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Instructional Coaching Essentials. Presented by:. Education Transformation Office (ETO). Clock Buddies. Insert picture. Effective coaches have to care deeply about teachers and students, and they also clearly have to communicate to others that they care.

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instructional coaching essentials

Instructional Coaching Essentials

Presented by:

Education Transformation Office (ETO)

clock buddies
Clock Buddies
  • Insert picture
slide3

Effective coaches have to care deeply about teachers and students, and they also clearly have to communicate to others that they care.

Each one of you holds the “KEY” to success.

norms
Norms
  • Silence cell phones, please no text messaging or internet use
  • Participate and share
  • Listen with an open mind
  • Ask questions
  • Work toward solutions
  • Use time effectively
slide5

Group Objectives:

  • Have a thorough understanding of coaching responsibilities
  • Develops a sense of instructional urgency school wide
  • Develop coaching calendar based on school needs
  • Understand the purpose and components of an effective log.
  • Become more comfortable with organization of the “Record of Services” binder.
who is an effective instructional coach
Who is an Effective Instructional Coach?
  • An educator who has:
    • been a successful teacher in their subject area;
    • a proven track record of student achievement;
    • the ability to mentor, inspire and motivate adults;
    • a vision and is willing to change and adapt to the needs of the students and teachers;
    • pedagogical knowledge, content expertise interpersonal capabilities.
slide10
an on-site professional developer who partners with educators to identify and assist with implementation of proven teaching methods
an instructional coach
An Instructional Coach…

The Instructional Coach:

Provides initial and ongoing professional development for classroom teachers via Professional Learning Communities (PLC’s) such as: study groups, Lesson Study and daily follow up support.

Plans, develops and/or prepares Professional Development, lessons for modeling, coaching sessions, etc…

Assists teachers in analyzing data and then modelseffective instructional strategies that target students’ needs.

an instructional coach1
An Instructional Coach…

The Instructional Coach:

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

Co-teaches in classrooms to increase instructional density to meet the needs of all learners.

Mentors teachers in classrooms which includes observing and providing feedback.

Collaborates with teachers regarding lesson planning, grouping for instruction, intervention strategies, and other topics related to reading.

expectations of the coach
Expectations of the Coach

Keeps a log of their work and develops a strategic weekly coaching log with the school’s leadership team

Keeps a “Record of Services Binder” documenting all support services

instructional coaches are not expected to
Instructional Coaches are not expected to…

be assigned as a regular classroom teacher;

perform administrative functions that would confuse his/her role for teachers;

spend a large portion of time administering or coordinating assessments, as these tasks prohibit the coach from impacting classroom instruction and therefore student achievement;

model in a class where the classroom teacher is NOT an active participant.

successes challenges
Successes & Challenges
  • Take a few minutes and share with your group:
    • the successes you have experienced
    • the challenges you have faced
    • the solutions you have implemented or suggested solutions
  • As a table group, write some of those thoughts on chart paper.
way of work for instructional coaches
Way of Work for Instructional Coaches
  • Work with teachers to plan, implement and to reflect on literacy instruction using the Florida Continuous Improvement Model (FCIM)
  • Model best practices in professional development sessions
  • Meets regularly with the leadership team to analyze data and assists the team in developing strategic action plans and content based initiatives for the year to improve student achievement.
  • Assist teachers in interpreting formative and summative assessments
way of work for instructional coaches cont
Way of Work for Instructional Coaches cont.

Work with teachers to ensure that research based programs and strategies are implemented with fidelity

Provide daily coaching and mentoring support to all content and/or reading teachers including ESOL and ESE

Implement/Facilitate the Lesson Study process

Attend bi-weekly professional development to aid in increasing knowledge in best practice strategies for content area instruction

bi weekly coaches meetings will include
Bi-weekly Coaches meetings will include…
  • powerful, proven practices
  • interventions & enrichments
  • coaching continuum
  • data analysis
  • job-embedded professional development
  • effective dialogue
  • reflections
  • networking
  • Lesson Study
classroom walk through
Classroom Walk Through

What is it?

An observation technique that allows the observer to record “snapshot” information on the effective elements of a classroom including instructional strategies, standard-based objectives, aligned instructional materials, level of cognitive interaction, classroom displays and resources, student engagement, and more.

classroom walk through continues
Classroom Walk Through continues…

Why do it?

The classroom walk through provides a powerful

tool for instructional leaders to gather information

for the purposes of coaching, program planning,

and professional development. The visit is to also

help teachers improve their instruction and

identify the best teaching practices at your school.

use of a coach s time
Use of a Coach’s time
  • How do we ensure the coach’s time is used for maximum benefit?
  • What do you believe are the most important ways coaches spend their time?
appointment time
Appointment Time

What do you consider to be direct instructional support of teachers?

What percentage of the coaches’ time will be spent providing direct support?

what percentage of the coaches time will be spent providing direct support
What percentage of the coaches’ time will be spent providing direct support?

Eighty percent of your time should be

spent providing direct, instructional

support to classroom teachers.

slide26

Coaches’ RecommendedTime Allocation Percent DistributionWhat portion of the coaches’ time will be spent in each of these roles?

Consider Time Allocations

slide29

An effective Instructional Coach differentiates professional learning opportunities by thinking of coaching as a continuum.

slide30

CONTINUUM OF COACHING

Interactive coaching

Intraactive coaching

Increased external scaffolding

Decreased external scaffolding

Subject-centered pedagogy

Solution-seeking andragogy

Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence.

adapted fromK. S. Froelich & E. A. Puig, 2010, p. 128

The Literacy Leadership Team:

Sustaining and Expanding Success

Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.

slide31

CONTINUUM OF COACHING

Interactive coaching

Intraactive coaching

Facilitate a workshopor session to improve learning and instruction

Provide an observation lesson to improve learning and instruction

Co-teach with a host teacher in an observation classroom to improve learning and instruction

Confer, observe, and debrief to improve learning and instruction

Facilitate a study group or literacy leadership team to investigate adaptive challenges to improve learning and instruction

Facilitate action research to seek resources after reflection to improve learning and instruction

Increased external scaffolding

Decreased external scaffolding

Subject-centered pedagogy

Solution-seeking andragogy

Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence.

adapted fromK. S. Froelich & E. A. Puig, 2010, p. 128

The Literacy Leadership Team:

Sustaining and Expanding Success

Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.

using the continuum
USING THE CONTINUUM
  • Think of a real school scenario.
  • Share with an “elbow-partner.”
  • Consider a coaching point based on the scenario.
  • Where on the continuum of coaching would you start and why?
  • Be ready to share with whole group.
opportunities for coaching
Opportunities for Coaching
  • Differentiation is key!
  • Allow participants choice based on their own personal needs
  • Workshop
  • Observation Lesson
  • Co-teaching
  • Confer, Observe, Debrief
  • Study Group
  • Action Research
continuum of coaching
Continuum of Coaching

Facilitate a Workshop

Professional development should reflect the needs of the school.

Often, successful professional development is conducted by “in house” presenters.

Faculty perception of “professional development” should be changed from something that the teacher “has” to attend to something they “get” to attend.

Facilitate a Workshop

continuum of coaching1
Continuum of Coaching

Observation lesson

An observation lesson alone will not have much impact on learning unless it includes time to debrief.

Co-teaching

Conversation is the key.

Observation Lesson

Co-Teaching

demonstrating vs co teaching
Demonstrating vs. Co-teaching

Observation lesson

Coach meets with the teacher prior to lesson

Teacher is an observer during the lesson

Coach and teacher debrief and discuss

Co-teaching lesson

Coach meets with the teacher prior to lesson

Teacher leads the lesson alongside the coach

Coach and teacher discuss the lesson and plan the next together

action research
Action Research

Action Research

Collaborative Research in practice

Research seeking resources after reflection

Goal is to improve teacher instruction and delivery

Goal is to improve student achievement

continuum of coaching2
Continuum of Coaching

Study Groups

A study group is a small group of individuals who meet on a frequent and regular basis to explore the interests of the group based on the strengths and needs of the students.

Study Group

coaching continuum
Coaching Continuum…

Confer, Observe, Debrief

calendars coaching logs
Calendars/Coaching Logs
  • Prioritizing Support
    • Teacher needs may be identified:
      • when analyzing data
      • from administrative walkthroughs
      • classroom visits
      • teacher request
  • Developing Calendars
    • consider time allocations
    • Coaching Cycle
    • what your week will look like
    • testing Calendar
    • holidays/Special Events
  • Modifying (be flexible)
developing calendars
Developing Calendars
  • Meet with the administration, discuss observations from walkthroughs.
  • Prioritize teachers based on observation and data points
  • Begin support with new teachers first.
  • Consider the coaching cycle and continuum while developing calendar.
  • Red Flags appear if only one part of the cycle is present.
calendar to logs
Calendar to Logs
  • The calendar should be the starting point to strategically plan the work that will occur on a week by week basis
  • The Log is an actual record of the work that occurred.
  • The log becomes a reflection piece for the coach and a guide to move to next steps.
calendar log template
Calendar/Log Template

INSERT BLANK TEMPLATE

This will be used as a calendar and then expanded as a log of your work completed during the week.

sample calendar

Sample Calendar - Modified

Sample Calendar

INSERT TEMPLATE with CALENDAR FILLED

completed log sample
Completed Log (Sample)
  • Insert template with calendar and log completed
slide51

Logs : Each coach is required to complete an electronic bi-weekly coaching log that includes the following components: This is for Reading Coaches only (PMRN)

  • List successes that have occurred in the last reporting period.
  • Note any concerns that you would like to share with your principal.
record of services binder
Record of Services Binder
  • Components
    • Weekly Calendar/Log
    • Conference Forms
    • Professional Development Schedule, Agendas, Sign in sheets, etc.
    • Note Taking/Note Making
    • Lesson Study log
    • Coach Created Materials
      • Supplemental/Modified Curriculum
      • Focus Calendars (Secondary Benchmarks)
    • Data Chats
      • (Students/Teachers)
instructional review elements
Instructional Review Elements

I. Classroom Culture and Environment

II. Instructional Tools and Materials

III. Lesson Planning and Delivery

IV. Higher Order Questioning and Discourse

V. Student Engagement

instructional review elements1
Instructional Review Elements

VI. Rigorous Tasks and Assessments

VII. Differentiated Instruction

VIII. Cross Content Reading and Writing Instruction

IX. Florida’s Continuous Improvement Model (FCIM)

X. School and District Leadership

subject area breakout sessions
Subject Area Breakout Sessions
  • Elem/Middle Reading/Writing
  • High School Reading/Writing
  • Elem/Middle Science
  • High School Science
  • Mathematics (Elem/Middle/High)
consider this
Consider this….

Schmoker, 1999, p. 44

People accomplish more together than in isolation;

regular, collective dialogue about an agreed-upon

focus sustains commitment and feeds purpose;

effort thrives on concrete evidence of progress;

and teachers learn best from other teachers. We

must ensure that these concepts operate to

produce results.

slide60

Educational Transformation Office (ETO)

Elementary/Middle Reading

Vanessa De La Peña

Instructional Supervisor

vdelapena@dadeschools.net

Patty Vasseur Sosa

Curriculum Support Specialist

pvsosa@dadeschools.net

Chava Thomas

Curriculum Support Specialist

thomasc3@dadeschools.net

ELL Support

Christine Dahnke

Curriculum Support Specialist

dahnkechristinec@dadeschools.net

Elementary/Middle Mathematics

Lena Anderson

Instructional Supervisor

lenaanderson@dadeschools.net

Julian Davenport

Curriculum Support Specialist

davenport_julian@dadeschools.net

Elementary/Middle Science

Daniela Simic

Instructional Supervisor

daniela@dadeschools.net

Lois Saunders

Curriculum Support Specialist

lsaunders@dadeschools.net

Thank you for all that you do for our students!

slide61

Educational Transformation Office (ETO)

High School Reading

Darliny Katz-Gonzalez

Instructional Supervisor

DarlinyKatz@dadeschools.net

Cecelia Magrath

Instructional Supervisor

cmagrath@dadeschools.net

Ernesto Gonzalez

Curriculum Support Specialist

ernestogonzalez@dadeschools.net

Roxana Hurtado

Curriculum Support Specialist

184735@dadeschools.net

High School Mathematics

Ursula Garbutt

Instructional Supervisor

garbuttu@dadeschools.net

Ronald Marcelo

Curriculum Support Specialist

ronaldmarcelo@dadeschools.net

High School Science

Cristian Carranza

Instructional Supervisor

ccarranza1@dadeschools.net

Gladys Barrios

Curriculum Support Specialist

gbarrio@dadeschools.net

Thank you for all that you do for our students!