Piic professional development caiu april 8 2013 elementary coaches network
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PIIC Professional Development CAIU April 8, 2013 Elementary Coaches’ Network. Nancy Neusbaum PIIC Mentor/Curriculum Specialist CAIU . Random Thoughts for Smart People.

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PIIC Professional Development CAIU April 8, 2013 Elementary Coaches’ Network

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PIIC Professional Development CAIUApril 8, 2013Elementary Coaches’ Network

Nancy Neusbaum

PIIC Mentor/Curriculum Specialist


Random Thoughts for Smart People

Why is it that during an ice-breaker, when the whole room has to go around and say their name and where they are from, I get so incredibly nervous? Like I know my name, I know where I’m from, this shouldn’t be a problem…


Go to website www.wolframalpha.com

Enter your first name in search box

Discover one interesting fact about your name; is it true for you?

Introduce yourself to three different people, telling them your interesting fact.

Norms for Elementary Coaches’ Network MeetingsEstablished February 14, 2013

  • Relevance

  • Brain-storming

  • At least one new learning

  • Engagement

  • Time for reflection – after the meeting

  • Challenges thinking

CAIU Coaching wiki: http://caiu-coachesnetwork.wikispaces.com/

Essential Questions

  • How do the PIIC four quadrants help focus our work?

  • How do the partnership principles help us in our work as coaches (revisited)?

PIIC’s 4 Quadrants

Ten Roles of a Coach

  • Resource Provider

  • Data Coach

  • Curriculum Specialist

  • Instructional Specialist

  • Mentor

  • Classroom Supporter

  • Learning Facilitator

  • School Leader

  • Catalyst for Change

  • Learner

JoellenKillion, Director of Special Projects, NSDC (now called LearningForward)

Closed Sort

JoellenKillion’s Ten Roles of the Coach

  • Sort into four piles on the PIIC Four Quadrant paper.

  • Record an example for each role.

Blain Lee, The Power Principle

“The principles you live by create the world you live in; if you change the principles you live by, you will change your world.”

Are you a writer?

  • Think about a recent conversation you have had with a teacher you ‘coach’.

  • Create a narrative of the conversation.

    • Where did the conversation take place?

    • What triggered the conversation?

    • Give a few exact quotes and/or questions you said or asked.

    • What was the resolution?

Partnership Principles

Page 53 in Chapter 3 handout for summaries

  • Equality

  • Praxis

  • Dialogue

  • Choice

  • Voice

  • Reflection

  • Reciprocity

    • - Jim Knight, “Instructional Coaching”

Choose a Principle

Which partnership principle do you think your conversation best illustrates? Why?

Read the section of Chapter 3 that goes into detail about that principle.

Talk to your friend sitting with you. Share your written conversation and comments. Ask questions of each other.

Write a good summarizing statement for your principle. Include a direct quote from text.

Before/During/After Model of Instructional Coaching

  • The PIIC model partners one-on-one instructional coaching with a targeted focus on literacy development across all content areas.

  • Pre-conference for planning successful instruction with individuals or team of teachers

  • co-teaching

  • modeling

  • observing

  • note taking

The BDA Coaching Cycle




  • offering feedback through reflection and questioning

In which part of the cycle did your conversation take place?

Pre-Conference Planning (Before)

  • Instructional Coach works collaboratively with the teacher to . . .

    • identify the focus for the visitation

    • review instructional goals and materials

    • clarify the role of the coach during the

    • classroom visitation

    • identify what the teacher should watch for

    • during a model lesson

    • co-construct Observation/Visitation Form

    • establish a time for debriefing

Classroom Visitation (During)

  • Based on the pre-conference, the coach and the teacher agree to one of the following:

  • Coach models a lesson/strategy

  • Teacher and Coach co-teach

  • Coach observes the lesson and collects data using co-constructed form

Extra Pair of Eyes

  • Goal: To provide feedback for the teacher based on the teacher’s identified focus

  • The coach-

  • Uses the co-constructed data collection form to

  • collect data related to the identified focus

  • Respects the parameters of the visitation protocol

  • Insures that the data collected is objective

  • Reminds the teacher of the debriefing

  • appointment

Debriefing (After)

  • The debriefing is most effective when both parties have had an opportunity to reflect and prepare beforehand.

  • The Instructional Coach designs questions to foster collaborative reflection on the lesson.

  • The lesson is analyzed with respect to what went well and what might be done differently in the future.

  • Issues related to student engagement and performance are identified and reviewed.

  • The coach and the teacher plan next steps.

What are your next steps?

  • Going back to your written conversation, what do you see as your next steps, if applicable?

  • What goals can you set for the rest of the year? Next year?

  • Another end-of-year meeting?

Where do we go from here?

What do you want to talk about in future meetings?

What trainings would help you?

When can I visit?

How can I support you and your administration as you support your teachers?

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