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Checking In: Reviewing Data to Strengthen Our Work

For READ East Harlem the role of coach is a comprehensive role- time is invested, relationships are forged, and improvement becomes a collaborative goal at the schools. Our coaches spend a lot of time in the classrooms of district 4 schools, modeling, observing, facilitating professional development sessions, and engaging in important conversations. We keep records of our efforts, and we like to review these records several times a year to inform our best practices. Our latest review of modeling, professional development, and conversations yielded some interesting results. We reviewed visit logs dated from January 2018 onward, and the analysis was purely descriptive with the intention to identify the content and topics for our modeling efforts, conversations had, and professional development, as well as a review of the hours spent at sites. The tables below share our findings.

Our coaches spent a total of 201 hours at schools since the beginning of the 2018 year. The types of lessons modeled were further categorized into three groups: Balanced Literacy Components, Differentiating Instruction, and Word Work.



The types of conversations had were further categorized into five groups: Planning/Content, Assessment, Instruction/Management, Roadblocks, and Miscellaneous.



The types of professional development sessions facilitated were further categorized into three groups: Reading Process, Assessment, and Balanced Literacy.

PD Themes/Topics:

PD Themes

This preliminary review of our efforts both acknowledges all of the work we’re accomplishing, but also bolsters our excitement and commitment toward expanding our work to continue to address the needs for our schools in District 4.

To know where you’re going, you have to revisit where you are.

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