Jeannine M.

Rhatican
Anna Sechrist
Dr. Tina Selvaggi
EDR 606

Coaching Duties/Instructional Plan

Meet the Coachees- February 2

Notes:
A. Go around and share about
yourself
a. Are you in the classroom?
Where?
b. Share something personal -
family, trip, favorites
c. What do you hope to get
out of practicum?
B. Have you had any experience with
coaching?
C. Do you have any questions for us?
The coachees names are Jackie
Pester and Kaitlin Schell.
Jackie teaches Kindergarten at
ChiChester, and her husband is
also a teacher in another district.
Kaitlin is a Wilson teacher at Avon
Grove Charter School. Annas
husband teaches at AGCS as well,
so that connection was made and
celebrated.
The tutee is a Downingtown 9th
grade student.
Jackie is currently taking the
coaching course in the Masters
program, so she is curious to see
coaching in action. She does not
have a coach in her school.
Kaitlin has a coach at her school
who is also an administrator, so
she feels the positions are a bit
blurred.
Pre-conferencing and Developing an Observation Plan - February 23

Notes:
A. Complete survey of assessments
that are not finished
B. Code reading coversheet
a. What strengths do you see?
b. What seems to be holding
your student back?
C. Create a GOAL
D. Figure out time to meet up to
check in
E. Determine Instruction
a. How can we address these
gaps?
b. Lets brainstorm some
strategies to help this?
F. How can we help you with these
next steps?
a. Model
b. Create an assessment
c. Observe with feedback
Coachees had all data collected
and their cover sheet completed.
They found that their student does
not have any weaknesses in the
area of reading
Mom shared concern that her son
isnt doing well in Biology and he
does not like to read for pleasure.
The four of us brainstormed as a
team on what we need to focus on.
Anna wrote down all of the ideas
shared by the group.
 Kaitlin shared maybe we should
help him with reading nonfiction
textbooks.She also discussed the
idea of having him choose one of
the three books he saw listed as a
enjoying reading experience
during the tutoring time.
Kaitlin also showed us her reading
strategies flipbooks and suggested
they may they start there for their
first lesson.
Jackie was concerned about using
all of the steps of the lesson plan
their professor gave to them, but
 Kaitlin reassured us that they can
plan for each part, but its most
important to focus in the lesson
plan areas in which the student
would most benefit.
We all agreed that focus can be on
a Biology text, but this is not
tutoring for Biology.
Anna was great moving the
meeting along and took great
notes while everyone was talking
in order to come up with a plan of
attack. She was also able to
outline what our plan would be the
next time we meet up. Not sure
how the woman can multitask so
well!!!
For word study, Anna suggested
prefixes and suffixes - such as
Latin and Greek
Jeannine suggested that since the
student does not have a true
reading disability we would want to
have some data to see if there is
some transformation at the end of
the tutoring session. Jeannine
suggested having a survey or
simple open ended question about
his comfortability with reading and
understanding a textbook. In the
hopes that after the tutoring
program was complete, the
student will report he understands
it more.
We helped them develop their plan
for the first tutoring session.
Introduce textbook features
strategy

Pre-Observation and Coaching Meeting - March 23, 2017
Notes:
A. Give us an update. Tell us where
you are with the tutoring process?
a. Were you able to give the
writing prompt?
b. What book club did you
start?
c. How are you incorporating
word study?
B. Whats been feeling really good?
C. How have your plans changed
during the weeks as youve
worked with your tutee?
D. Are there any areas you would like
some assistance?
E. What would be helpful during our
session together?
a. Model a strategy lesson
b. Watch an area of instruction
c. ??
Writing Prompt - when
faced with a textbook
assignment I feel.I
complete my assignment
by..
Choose a book club book
and begin reading
Finally, we established that the 3
largest needs for the semester
were:
Nonfiction Textbook
Strategies
Independent Reading Book
Club
Vocabulary - Prefixes and
Suffixes
Jackie and Kaitlin were feeling
very positive and much more
confident regarding tutoring a high
school student.
They are teaching a new
non-fiction strategy every week
text features, coding
Brian, the tutee, is
responding positively to the
strategies
They review the strategies
each week
They spend about 25-30
minutes of the tutoring
session
Word study is using context clues
while reading - this is low priority
during the tutoring hour
Read aloud is a high interest book
 (Kick - Walter Dean Myers)
Jackie reads aloud a portion
and then creates
conversation questions for
after
We suggested incorporating
text connections into book
club
Jeannine is going to provide
a resource to facilitate this
Brians mom is pleased with the
activities occurring in tutoring
Ideas for future sessions:
Create a list of books that
he could read in the future
Have him create a
strategies resource at the
end of tutoring
They would like us to model a
strategy lesson.
They would like to text text coding
to a deeper level
Jeannine is bringing her
textbooks to show authentic
uses of text coding
Anna is going to model text
coding using sticky notes
using gradual release
model and non-fiction texts
On-Going Communication