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Roles and Responsibilities of the Instructional Coach. Overview. Your role as an instructional coach is to …provide and communicate a rationale about why the improvement of instruction is essential Katherine Casey. The Craft of Coaching. Role of the Coach Qualifications Coach’s Compact

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Presentation Transcript

Your role as an instructional

coach is to

…provide and communicate a rationale about why the improvement of instruction is essential

Katherine Casey


The craft of coaching
The Craft of Coaching

  • Role of the Coach

    • Qualifications

    • Coach’s Compact

  • Responsibilities of the Coach

    • Coaching Continuum

    • Coach’s Schedule

    • Collaborative Structures


Qualifications
Qualifications

  • Minimum of three years successful teaching experience in content area with appropriate certification (Reading, Mathematics, Science)

  • Reading/literacy coach must be endorsed or K-12 certified in the area of reading or working toward that status by completing a minimum of two (2) reading endorsement competencies of sixty (60) in-service hours each or six (6) semester hours of college coursework in reading per year (F.S. 6A-6.053)


Qualifications1
Qualifications

  • Ability to work with administrators and faculties

  • Ability to prepare and deliver presentations and workshops to varying audiences, including content area teachers and administrators

  • Ability to provide coaching experiences in classrooms using the coaching model

  • Exhibit knowledge of content area

  • Demonstrate special expertise in high quality content instruction

  • Ability to analyze data and use it to inform instruction





In an effort to make your job more

focused and more effective, you

should be moving from a “provider

of information” to a learning partner with teachers…


An instructional coach serves
An Instructional Coach Serves

  • as a professional development liaison within the school to support, model, and continuously improve the instructional programs to assure academic improvement for ALL students.

  • as a stable resource at the school site to support high quality implementation of research-based instruction.

  • as a mentor in developing ideal content-rich classrooms


“A common goal guides a … coach to support

the mathematics [science, reading] learning of all students by supporting teachers to improve

their teaching of mathematics [science, reading].”

Marilyn Burns (2006)


A coaching continuum
A Coaching Continuum

  • Coaching duties take many forms including:

    • Facilitating Workshops

               

    • Providing Demonstration Lessons; Co-teaching; Observing, Conferencing, and Debriefing

                      

    • Facilitating “teacher self-discovery”

The constant in all of these activities is that they lead to better instructional practices and higher student achievement…


A coaching continuum1
A Coaching Continuum

The activities listed on the next slide range from providing information in order to improve instruction, to giving teachers actual “coaching” to improve what they are doing, and finally, to helping teachers examine what they need and facilitating their development as master teachers…


Facilitate a

study group

to investigate

common

interest topics

to improve

instruction

and student

achievement.

Facilitate

action

research to seek

Resources after reflection to improve instruction and

student

achievement.

Confer,

observe, and

debrief to

improve

instruction

and student

achievement.

Co-teach with

colleague to

improve instruction

and student

achievement based

on mutually agreed

upon learning goals

and success

indicators.

Provide an

observation

lesson to improve

instruction and

student

achievement with

feedback and

collaborative

input.

Facilitate a

workshop

or session

to improve

instruction

and student

achievement


Coaching Continuum

Confer,

observe, and

debrief to

improve

instruction

and student

achievement

Facilitate a

workshop

or session

to improve

instruction

and student

achievement

Provide an

observation

lesson to improve

instruction and

student

achievement with

feedback and

collaborative

input

Co-teach with

colleague to

improve instruction

and student

achievement based

on mutually agreed

upon learning goals

and success

indicators

Facilitate

action

research to

seek

resources

after reflection

to improve

instruction and

student

achievement

Facilitate a

study group

to investigate

common

interest topics

to improve

instruction

and student

achievement

Highly directive…

Highly reflective…


Roles and responsibilities aligned to the coaching continuum
Roles and Responsibilities Aligned to the Coaching Continuum

  • Provide initial and ongoing professional development for classroom teachers via study groups and daily support.

  • Planning, developing and/or preparing PD, lessons for modeling, coaching sessions, etc.

  • Model effective instructional strategies for teachers and co-teach in classrooms to increase instructional density to meet the needs of all learners.

  • Coach and mentor teachers in the classrooms which includes observing and providing feedback.


Roles and responsibilities aligned to the coaching continuum1
Roles and Responsibilities Aligned to the Coaching Continuum

  • Conferencing with teachers regarding lesson planning, grouping for instruction, and intervention strategies.

  • Coordinating, scheduling and facilitating student assessments.

  • Analyzing student data to assist teachers with informing instruction based on student needs.

  • Continue to increase your knowledge base of best practices in instruction and intervention.

  • Maintain, organize and facilitate use of instructional materials and resources.


Guiding question
Guiding Question

How do each of these categories affect student achievement and lead to better instructional practices?


Instructional coach schedule
Instructional Coach Schedule

The District Curriculum and Instruction Framework for Successful Schools requires all coaches:

  • maintain a daily/weekly schedule

  • have schedule accessible in an administrators office


Guiding question1
Guiding Question

Does the data in your school justify how you spend your time?


Opening the door to coaching
Opening the Door To Coaching

  • Administrative direction

  • Troubleshooting or problem-solving

  • Follow-up to professional development

  • Grade-level or department planning meetings

  • Invitation or request



The challenge of coaching
The Challenge of Coaching

  • Creating a feedback mechanism

  • Clearly delineating outcomes

  • Planning follow-up based on outcomes


Successful follow up meetings
Successful Follow-Up Meetings

  • Start with what is working and has gone well. This helps people see their progress and focus on success.

  • Move to what has not worked so well by framing concerns or road blocks as

    “How could I ……..? “

  • Ask the person being coached to generate ideas to move forward, then select specific ones to work on.


Follow up reflection
Follow-up Reflection

“. . . Follow-up is even more commonly missed when the coaching is about initiating alternatives. We are so relieved to have the meeting over with and the situation handled that we don’t give a second thought to a follow-up meeting and we are always surprised when the situation does not miraculously resolve itself. It is at this point that we often blame the person we are coaching.”

Kathy Jourdain


Characteristics of coaching
Characteristics of Coaching

  • Supportive rather than evaluative

  • Observation-based and focused

  • Collects data agreed upon with the classroom teacher

  • Shares ideas and practices

  • Conversations are based on professional dialogue and revolve around teaching and learning issues.

  • Interaction is collegial rather than competitive

  • Relationship is dynamic and should focus on the teacher’s need

  • Reduce isolation

  • Transfer learning from theory to practice

  • Assure a high quality implementation


Non negotiables
Non-Negotiables

  • All instructional coaches must submit the Coach Compact to the appropriate subject area District office. 

  • Ensure coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers and do not teach more than 1 class. Exception being itinerant coaches who should not be given a class assignment.

  • Instructional coaches (Mathematics, reading, and science) must provide their daily/weekly schedule in writing to a school administrator. The schedule must be kept in a binder in the administrator’s office.


Non negotiables1
Non-Negotiables

  • A school administrator must attend the instructional coach meeting and monitor the implementation of the Coach Action Plan.

  • Instructional coaches must provide required Professional Development to school staff. Evidence should include agenda and attendance roster.

  •  Maintain fidelity to the Pacing Guides.


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