507 Inside Elementary Literacy Coaching - Part 2

Join Katie Ritter and Matthaeus Huelse as they take a closer look into elementary literacy coaching with guest Jaclynn Krella. Explore how AI is being integrated into K-6 classrooms, the challenges faced, and effective strategies for planning and enhancing lesson engagement. Learn from Jaclynn's insights on cross-curricular approaches, supporting non-ELA teachers, and the impact of video recording in teaching. Discover top tips for instructional coaches, emphasizing efficiency, creating opportunities, and the powerful use of video recordings. Perfect for instructional coaches, curriculum specialists, and teachers seeking innovative ways to enhance their professional learning. Connect with Jaclynn and uncover new strategies to recharge your coaching batteries.

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Podcast Team
Hosts - Katie Ritter & Matthäus Huelse
Producer - Celine Thomas
Editing Team - Ben Glasure
Social Media Team - Grace Brown

Transcript

Matthaeus Huelse: 0:01

Calling all Instructional Coaches, Curriculum Specialists, Teachers on Special Assignment, or whatever they call you. I'm Matthaeus Huelse.

Katie Ritter: 0:09

And I'm Katie Ritter. As Instructional Coaches, we are often responsible for our own professional learning and can sometimes feel pretty isolated in our role.

Matthaeus Huelse: 0:17

That's why we're here, bridging the gap with a wealth of tips, tricks, and building a community of coaches.

Katie Ritter: 0:23

So hit the restart button with us.

Matthaeus Huelse: 0:25

Recharge your coaching batteries.

Katie Ritter: 0:26

And hopefully you'll leave feeling just a little bit less on your own coaching island.

Matthaeus Huelse: 0:34

Welcome back, listeners from break. I hope you enjoyed, our promos. We are here and talking with Jaclynn about, elementary literacy coaching. I need to ask. I ask ahead of time, but like, I need to know, I'm curious. AI is a huge issue, for all coaches from all different perspectives. So is it an issue in K-6? I know that literacy is usually the group that whenever I do AI training is giving me the hardest time. so how is it looking in K-6? is it an issue? Does it even come up?

Katie Ritter: 1:02

I have been wondering that this whole time.

Jaclynn Krella: 1:05

So yes, it is. Sort of, twofold here. two things I'd touch upon. One. I do incorporate AI a lot in working with teachers and I do encourage them to use it for planning purposes. So a lot of our conversations would be, you know, a teacher, let's say decodable readers or something like that. They're looking for something that's new and different than what they had. Well, guess what? We have a couple different options of really good. Things that we can use for AI that would develop those within seconds. or they're looking for, maybe they have decodable readers and they're looking for questions that go along with it. all of that can be done for us. No need for us to create this on our own anymore. And so one piece of that is having teachers use it for their planning. Another piece is once you get into the upper elementary grades, you have. Students who have access to it or who have it available to them, and encouraging them to, how do we determine when to use it and when not to use it right? I know I personally have. Kids in junior high. this is something that they deal with more than we do in the K-6 realm. But, in talking to teachers there are times that it's, great to use it, right? Once we have our thesis statement put together, are you looking for, something to help support that we can use ai. But at what point, maybe there's another point where we're not going to incorporate it for this piece. Like we're gonna do the actual writing and the organizing of our writing piece on our own. We're gonna do that writing piece on our own. let's say we're looking to check for grammar at the end. we can incorporate it there at the end. depending on what the goal is for the lesson. using AI can expedite some of those. Processes in writing in particular, that can be challenging for students if we use it for the parts that, maybe take a really long time and maybe not the real focus of the lesson, then we can pull back on it and not use it for another piece then, pull it back in when we need it. So I think That's kind of the approach or the lens, I've looked at it all of our kids are going to be using ai, right? it's just a part of our world. But we also know that when it comes time to do writing on certain assessments and things like that, they, can't have it and they can't use it. So how do we balance that? Part of this as we go forward, and talk about older grades, it becomes like, okay, you can use it, but you have got to reread that, and you have got to make sure that that is actually what you want it to say. Is that the tone that you wanted? Is that actually what you, wanted in that writing piece? my husband is actually a professor, and he deals with this far more than I do, and he can tell right off the bat who's used it and at what degree? Right? Like who put the entire prompt in and just turned it in, or who used it to help them organize their ideas or something like that. And then just took it from there. but I mean, I use it professionally too, Like, it just makes the parts of my job that I don't need to think critically about so much faster.

Matthaeus Huelse: 4:08

Yeah. I see that too. With student tasks. I think even if you compare this thing to something like a calculator, right? It just, the calculator allows you to do the kind of math that, would prevent you from getting into higher levels of math so you can get there quicker, right? But you do still have to prove that you have that skill first before you get that tool. So, in ELA I feel like we do something similar. We don't teach everything all at once. We also isolate components, and then AI might have a space in that activity. if a teacher is reaching out. And saying something about AI specifically, what is the number one question or request they take from you when it's AI related?

Jaclynn Krella: 4:43

Usually, because I work with elementary, usually it's how can I use AI to make my job easier? How can I use it? They want to use it to plan lessons or, add maybe an engagement piece to their lesson or like I said, coming up with resources, report card comments, parent teacher conference ideas and thoughts and ways to organize that. email suggestions and emailing with parents, Once you know what you want to say, AI can make it so much better and cleaner and more professional. and that's really what teachers are looking for when it comes to that right now. So The most challenging pushback is well, our kids aren't thinking anymore about their writing. They don't, you know, if they're using AI then they don't have to do all of the hard work that goes into writing. and my elevator pitch for that has always been, yes. that's why we're not going to use AI for this piece. We're going to use it for this piece instead., I've heard it like a, like a traffic light, like a red, yellow, green. we're not gonna use it here, we're gonna use it a little bit here. And we're going to use it here a lot. and just in different parts of that writing process, depending on the goals. So my elevator pitch is it's not going anywhere we need to have kids that are able to use it well. They're going to leave, they're going to leave us, and they're going to go out into the world and they're going to have jobs. And we need to people who are able to use it responsibly and order to communicate well to others, but also give them the tools in order to, to use it well. So that's my elevator pitch. And then also the. How, how can we pull back on using in some parts and then, and hit the gas on using it in others. Um,

Katie Ritter: 6:27

I love that. I love the stoplight analogy. Yeah, that's a good visual to think about. teaching appropriate use.

Matthaeus Huelse: 6:33

I've seen that, I've used that before too. A Hundred percent the traffic light. makes a lot of sense. For sure.

Katie Ritter: 6:37

I like it. okay, I'm gonna us a little bit away from AI here. and I'd like to do you, so obviously I would imagine the most interaction that you're having is with ELA teachers? being a literacy coach. Are you supporting non ELA non literacy focused teachers also? And what does that look like?

Jaclynn Krella: 6:57

Sure. So, yes. short answer. So a lot of K-3, right now all of our teachers are self-contained, so they, everyone who is teaching ELA is also teaching math, science, and social studies. We talk a lot about cross-curricular and how to incorporate reading and writing more into math, science and social studies. they do an awesome job with that. When it comes to four, five, and six, they are departmentalized. And so we do have ELA and social studies teachers, in the lower or in the fourth and fifth. And then in sixth it's just social studies, just science, just math. Honestly bang for buck. If we all do reading and writing like this is so efficient and it's how our world works, right? Like I don't live in an ELA only world as I'm writing something. I'm using all parts of what I know. And so a lot of our ELA curriculum right now, the new one that we're piloting is bringing in. So many cross-curricular type of ideas we're doing. We're reading and writing about social studies. We're reading and writing about science. It's all knowledge building. We're reading and writing about, even math art and things like that. So I try to be very readily available for all teachers regardless of their subject area. It's much easier, the lower level, like fourth and fifth I've had so many conversations with teachers about. Well, one, if we have a student, let's say they were diagnosed with dyslexia or something like that, and that student, shares teachers, right? So then it's a conversation of this is how you can best support him or her in the classroom. They're going to need this read aloud to them. They might need, to use, read and write or like some sort of extension in order to help them with their extended response answer for that math problem or for that science. Writing piece. But I try to be very readily available and just get to know them, as well, just so they know when things come up, I'm here. But if I could get all of our math and science and social studies teachers in a room I think we could really change the world, I think that it'd be amazing. So I'm looking forward to more opportunities. I'm always looking for those, to just help. Encourage that cross curricular. Yeah.

Katie Ritter: 9:07

Yeah. Best hot tip to other literacy coach listeners to get into non literacy. classrooms that has worked for for you?

Jaclynn Krella: 9:14

Just be around. you know, I stand in hallways in the, sixth grade buildings. I always get there when class changes So that means everyone's in the hallway. Right. And it's just getting to know everybody. it has helped me a little bit that I have, I've had to go through the district already through that, grade band. And they both had different teachers, so then that's like half the school, right? Like I've got half the school that I have met at some point before. So it's just like connecting with them over and over again and checking in, and then letting them know I'm here and I'm available. Because ,a lot of times it's just lack of confidence for assigning a longer written response, let's say in a science activity. they're hesitant to assign it because then they have to grade it. what can we do in order to make them feel more confident? what type of rubric can we get together? What type of, PD can we do? So you feel confident grading that and knowing that it's okay, none of us feel confident grading, extended written responses. You're in good company, but it doesn't mean we shouldn't assign them or shouldn't encourage our kids to write about their reading And social studies.

Katie Ritter: 10:17

I love that. so working with other teachers thinking about trying to connect and to your point, what progress we would make if we paid attention to literacy at that level across all content, because you're right, we don't do any content area in isolation except in schools. that kind of leads us to this idea Of institutional or system wide change. where do you feel like you've been plugged in or maybe had an impact? Supporting what, whether it's directly literacy related. or general goals that your district has had. how do you feel like you have been able to navigate supporting some of those larger institutional goals?

Jaclynn Krella: 11:00

That's a good question. I would say, again, it's probably twofold. So a lot of it is behind the scenes. So it's working with our director of elementary instruction or secondary instruction. Even working with other teammates. We have, a coordinator, student services, like working all together as even our special education services. All of us meeting together and having conversations about what's best for kids and, and how do we help them to grow. This is an area that we see that, we have a need for growth and what can we do in order to get there. And then it's. A lot of times I'll do work behind the scenes in order to study up and figure out just what's best for us. I'm being a coach, there's so much of this where I'm like, I'm learning as we go, right? Like, I'm just trying to stay like a week ahead of everyone else and so then we're all meeting together and having these conversations. and talking with administrators and buildings principals about how to implement that change because really they are the people. They're there every day and they are the ones that are having conversations with teachers too. I'm out in the buildings and I'm circulating, and talking to teachers, but having administrators at buildings who are also, Like grassroots effort in order to, to get some of these initiatives off the ground and to support teachers and encourage them to do the things that we've talked about. And also explaining to teachers the why. Like, why are we doing this? How is this going to be helpful for your students? What's the research behind this? and, so part of it is that admin piece that behind the scenes type of piece that we're in meetings and things. the other part of it is more grassroots, There's PD that I'm doing and that can help give a foundation for things. But a lot of it is just me going around encouraging teachers, answering questions and, getting into discussions about why we're doing what we're doing. because if they've had a question after pd, then I can, I'm happy to talk with them through that. just so they feel more comfortable. We've made so many shifts in ELA, I'm like. Part therapist, like 30% of my job.

Katie Ritter: 13:08

I think all coaches are,

Matthaeus Huelse: 13:09

that's part of the job description. It is part of the

Jaclynn Krella: 13:12

It's like just listening and asking questions and really being there. And I've been there too, right? So much of this is moving shifting and, in order to shift you have to be okay with what we were doing. It, could have been better, right? we didn't know at the time. I was drinking the Kool-Aid too. I thought that was the best thing for us to do too. But now science and research has shown us that this is, you know, actually a better way to do it. And so we're gonna trade good for great and we're gonna make this shift. And sometimes that just means we have to settle in with what we've done in the past. and that takes some reflection and that takes some patience and

Katie Ritter: 13:49

I love the way that you phrased that. I love the way that you phrased that, it's not about you're bad at your job, but it's about learning and doing better. I love the way you said good to Great. That was great.

Matthaeus Huelse: 14:00

Thank you so much for sharing that. the whole point of this episode for us was to introduce a different perspective on coaching 'cause we all come from these different like we say, Islands And connecting. These pieces and pulling at the same string together, that makes a huge difference. That's not a string. Is that the wrong, wrong expression?

Katie Ritter: 14:15

I don't know. Maybe it'd be a boat.

Jaclynn Krella: 14:17

We need more boats. Maybe we need more boats between our islands railing in the same direction and I have said, I, we have a forward edge coach here in the district, Celine, and she and I have had opportunities to collaborate together. I mean, first of all, there are so many things that are outside of, of my wheelhouse, and she, they're in hers. And so whenever someone has a question about like, oh, I was wondering about, I'm like, oh, talk to Celine. or Celine is setting up PD for that. You need to make sure you sign up or catch her when she's here on Tuesday or whatever. And just because she is awesome and such a resource, and then when we can connect the two of us together, we get so much done.

Katie Ritter: 14:59

I, love to hear that that's your perspective. I almost asked you this directly and then just for time sake, i, didn't, but just about working with other coaches. Because in your perspective on that because we have seen whether it's our team of coaches that have experienced it themselves or just working with other coaches across the country and hearing some of their struggles, Sometimes coaches get very territorial. Right. And it's almost like you're afraid, if Celine was able to help an English teacher, does that mean you're on the outs? Right. So I just love to hear your perspective of , no, we're all stronger Together. Let's support each other. Let's tap into everyone's strengths In the same way that a coach partnership with a teacher is tapping into the teacher strengths, the coach strengths, and taking something that was good and making it great . to use your, your language. Yes.

Matthaeus Huelse: 15:44

Yes.

Jaclynn Krella: 15:45

Yeah, nothing. I mean, I love it and I wish we had more celine's around the district and more me, so we could really get going on some of this. she is awesome. And I really enjoy collaborating with her. I already sent her an email today, like, will you help me with this? will you coach me on how to use

Katie Ritter: 16:00

that

Jaclynn Krella: 16:01

Technology?

Katie Ritter: 16:02

Yeah.

Matthaeus Huelse: 16:02

Well, in that spirit of collaboration amongst all of us coaches, we'd love, we always end our episode with, the top three tips. You've got the ear of all kinds of coaches, not just literacy tech coaches, everybody here. What are your top. Three tips? for the coaches out there?

Jaclynn Krella: 16:18

I would say my top tip would be that efficiency piece of know your schedule, know where you're going, when you get to that school that day, what's your goal for the day? Is it to talk to teachers in depth? You know, chase that special schedules around. So you're getting their plan time. Is it to actually see lessons in action? then figure out what time's gonna be best for that, for each grade level and be present for that piece. So that efficiency, type of mentality in order to make sure that We're able to, take on all of those opportunities when they arise and not like, you know, I always feel like I'm like, oh, shoot, like I'll show up and it'll be a math lesson. I'm Like, it's not gonna help anyone here. so just being efficient with that. so that'd be number one. Number two would be to create those opportunities. I know that good, all good coaches do this as, technology coaches to, we're constantly trying to, how can we get teachers in a room? How can we get the ball rolling on some of these things? How can we take a question from a teacher and turn it into an opportunity? for us to work together to build something bigger. always be Aware and available for those opportunities not just saying oh, let me know how it goes, but I'm gonna check back in like next week I'm gonna show up at the classroom and I'm gonna check in and I'm gonna see how is it going? And not to be like aha, I caught you, but for me too, right. To have, just an opportunity to see how it's going and support you because that's when we can really achieve. The goals that we're talking about here. That's why coaching is so powerful, because there's the follow through. It's not just PD and then it's done, it's PD with a check in. How is it, can I answer any questions? What's the pain point here? why not use it?, that so much of, so much of this is just like, what is the pain point? how can I alleviate that? what can we take away or what can we add in that would change that in order to make this. To work. so looking for those opportunities and to say I can help with that and let me help with that. that's my job. and then I would say I really like the idea of video recording and I think that it's just such an effective way to pull myself out of the equation when it comes to teachers watching their own teaching and it helps them to actually get a very full view of what their classroom looks like. I think it makes the coach's job much easier. anytime I've watched a recording, I've had thoughts about it. As soon as I ask the teacher like, what are you thinking? What are your initial thoughts after watching the video? It's their first thoughts too. it expedites that conversation. We're both on the same page. they'll say I noticed that so and so was, not paying attention and I wish I would have done this instead. I'm like, saw it too. I'm glad we're both on the same page. I didn't have to say it right. She just saw it or he just saw it. and then also just watching yourself too, I think it's painful and awful, but it's so powerful.

Katie Ritter: 19:12

It's.

Jaclynn Krella: 19:13

getting uncomfortable.

Katie Ritter: 19:14

Those are excellent, excellent tips.

Lisa Kuhn-Oldeges (Coaches Camp Promo): 19:15

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Katie Ritter (CoC Promo): 20:07

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Matthaeus Huelse: 20:56

yeah. That was great. Thank you so much, Jaclynn. That was so helpful. Thank you for giving us your perspective and an inside look on your experience. I hope we got coaches to give another, idea of what it's like to be in a different seat, but in the same kind of job. So, how can people reach out to you if they have more questions? Sure.

Jaclynn Krella: 21:14

Sure. the best way to reach out to me is actually through email, J-K-R-E-L-L-A@springboro.org. That would be the easiest way to get ahold of me. I, am happy to answer any and all. Questions. anyone I've trained over the years in or outside the district, they know that they can always contact me and, reach out and I'm happy to help call talk and visit whatever we need to do in order to, to solve whatever's going on in our answer the question.

Katie Ritter: 21:41

Jaclynn, thank you so much. I am loving these ideas. If our team is listening to this episode, you can expect to have some of these ideas implemented. What do you mean if they

Matthaeus Huelse: 21:50

all have to listen to it?

Katie Ritter: 21:52

Well, When there is,

Matthaeus Huelse: 21:53

yeah.

Katie Ritter: 21:53

Oh Yeah. I love it. You are doing some amazing work, so thank you for your dedication to the field and for being so willing to share all of these great nuggets with our listeners. Yeah,

Jaclynn Krella: 22:03

Thank you so much for having me.

Matthaeus Huelse: 22:05

thanks. Thanks for spending time with us today. If you found this episode helpful, please share it with an educator friend.

Katie Ritter: 22:15

And connect with us on social media at rrcoachcast to let us know what you thought of the episode and what topics you want us to discuss next.

Matthaeus Huelse: 22:23

New episodes drop every other Tuesday. Be sure to subscribe to Restart Recharge wherever you listen to podcasts.

Katie Ritter: 22:30

So press the restart button,

Matthaeus Huelse: 22:31

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Katie Ritter: 22:39

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