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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
PIIC Professional Development CAIUApril 8, 2013Elementary Coaches’ Network

Nancy Neusbaum

PIIC Mentor/Curriculum Specialist

CAIU


Random thoughts for smart people
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…


Introductions
Introductions

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 meetings established february 14 2013
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
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)?



Ten roles of a coach
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
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
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
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
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
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.


  • co-teaching

  • modeling

  • observing

  • note taking

The BDA Coaching Cycle

Before

During

After

  • offering feedback through reflection and questioning

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


Pre-Conference Planning (Before) individuals or team of teachers

  • 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) individuals or team of teachers

  • 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 individuals or team of teachers

  • 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) individuals or team of teachers

  • 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
What are your next steps? individuals or team of teachers

  • 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
Where do we go from here? individuals or team of teachers

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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