Coaching Early Childhood with Michelle Gonzalez, Ep. 149 Instructional Coaching with Ms. B

Coaching Early Childhood with Michelle Gonzalez, Ep. 149 Buzzing with Ms. B: The Coaching Podcast

Chrissy Beltran  00:02

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Chrissy Beltran  02:04

You’re listening to buzzing with Miss B the coaching podcast where we believe that every teacher deserves a coach, and every coach does too. I’m Chrissy Beltran, an instructional coach, resource creator and coffee enthusiast, and I’m your host, stay tuned for practical tips and honest coaching talk that will help you coach with confidence.

Chrissy Beltran  02:28

Hey coach and welcome to episode 149. Coaching early childhood with Michelle Gonzalez. This month, we’re digging into specialty coaches, coaches who work with special groups of kids and teachers. In our last episode, we talked about coaching sped teachers and in this episode, we’re talking about coaching early childhood. Working with the youngest of students is such a special skill set. And so I’m looking forward to chatting with our guest, Michelle Gonzalez about how to support teachers and schools in this work. Before we get started with the episode, I want to give you a little heads up on a couple things that are going on. One thing that I would love for you to do is to join my new Facebook group instructional coaching with Miss beat, you can search for that on Facebook and I should pop up. And the idea is that we’re going to do some really cool stuff before the school year starts there, I’m going to have a really cool challenge to help you get ready for school. So definitely join that new Facebook group. Because I am really excited to share that with you this summer. I also have a lot of really exciting things coming up in the fall for coaches. And the thing is if you only listen to the podcast, and you’re not getting my emails, you might miss out on some of those things. So the easiest way to join my email list is to go to buzzing with Miss b.com and click on VIP coaches, you’ll just become a VIP coach the IB and you will be one of my favorite people and you will be notified when the important things are going on. You will get the codes for the sales on Teachers Pay Teachers, you will get access to free things that I send out every now and then to tips about how to improve your coaching work and you always know what cool events are happening in the instructional coaching world. So definitely head to buzzing with Miss b.com and join that email list so that I can let you know what that so let’s welcome Michelle to the podcast. Thank you for joining us today Michelle.

Michelle Gonzalez  04:18

Thank you

Chrissy Beltran  04:20

can we get started by you introducing yourself to our listeners talk a little bit about who you are how you ended up here and what kind of work you focus on.

Michelle Gonzalez  04:28

Sir my name is Michelle Gonzalez and I am an Early Childhood Special Education instructional coach, and specialties in dual language so I my been in education for 12 years. I’ve taught everything from third grade kindergarten I’ve spent the last eight years in preschool and of those eight years I’ve been the Early Childhood coach here for two years. I like to say that I am a dual language my yesterday dealing with cortisone. So I am a bilingual teacher by heart I That’s always what goes at the forefront of everything that I do. But I love how I’ve been able to incorporate early childhood and special ed into my coaching and learning these past years being a coach. I’m also a sequential bilingual learner. So I did not learn Spanish as a first language. But I’ve been able to add that in since junior high and just join in the dual language aspect. As I as I’ve grown and learn as a coach,

Chrissy Beltran  05:33

I love that my daughter is in a dual language pre K right now. She’s, we’re fortunate we live in El Paso, Texas. And so we have a lot of access to Spanish programs. And so we’re fortunate that she is a monolingual, English speaker speaker in that dual language program, working alongside kids who are monolingual Spanish speakers, and they’re both learning the other language, which is fantastic. I love it. That that’s so awesome. Like my favorite thing about her pre K. Yeah,

Michelle Gonzalez  06:01

I have enjoyed seeing the growth that they’ve made.

Chrissy Beltran  06:04

Yeah, I can, I can imagine in early childhood, that it is, I mean, having a special ed background and a dual language background is probably really helpful, especially in early childhood, because this is their first exposure to school. And you are kind of like figuring them out and helping them, you know, navigate this new environment. And having that skill set is really helpful to work with kids who are just new to this whole thing.

Michelle Gonzalez  06:29

Yeah, it’s bringing in those dual language strategies, as well as special education strategies. It’s like an all encompassing wealth, wealth of knowledge that you bring to the table to be able to support those little learners.

Chrissy Beltran  06:42

Love it. So what is so special about coaching early childhood?

Michelle Gonzalez  06:47

I was thinking about this. And I have to say that early childhood, whether you’re coaching teaching staff member in the building, whatever role you have, it is unscripted improvisation is spontaneous in the moment, quick on your feet on the spot. And so really having those solid backgrounds and dual language and special education, and having that core content knowledge of like, how do I differentiate? How do I individualize? How do I strategize in team, with the teacher, the site, the social worker, bringing all that to the table is what makes it so special about early childhood is that you get to take all of your wealth of knowledge, but use it in a very spontaneous moment, because a lot of times you’re helping very much in the moment. Toddlers don’t usually tend to like to script when they’re going to have their behavior moments. So you have to be able to problem solve with the team on the moment. Yes,

Chrissy Beltran  07:49

that’s so true. I have a two year old she turned two in March and a five year old and yeah, it’s unscripted. It’s uncertain, you’re right, you are definitely thinking on your feet and trying to find any, like, how can we get through this moment in the best way possible. And you’re pulling in all your strategies, you know, using your robot voice using your, you know, let’s let ya ever you’ve got, because you also want them you’re there to help them learn. But part of that learning is, is how do we operate in this environment? How do we manage our feelings, and it’s so essential, and I think the work of early childhood is so important, because we are setting those kids up and they come from home. And they’re all different in the few those short time that they have lived, they are already so wildly different, right? Because they come with already this genetic personality, and then on top of it their experience, and they are just so they’re all over the place. Right? And we are trying to give them we’re trying to set them up to where they can be successful. And it’s so it’s so instrumental, because if we can do a good job there, then there they’ll have opportunities, you know, over time, it’s just so great.

Michelle Gonzalez  09:00

Yes, definitely.

Chrissy Beltran  09:02

What do you think is the most important thing about early childhood education, like if you had to say, this is what we this is what we need to focus on the most. This is what we need to, you know, what is the most important thing that we’re doing at that time and that age group?

Michelle Gonzalez  09:17

I think what I’ve learned so much about early childhood education, and I love that we have this opportunity and in our preschool building, and working with those early learners is that everything is an integration. So we are incorporating social and emotional self help skills, language and content within the context of learning routines and play. It’s not taught in isolation, where it’s a math time or a science time or a writing time or reading time. But when they’re coming as you’ve young learners, everything that is brought to the table is learning for them. So we get that special opportunity where we get to really focus on developing their place skills, and in within their places. We get to incorporate How do I call my body? What is the feeling and emotion that I have? And how do I use the language that I have? Or how do I scaffold that language so that I can learn that language along the way to and in order to express myself and then be able to share, you know, those thoughts and one son needs that I have. My other favorite part, which there’s so many great things about early childhood, but you get to see, because they’re usually in your program for two, two and a half years, you get to see that that growth and that fostering of competence, and it leads to independence, you know, whether that confidence is in the routine skills, or in their language skills, or their play skills, and you get to see so much growth happening, we know that they’re just sponges when they’re at that young age, and we get to see so much growth happening when they’re here in our building.

Chrissy Beltran  10:55

Yeah, that makes so much sense. I think about I taught older students, I taught fourth grade and third grade whenever I was a classroom teacher. And then as a parent, seeing my, you know, infants, toddlers, and you know, seeing the way they learn, it’s so the learning is so obvious. It’s like huge, everything is huge. Their language, they can’t see it, and then they can or they can’t see it, but they can sign it or they can just and like everything that they do is so big, if that makes sense. And it’s like this incremental learning, but it looks enormous. Because they they are coming from a place of they were infants, and they were laying there theory like Lena, whenever I when I went to take our baby from NICU, I remember the nurse telling us I know she’s a potato right now, basically. But she will be rolling and moving soon. Like little potatoes, they just kind of lay there and they are squishy. Yeah, you know, and then it’s just the dramatic learning that happens before they’re five is just seen how much of it and it’s,

Michelle Gonzalez  11:56

it’s amazing to see their little light bulbs go off and their eyes gets so big. And you can just see like, Oh, I get it like, I can do this on my own now, or I can say it is what it is that I want to play or what I want. And I get that and it’s just amazing to see all those connections being made and their brains at that young age,

Chrissy Beltran  12:20

there’s so much joy in learning because everything is new. So it doesn’t mean that you know, we can take for granted and they’re so excited about it. Everything is you know, I will spend how long tearing apart a little flower to see all the little pieces inside. You know, we walk by them all the time. And they they investigate and they’re just naturally these curious little investigators. And it’s so neat. And then yeah, there’s so much pride. Also, so proud of themselves. You know, one of my, my two year old favorite phrases right now is damn it. And she loves Yes, every time she does anything, even if it was like not even a thing like she didn’t actually do anything. It’s just

Michelle Gonzalez  13:00

that was one of the phrases that I worked on so much as a classroom teacher with early childhood was, you know, in Spanish, we would say you’ll see boy, though I can do it. And because so many times they come in and it’s I can’t, I can’t, I can’t, I can’t or they just stand there and wait for help. And that’s that fostering or that confidence and that independence, and you get to see that growth. And then, you know, they stand there and they work really hard. And they put their zipper in and they zip it up. And they’re like I did and and it’s great just to see that enthusiasm come across on their faces as they’re seeing themselves grow and learn.

Chrissy Beltran  13:35

Yeah, that’s amazing. And I can only imagine what it’s like to see so many kids do that to like not just a handful that you have at home, but so many, you know, in a classroom, which visually brings me to my next question, which is what are some of the challenges that are unique to early childhood? And I can imagine, like, part of that probably is having that many of them in one small space with non young adults.

Michelle Gonzalez  14:02

Yes, so something that you mentioned earlier was just like this is many children are coming into the building. And they have never left their immediate family before maybe they haven’t been to even a daycare are bound to another caregiver. So that separation anxiety is real. And we see it you know, when they are laying on the floor crying because they don’t want to separate from parents and walk in the door and where am I and what am I doing and why am I here? And how long do I have to be here? And when do I get to go back to mom. So that is a lot of of the challenges is behavior and learning of the routines and structures especially if they came from a home that didn’t have as much structure or routine. And I would say also, you know, on paper we have students who come in the building who are anywhere from ages three to five, but many of our students are coming in with developmental delays or language delays. Any And if they are a typical student who’s had that exposure to routines and structure, they may not be right at their developmental age level, all across the board. And so being able to find ways to, to reach them at their developmental age and be able to bring them along and grow them with us. In all the ways that we’ve been talking about those social emotional regulation, strategies, so there’s a, there’s a, there are a lot of challenges, but also quantity, I mean, in my program, we are, we are very lucky that we have about a maximum of 15 students with one teacher and one assistant. But I know of other programs that have upwards of 20 students and of those 20 students you may have anywhere on the spectrum of developmental delays and language delays to students on the spectrum. And so some of those students may account for more students than others, and not always having enough hands on deck to be able to provide that one on one attention that children, especially at this age need is is a big challenge.

Chrissy Beltran  16:09

Yeah, that makes sense. And I also wonder about, I don’t have experience in this, but I remember my principal, whenever I was a coach, on a campus, she had been a principal at a pre K center. And she was talking about how the pre K teachers who were at schools that were like maybe pre K through fifth or pre K through six, they were not getting the kind of training that the teachers at the pre K center were getting, because everything was for pre K. So it was all very developmentally appropriate. And they were getting like ongoing support. Do you? What do you think about that? Have you seen that happen yourself?

Michelle Gonzalez  16:45

So my building is blessed that we are a pre K building, and we are all housed in in one building. Previously, about nine years back, the preschool teachers were scattered throughout the district, and you didn’t get to see that like, honed in professional development that you get to see now that we’re all in the same building, and you get that possibility of teaming. And if you have a question about how to with any student on any subject level, you know, via content, academic language behavior, you have somebody right across the hall, that you can go and reach out to them and and get that more focused professional development in the same building together. And I think it’s so critical, especially because because early childhood is unique, I always refer to us as it’s like, we’re on our own island, right? Early Childhood just developed so differently, and so much more quickly, and so much more complex. And so you really need to have that professional development focused in on what are the needs of the students in your building the students in front of you, and making sure that the teachers have the skill set to be able to reach those students where they are?

Chrissy Beltran  17:59

Yeah, that makes sense. So what does the majority of your coaching work look like? Where does your time though, you know, how do you spend it?

Michelle Gonzalez  18:07

I’m going to talk about coaching in an ideal world, because we know that times have been crazy, and we’re short staffed everywhere. So I have been in many of our classrooms throughout this year, and supporting teachers, however, I can in an almost all hands on deck manner. But in an ideal world, in an ideal day of coaching, we get to problem solving and teaming together. We’re trying out strategies with those students, I get to go into the classrooms. And you know, whether we’re doing I’m going into monolith strategy, or whether we are team teaching together the strategy, we get to try it out there and person we get to come back. After we’ve tried out that strategy, we reflect and then we’re constantly revising and coming up with more or better or, okay, Plan A didn’t work, What’s plan B, in order to meet that student’s needs. And I think this year because we have seen such an increase in behaviors across our building. And I’m sure it’s not just in my building, but I’ve heard it from other early childhood coaches, surrounding me that you know, behaviors is something that we have to come together and, and figure out what we can do to reach these students. So being in that teaming approach, and those clear clean lines of communication are so critical when working with those teams.

Chrissy Beltran  19:36

So how often are you finding yourself doing that kind of work right now?

Michelle Gonzalez  19:41

I would say pretty much on a weekly basis. I have a couple of days a week that I am going into classrooms and I’m able to to focus in and do those things. As I said, it hasn’t been an all hands on deck approach. So the subbing is 100% real and it does take up a majority of my time. But even when I am, in that in that setting when I am going in and subbing I still get that chance to team with the assistant that’s in the classroom and, and try out strategies with students that are there.

Chrissy Beltran  20:18

Okay, great. Um, yeah, I think that you’re talking about the reality right now that people are dealing with. And you’re like, Okay, this is a coaching work that I want to spend the time on this is, you know, what’s really happening? Where can I make sure that I’m still meeting teachers needs and helping them support students? So what are some of like the reality tests that you’re dealing with right now they’re taking you from that kind of work.

Michelle Gonzalez  20:39

So we have teachers who are out on maternity leave they we had one that was out at the beginning of the year one that’s been out at the end of the year. And because I have that special education, background, and dual language background, I’ve been everything from long term, substitute filling, substitute a case manager for IEPs, to not providing specific interventions, but like teaching those interventions to the teacher alongside the teacher, and then kind of doing that gradual release approach where then they take on that, also. So it could be anything from that to just sitting with a child in the hallway, who’s having a meltdown for 45 minutes waiting them out to help them get to their classroom.

Chrissy Beltran  21:21

Yeah. Well, that intervention approach that you described with the gradual release model that’s absolutely coaching, because that’s what the teacher needs to add to their toolbox. And you’re supporting them by adding that tool to your toolbox, and it’s not going to benefit just the kids they have right now. They’re going to have that tool forever. Figuring out oh, I can go back and do that. So that’s great.

Michelle Gonzalez  21:37

Yeah, I’ve been trying to find the silver lining. I’m like, I realized that it is what it is. And let’s make the most of it. So how can I coach even within?

Chrissy Beltran  21:47

Yes, even within the chaos? That should be the next coaching booklet comes out? Yeah. So what about teachers who are moving into these grades? And they do not have experience with this age group? How do you provide support to those teachers, and I actually have a couple of friends who have children in pre K this year, they were four, you know, moving up to five years old. And they are in classrooms where their teacher taught, maybe fourth grade, you know, fifth grade, another teaching pre K. And it has been a struggle. So Oh, yeah, yeah,

Michelle Gonzalez  22:25

I actually have this experience, because I started my teaching career in third grade. And then I moved down to kindergarten, and even the switch from kindergarten to preschool. It was like a light switch day and night. So when I think about, you know, if someone were coming from fourth or fifth grade and coming down to preschool, think about a simple task that you want to give a student or the whole group at the same time, and you need to break it down. And then you need to break it down further. And then you need to clearly and explicitly break it down one more time to provide those directions and incorporate visuals, hands on, sometimes hand over hand support that you need along that way. We’re constantly thinking ahead. Because, as I mentioned before, it’s so spontaneous in the moment on your feet, you have to be thinking ahead and have that toolkit of all these possible outcomes that could happen. If student reacts this way. What am I ready to do to help? And coming from third grade when my students were so independent, moving down to kindergarten, moving down to preschool, I really saw that critical, critical component of routines, and repetition. And, you know, we always say that getting that classroom set up, whatever grade level that you’re in, you know, you want to start out the year with your routines and your clear expectations. But in preschool is all the more essential. Because once they have that routine, they can predict what it is that’s coming every day that eases their anxiety being away from parents, and they’re able to be more prepared throughout their day.

Chrissy Beltran  24:10

That That makes sense. It’s a safe structured face, they know what’s expected of them. So they’re not as as stressed out walking into that space.

Michelle Gonzalez  24:18

Yes, absolutely.

Chrissy Beltran  24:20

How do you support teachers who, and we see this at all levels, but I can imagine we see it a lot in pre K, where the teacher is like, well, they should be able to do this, but they can’t. So like, well, they should be able to follow my directions, they should be able to sit in a chair for 10 minutes, they should be able to walk in a line down the hallway without getting lost. What do you how do you how do you respond to those kinds of things?

Michelle Gonzalez  24:41

I think taking a look at where they are in their developmental continuum. And what I love about early childhood is that we use the developmental continuum. So we are looking at everything from birth to end of kindergarten and where are they? Where are they where, where is it that you want them to be and where are they actually and what are they Like I said, before, you’re breaking it down. What are those steps that we need to break it down in between there to get them there? So yes, I mean, they should be able to they’re going to kindergarten next year, they should be able to walk down the hall and dependently following in line, but they’re not there yet. They are at, I know, I’m going to the park, how do I get to the park? Do I need to carry a visual in my hand with me to remind me, I’m going to the park and not get distracted along the way. And so I think that’s one of the important things that we always have to look at is, is, yes, here’s our goal, where we want them to be, but how do we get them there? And what are those supports that we need to put in place to get that student there?

Chrissy Beltran  25:39

Yeah, we have to focus on the scaffolding and then like, like working backwards, right from like, like you’re saying, to get them where we want them to go? What is the next logical step to get them to that place, because we can’t just jump to the end goal?

Michelle Gonzalez  25:50

Exactly. And I think having that spread background again. And we’re blessed that everyone in our building does have a background in sped, so we’re all dually, certified early childhood and special education. And then some of us are those triples certified with the dual language also. So we do have that and but there are still occasions where we just have to reference each other and check like, what’s going on? Why isn’t this this student exactly where they’re supposed to be? And how do we break it down and make it more clear and explicit for them to be able to comprehend?

Chrissy Beltran  26:26

Yeah, makes sense. Are there any resources that you turn to or that are really helpful for teachers or coaches in the early childhood like arena that you want to share that people can look into if they’re trying to learn more, for example, I was a coach at a school and we did not have pre K. But then whenever I started consulting, and working with teachers on my own, you know, I would go into schools and I provide coaching services for men PD, I did end up working with pre K as well. And so I had to do some learning there, you know, so what are some resources that can be really helpful.

Michelle Gonzalez  26:59

So I’m fortunate in where I am there, we have like a collaboration of early childhood coaches, and we’re able to meet a few times a year and just talk about what is going on in the early childhood coaching world. So if you’re able to reach out to other districts nearby where you are, or it doesn’t even have to be nearby you but it could be like, nationwide, you know, I know that that’s a little bit harder to do. But specific tools that I have found so useful because of being an early childhood, and I feel like I live and breathe visuals. Sometimes I wish that I just had a visual printing Boardmaker attached to my head so that I could print out visuals constantly. I autism, little learners. She has a web page. And she’s also on Facebook, she has some amazing resources that have provided social stories, task strips, sequencing, I, I love all of the things that she has given. And she even does like little mini PD sessions, like, let’s work on making books and making them adapted books for our classrooms together social have little PDS out there, too, that you can participate in pre K pages is another website and Facebook group that I’ve I’ve looked to just to find ideas for scaffolding in early childhood. I think early childhood coaching, I feel that it’s so specific to you know, learning more about from my OTs, for my TT for my PT Sykes and social workers who are in house, and I’m thankful that I have them. But if I didn’t have them, I would still be reaching out to other teachers in those specialty areas so that I can learn from them. So I those would be the ones that I would start to recommend.

Chrissy Beltran  28:54

All right, great. Thank you so much. I do now get to ask my favorite question, which is what is your favorite thing right now and it can be anything a book, TV show, a product, anything that you’re loving right now?

Michelle Gonzalez  29:07

I am waiting in anticipation to watch the new Guardians of the Galaxy movie. I am a Marvel fan. I even may have like Groot in my office just to remind me to be childlike at heart and enjoy those things. So I’m waiting in anticipation for that new movie ticket.

Chrissy Beltran  29:28

Yeah, that’s great. That’s a good one. i That’s my brother and I, my youngest brother were. My brothers and I are all kind of far apart. My youngest brother is 16 years younger than me. And he lives in the same city as I do. And so whenever COVID was just like, the worst, but we were starting to see just family. He would come over once we still come over once a week, but he would come over once a week on Saturday night and do his laundry because he’s like, you know, like a young guy. And he would do his laundry because we didn’t have to go to a laundromat. And he would. We watched all the Marvel movies in crime logical order. So we started from the beginning and it took us months and months, you know? Yes. And then I mean, I had a baby in the middle of it again after I was done with that, and so yeah, it was them. It took us forever, but it was really a lot of fun. And then we started the TV shows, and you know, and then we’re done with all that there was new stuff. But yeah,

Michelle Gonzalez  30:19

that’s, that’s when I got into it, too. It was during the pandemic, and I had that time where I could just watch a few in a row and right, get into it. So and now I’m, I’m hooked. And I, I love I love the different story plots, and I could I could do a podcast on that.

Chrissy Beltran  30:38

That would be fun. Well, that’s awesome. So how can people find you if they want to learn a little bit more about this? You know, is there any way that you share this information with them?

Michelle Gonzalez  30:49

Sure. So I actually started just a year ago, I started a Facebook group, and it is hashtag early childhood instructional coaches. And we have grown, we have a couple of 100 members, and we’re just sharing in resources together. A lot of it is share your wealth, you know, you find a great resource or something that could help with a different strategy. We’re sharing those on there. And then I’m also on Teachers Pay Teachers and Twitter at Mrs. miasta. So those are the two different places that you can find me. That’s awesome. Well, thank

Chrissy Beltran  31:27

you so much for being here today.

Michelle Gonzalez  31:29

I’m so excited that I could join and be a part of it. It’s, I feel like it’s been a great, I’ve learned so much from you when I started coaching two years ago. And now to kind of come back around and get to share is a really awesome opportunity.

Chrissy Beltran  31:43

Well, thank you, I appreciate it. You know, as a teacher, the little ones did that look interesting to me. To be completely honest. I was a fourth grade teacher, and I love that grade level. I taught third for one year, and I did not love it. But whenever I look at the Kinder is walking down the hall, I’d be like they’re adorable from over here. But now, I don’t want to say but now. And now. As a parent, I do love you know, my little my, my preschool babies, but I don’t think I’d want to teach them I think that takes a special person. And so I think it’s so interesting to see the learning and I love it. But that’s my own kids. You know, it’s different whenever you’re working with a crowd of children instead of just like to have your own children. So I think that’s just so interesting to learn more about preschool and it is so important. So if you do pre K work good for you. Next week, I’m chatting with another specialty coach, we’re going to talk to Risa woods, she coaches ELL and ESL teachers. And because this group makes such up such a huge population of kids in our schools, I’m really looking forward to my chat with her. If you are wanting to define your coaching role and figure out what kinds of coaching work you really want to do, you can grab my free coaching role webinar at buzzing with Miss b.com slash episode 149 If you scroll down, enter your email address in there. That’s a great way to get added to my email list. You know what’s coming up and to get that free coaching role webinar. So grab that and until next week, happy coaching

Chrissy Beltran  33:19

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