and circulate to monitor her
students work. A second point in this session that helps us
identify that both coach and teacher share a common vision is
the moment when he asks the teacher to remind him about the
concept of student practice which in this case is to “Maximize

“I’m clearly not ready”.was doing great and the way the teacher celebrated this incident was appropriate. I suck” mindset. In general. The coach also mentioned a specific grade. The coach also announced that the teacher has to work on “stop and jot” point which is a clear strategy for both the coach and the teacher. This is an example of what has been called in the course the “you’re right. McRookie pay any Fixed Mindset Tax. Effective Coach responds to Fixed Mindset behavior. This. indicate with specificity one example of where Mr.opportunities for student to be engaged and practicing rigorous thinking tasks as much as the time is possible for students” When receiving feedback the teacher is also able to explain why she needs to implement more moments to assess students’ real performance through the individual work. makes the teacher not willing to move to the new big take away. and explain how this response effectively lowers the Fixed Mindse The coach addressed the problem of the fixed mindset by asking the teacher to consider the problem first in a numerical perspective comparing 7 missed side conversations in the previous lesson with the 1 missed side conversation in this class observation. explain how Mr. This shows that both teacher and coach clearly understand what is considered to be effective Using limited direct quotes. this would mean that the teacher will develop her abilities more slowly and this is what we can call the tax for a fixed mindset. . It was also possible to see how the coach pointed out at optimal student’s behavior when he mentioned that one student –Judith I guess. In this case the teachers is showing his perception of an ability to improve or having already improved the way she was addressing the problems she had with the side conversations in her lesson. Ms McRookie says. Using limited direct quotes. in this case 40. as it is shown in the video. Effective Coach and Ms. Explain how the example constitutes Fixed Mindset Tax. to describe his perception on the quality of the big take away.

the teacher was able to generate her own strategies for future lessons. The teacher seems to need not much time to develop the target skill. The coach basically uses a combination of two strategies which are asking the teacher to watch out for her voice and asking her a question that makes it more rational not consider the missing side conversation as a very urgent problem. . the teacher seems to be receptive and motivated enough to try them on her class. she can easily set up herself to learn from the Coach. thanks to the framework for reflection provided by the coach. although she started with some sort of a fixed mind set about her first big takeaway. In this case. The teacher was also able to internalize the coach feedback by accepting that she can improve the way she was asking question to her students and how she can change those questions into “cold calls” which will keep students more attentive and on task during the lesson. McRookie is in the middle circle (i.e. in different instances of the coaching session the teacher was able to self-reflect about the conditions and results of her own teaching. We would hypothesize that this coaching session suggests that Ms. Besides. Finally. which means she was able to handle more feedback that is refined. Explain how the teacher’s behaviors suggest that she is in the middle “Skill B” acquisition loop. We could assume that the implementation of the coach’s feedback might not be perfect at once but definitely.The coach also asked the teacher to repeat exactly the words he said about missing just one side conversation. “Skill B”) of skill acquisition represented in The Snowman Effect.