The action plan is also a tool to focus the support provided by the coach. It allows the coach to see where the teacher needs feedback. It provides the coach with a window into what the teacher already knows and has tried. It becomes a planning tool for their job-embedded work. (p. 20)Here is her example:
- What is my current challenge in teaching for mathematical literacy? Four areas were suggested (assessment, evaluation, planning, or instruction), based on our work with the Teaching-Learning Cycle.
- What do I already know about this?
- What questions do I have?
- Which one of these questions do I need to focus on to develop my understandings?
- How will I develop my understandings?
- What support do I need to enact my action plan?
- How will I monitor my progress?
This framework provided a way for novice teachers to ask for help, which meant that our advice would nurture their developing practice rather than insult it.
My experience in student teaching 'taught' me that observations were intended to be dog-and-pony shows where I was expected to impress the observers. Consequently, I was actually concealing my flaws from the person best situated to help me address them. I cringe when I think about all the teachers I passed that same lesson on to early in my career. Action plans have been my amends and I have been amazed by the results.