Instructional Coaching Training Great Bend—June 2015

1. Instructional Coaching TrainingGreat Bend—June 2015 Carol Panzer Southwest Plains Service Center carol.panzer@swplains.org

2. Introductions Helping teachers improve studentlearning

3. Teaching is an opportunity to band together with others who deny the common assumption that demographics determine destiny. Sean Mccomb 2014 National Teacher of the Year

4. Objectives for the Day • Clarify vision of the IC PLCs • Write norms for the PLC • Dig deeper into CCRSS • Tie district initiatives in to CCRSS • Share resources to support Instructional Coaches Helping teachers improve studentlearning

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8. Professional Learning Communities: A Quick Review • Shared Mission, Vision, Values, and Goals • Collaborative teams focused on LEARNING (students and teachers) • Collective inquiry (Best practice and current reality) • Action orientation and experimentation • Continuous improvement (student and teachers) • RESULTS ORIENTED Helping teachers improve studentlearning

9. Four Critical Questions • What do we want each student to know? • How will we know when each student has learned it? • What will we do if a student has difficulties learning it? • What will we do for the students who already know it? (This question was added after the publication of On Common Ground ) • Whatever It Takes Helping teachers improve studentlearning

10. From On Common Ground • From isolation to collaboration: Frequent, continuous, and increasingly concrete and precise talk about teaching practice. • Goals of collaboration focused on achievement (achievement that is documented by data) • Recognition and celebration of superior practices and their results Helping teachers improve studentlearning

11. PLCs are about.. • Caring deeply about learning. • Feeling free to take risks. • Challenging each other and raising the expectations of everyone. • Respecting and valuing perspectives other than their own by seeking and valuing every member’s input. Helping teachers improve studentlearning

12. Intentional in seeking to do the work better. • Aggressive in continually building capacity of each member to work smarter. • There should be some urgency in our drive to improve student learning. Helping teachers improve studentlearning

13. Creating Norms • On separate pieces of paper write down 3-5 non-negotiables that you want to have as your PLC norms—independently (no discussion) • With your colleagues, group the ideas • Evaluate and synthesize ideas into 3-5 group norms. Helping teachers improve studentlearning

14. Guiding Questions for Team Norms • Are we clear on the commitments we hae made to each other? • Have we stated our commitments as explicit behaviors? • Have we discussed how to address the issue if we feel someone is not honoring our norms? • Do we have a plan to review the norms at the beginning and end of each meeting? Helping teachers improve studentlearning

15. PLC Report • Suggested…Administrators will review • Use it for a semester and then revise • Show samples • Create a Google Doc for agendas Helping teachers improve studentlearning

16. Paraphrase Passport Helping teachers improve studentlearning

17. College and Career Ready State Standards • In small groups, create a K—W—L for your knowledge of CCRSS • Why is it important for you as coaches to remain positive and informed about these standards? Helping teachers improve studentlearning

18. District Initiatives--Walk Through • Student engagement • Feedback/checks for understanding • Technology • Objectives posted • Activity matches posted objectives • Kagen Cooperative Learning—discuss • Student Discussion • Project/Problem-Based Learning • Building Level Targets Helping teachers improve studentlearning

19. CCRSS Shifts • Regular practice with complex texts and their academic language • Reading, writing, and speaking grounded in evidence from texts, both literary and informational • Building knowledge through content-rich nonfiction Helping teachers improve studentlearning

20. Appendix A—download or use paper copies • Literacy Coaches need to read this thoroughly and refer to it frequently • Text Complexity—Three parts and chart on page 8 • Reading Foundational Skills K-5 (syllable types) • Three types of writing Helping teachers improve studentlearning

21. Appendix A • Speaking and Listening • See last paragraph page 27 • Language—progressive skills (see page 31) • Vocabulary—Tiers I, II, III Helping teachers improve studentlearning

22. Debate Team Carousal Groups of 4 by building • The most important thing teachers can do to improve instruction for CCRSS is________because________. Helping teachers improve studentlearning

23. Review Webb’s DOK Helping teachers improve studentlearning

24. Depth of Knowledge • Webb’s Depth of Knowledge levels: Recall and Reproduction: Level 1 Skills & Concepts: Level 2 Strategic Thinking: Level 3 Extended Thinking: Level 4

25. Extended Thinking: Level 4 DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections—relate ideas within the content or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved. Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time.

26. The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required.

27. DOK 3-Describe a model that you might use to represent the relationships that exist within the rock cycle.(requires deep understanding of rock cycle and a determination of how best to represent it) • DOK 2-Describe the difference between metamorphic and igneous rocks.(requires cognitive processing to determine the differences in the two rock types) • DOK 1-Describe three characteristics of metamorphic rocks.(simple recall) Same verb—three DOK levels

28. Multidisciplinary Performance Task (MDPT) Helping teachers improve studentlearning

29. MDPT • Your experience • How does it fit with DOK4? • What preparation did you have? • What do you need? • How can you support other teachers? Helping teachers improve studentlearning

30. Appendix B Helping teachers improve studentlearning

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32. Individual Plan Time • Think of one teacher or grade level you will be working with. • Select a familiar piece of literature. • Plan an activity that fits one of the samples in Appendix B • How are you including the district targets? Helping teachers improve studentlearning

33. Appendix C Helping teachers improve studentlearning

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37. Individual Plan Time • Look at your appropriate grade level samples • Consider the MDPT rubrics • Consider the 6 Trait Rubrics • Consider district targets • On Demand or Writing Process • Quick Writes to check for understanding • Exit Cards • 21 • Debate Team Carousal • The 3-sentence Wrap-up (summary)  Helping teachers improve studentlearning

38. Assessments • Learn what assessments your teachers use • Consider questions to ask about how the data is being used • Plan how you can support the use of data to drive instruction Helping teachers improve studentlearning

39. Life-long Learners • What are you reading for pleasure and relaxation? • What are you reading professionally? • What blogs do you read or who do you follow on Twitter? • How important is it for you to stay current?

40. Resources • College and Career Standards and Appendices A, B, C • Newsela.com • Readworks • Engageny.org • From Jennifer: http://www.livebinders.com/shelf/search?search[type]=1&terms=livejenander101&commit=Search

41. Questions • In groups come up with one question you have about your role as an instructional coach. Helping teachers improve studentlearning