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Coaching Effective Teaching Strategies. Patricia M. Devino & Sarah L. Fitzsimons.

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coaching effective teaching strategies

Coaching Effective Teaching Strategies

Patricia M. Devino

&

Sarah L. Fitzsimons

slide2

The purpose of staff development is not just to implement isolated instructional innovations; its central purpose is to build strong collaborative work cultures that will develop the long-term capacity for change.

Michael Fullan

participants will

Define the roles of a coach as they relate to implementing Effective Teaching Strategies and effective models for coaching.

  • Practice coaching behaviors that influence best practices.
  • Experience planning, reflecting, and problem solving conversations as an instructional coach.
  • Review the research-based Effective Teaching Strategies in Step Four of the Data Team process.

Participants Will:

essential questions

What are the characteristics of an effective instructional coach, what do they need to know and be able to do?

  • How do instructional coaches build teacher capacity for selecting, implementing, evaluating the impact of Effective Teaching Strategies and foster teacher reflection?
  • How does an effective instructional coach help teachers use effective teaching strategies based on student data?

Essential Questions

recent research indicates that with classroom coaching implementation rates rise 85 90

Research on Instructional Coaching

Recent Research Indicates That With Classroom Coaching,Implementation rates rise…85% - 90%

University of Kansas Center for Research on Learning

instructional coaching

Builds capacity for effective instructional practices within specific content areas.

  • Creates a partnership approach with teachers.
  • “Customizes professional development to match each teacher’s needs and interests while they help the school establish a common understanding across all teachers.” (Sweeney, 2003)

Instructional Coaching…

slide9

What are the characteristics of an effective instructional coach, what do they need to know and be able to do?

what is effective
What is EFFECTIVE?
  • EFFECTIVE is defined as success based on student outcomes– not did I like it, or did the students like it– but WAS IT EFFECTIVE?
slide12

What are the parallels between what this athletic coach does and what an instructional coach does?

ten roles of a coach

Classroom Supporter

  • Learning Facilitator
  • School Leader
  • Catalyst for Change
  • Learner
  • Resource Provider
  • Data Coach
  • Curriculum Specialist
  • Instructional Specialist
  • Mentor

Ten Roles of a Coach

coaching s big four

Content

  • Instructional Practices
  • Assessment for Learning
  • Classroom Management

Coaching’s Big Four

Jim Knight, University of Kansas

essential question reflection

What are the characteristics of an effective instructional coach, what do they need to know and be able to do?

What's the Big Idea? 

Essential Question Reflection

slide18

Essential Question 2

How do instructional coaches build teacher capacity for selecting, implementing, evaluating the impact of Effective Teaching Strategies, and fostering teacher reflection?

interventions that are embraced are powerful easy
Interventions that are embraced are powerful & easy
  • Ideas, values, technologies that do the job with the least demand on psychic energy will survive. An appliance that does more work with less effort will be preferred

Mihalyi Csikszentmihalyi

how do we ensure they re powerful
How do we ensure they’re powerful?
  • Using scientifically based interventions that result in increased student achievement
  • Targeting standards
  • Targeting students’ most pressing needs
  • Using checklists, in-class demonstrations, and feedback to ensure that teachers research-based practices are implemented with fidelity
review of effective teaching strategies

Similarities and Differences

  • Summarizing and Note Taking
  • Reinforcing Effort and Providing Recognition
  • Homework and Practice
  • Nonlinguistic Representation
  • Cooperative Learning
  • Setting Goals and Providing Feedback
  • Generating and Testing Hypothesis
  • Questions, Cues, and Advanced Organizers
  • Non-Fiction Writing

Review of Effective Teaching Strategies

pre lesson conference selection of effective teaching strategies

Determine the stage of learning:

  • Are you introducing new knowledge or do you want the students to practice, review, and apply knowledge already taught?

Pre-lesson Conference Selection of Effective Teaching Strategies

beginning stages

Activate prior knowledge, provide background information, hook students:

  • Set Objectives
  • Provide Feedback
  • Questions, Cues, Advanced Organizers
  • Cooperative Learning
  • Identifying Similarities and Differences

Beginning Stages

during the lesson

Identify strategies and activities that will be used to support the teaching objectives and determine how will students receive feedback on their progress:

  • Nonlinguistic Representation
  • Note Taking and Summarizing
  • Questions, Cues, Advanced Organizers
  • Cooperative Learning

During the Lesson

end of lesson

Tie new knowledge to existing knowledge and future knowledge, reflect, and evaluate:

    • Provide Recognition
    • Reinforce Effort
    • Summarize
    • Evaluate
    • Self-Assessment

End of Lesson

instructional coaching components
Instructional Coaching Components

Collaboratively Explore Data (CED)

implementing ets
Implementing ETS
  • Model Demonstration Lessons (I do – You watch me)
  • Co-Plan and Co-Teach (We DO)
  • Observe (You Do- I watch you)
instructional coaching continuum

E. Teacher Refines Implementation with Coaching Feedback

  • D. Teacher Transitions to Guided Practice with Coaching Support
  • C. Coach/ Teacher Build Co-Teaching Relationship
  • B. Committing to a Learning Relationship
    • A. Building Common Knowledge & Experience-
    • The on-going foundation for a professional learning community

Instructional Coaching Continuum

http://www.spokaneschools.org/ProfessionalLearning

planning conference pre brief

The teacher and coach confer to:

    • Clarify learning goals (teacher and student)
    • Collaboratively plan tasks or work the students will complete to achieve the intended outcomes
    • Determine evidence of proficient student achievement
    • Identify student or teacher behaviors the coach should observe
    • Agree on the role(s) the teacher and the coach will perform during the lesson.

Planning Conference (Pre-Brief)

in class support

The teacher and the coach collaborate in the delivery of the planned lesson through these activities:

    • Observation
    • Demonstration lesson
    • Co-Teaching
    • Gradual release of responsibility from coach to teacher

In class support

providing feedback

Not evaluating teacher, but evaluating the effectiveness of the Effective Teaching Strategies as evidenced by:

    • fidelity of implementation
    • impact on student outcomes.

Providing Feedback

debriefing

The teacher and the coach meet to discuss:

    • Degree to which students have mastered the learning outcomes
    • Effective Teaching Strategies used by the coach/teacher (depending on if observation, model lesson, & or co-teaching stage)
    • Instructional adjustments the teacher made during the lesson

Debriefing

feedback

Goal of feedback is to improve current situations without criticizing or offending.

  • Should be:
  • Descriptive rather than Evaluative (visible)
  • Specific instead of general
  • Given only when requested
  • Given as soon as possible
  • Realistic
  • Positive

Feedback

warm v cool feedback

COOL

Warm V. Cool Feedback

  • Supportive
  • Strength oriented
  • Focus on solutions
  • Promotes positive learning
  • Impersonal
  • Needs oriented
  • Focus on the problem
  • Provides constructive criticism

WARM

questions to ask when debriefing providing feedback

What did you see?

  • What was the focus on learning goals?
  • What standard was being used and are the procedures and assignments appropriate?
  • How will the student achieve according to the standard being addressed?
  • What questions were being asked?
  • Did the lesson end with the focused learning goals?

Questions to Ask When Debriefing/ Providing Feedback?

cont d

What ETS did you see incorporated in the lesson? Was the ETS presented with fidelity?

  • What needs did you see?
  • What suggestions do you have for teaching this standard?
  • How can we support the teacher for future student learning?
  • How can you work together to incorporate collaboration on this lesson?

Cont’d

cont d41

What did you learn about incorporating ETS in this lesson?

  • What did you learn about this teacher’s lesson from this session?

Cont’d

slide42

Teacher: ____________________

Conference date: ____/____/____

Classroom Check-up Feedback Form

Opportunities to

Respond (OTR)

Ratio of Interactions

Disruptions

Effective Teaching Strategies

Time on Task

Goal area(s):_________________________________

Intervention(s): _________________________________________________________________________________________________________________________________________________________________________Adapted from Jim Knight

reflection

“The teacher cannot rely on either instinct alone or on prepackaged sets of techniques. Instead, she or he must think about what is taking place, what the options are and so on, in a critical, analytical way. In other words the teacher must engage in reflection.”

Reflection

John W. Brubacher, Charles W. Case, and Timothy G. Reagan

reflection45

The teacher and the coach independently and systematically reflect on how their collaborative work fosters the development of the students’ understanding.

  • Do this on an ongoing basis to re-examine goals so that there is a cycle of continuous improvement.

Reflection

questions to foster reflection

What was I trying to accomplish?

  • How did I go about completing the lesson and solving problems I had along the way (process)?
  • What did I do well (strengths)?
  • What did I have difficulty with (weaknesses)?
  • What have I learned/what would I do differently?

Questions to Foster Reflection

reflection questions cont d

What worked well?

  • What did we learn?
  • Did our conversations lead us closer to our goals? How?
  • Did we focus on the lesson or on other issues?
  • Did we do what we set out to do?
  • How can we improve on this to make coaching collaborating on lesson plans more significant part of our work?

Reflection Questions, cont’d

essential question 2

How do instructional coaches build teacher capacity for selecting, implementing, and evaluating the impact of Effective Teaching Strategies and foster teacher reflection?

What's the Big Idea? 

Essential Question 2

slide49

Essential Question 3

How does an effective instructional coach help teachers use Effective Teaching Strategies based on student data?

are the students learning
Are the students learning?

Coaches:

  • assist teachers in the gathering and analysis of formative assessment DATA about what students know and can do as they enter a learning experience;
  • help teachers use the data analysis to design learning experiences at which students can be successful; and
  • train teachers in the ongoing use of formative assessment data.
slide51

The question we must teach teachers to ask is not did the students complete all the assignments and do their homework, but rather, did they learn what they were supposed to learn, did they retain it over time, and can they use it in ways that demonstrate understanding at a high level.

data team process
Data Team Process
  • Step 1: Collect and Chart Data
  • Step 2: Analyze Strengths and Obstacles
  • Step 3: Establish SMART Goals
  • Step 4: Select Instructional Strategies
  • Step 5: Determine Results Indicators
  • Step 6: Monitor and Evaluate
value of collaboration through instructional coaching

See what to avoid and/or include in our practices.

  • To inform lesson development and instruction.
  • Self-assessment and self-awareness of strengths and areas of growth.
  • Insights into lesson development and Effective Teaching Strategies.

Value of Collaboration Through Instructional Coaching

collaborative lesson planning
Collaborative Lesson Planning
  • Collaborate on lesson/ unit plans using template
  • To inform instruction
  • To ensure lessons incorporate ETS more frequently
  • Used by teacher(s) and coach pre and post lesson
  • Follow Norms
  • Follow a Structure
  • Helps us break down isolation
meet sally friendly
Meet Sally Friendly
  • See handout for Sally Friendly Activity
slide57

How does an effective instructional coach help teachers use Effective Teaching Strategies based on student data?

What's the big idea?

your feedback

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Your Feedback