PIIC Professional Development CAIU January 28, 2013 February 14, 2013 Elementary Coaches’ Network

1. PIIC Professional Development CAIUJanuary 28, 2013February 14, 2013Elementary Coaches’ Network Nancy Neusbaum PIIC Mentor/Curriculum Specialist CAIU

2. Forced Choice Activity - Please take a sheet of paper and number 1 to 10. Write your choice for each of the following items after the given number. You MUST choose one of the offered items. (No WRITE INS)

3. 1. Coke or Pepsi?

4. 2. If you could go on a vacation tomorrow, would you go to theBeach or Mountains?

5. 3. Are you moreIntrovert or Extravert?

6. 4. If you were a car, would you describe yourself as anSUV or Sports Car?

7. 5. Are you aMorning Person or a Night Owl?

8. 6. Watching TV, do you preferComedy or Drama?

9. 7. Donut or Yogurt?

10. 8. Dogs or Cats?

11. Regarding weather, Freezing or Hot?

12. 10. Toilet paper on the roll should hang Over or Under?

13. When directed to…. Move around the room, introduce yourself to as many people as possible. Write down the person’s name on your paper and count the number of choices that you share in common. Goal is to find a person(s) in the room with whom you have the most choices in common.

14. If talent were not an issue, what would you do for a living and why? What college or university did you go to? What would be something nice to know about you? Ask your new BF 3 questions…

15. Hand UP - Pair UP Put your hand in the air and find another pair to form a ‘foursome’. Introduce your partner to the others, using the information you just heard.

16. Group Norms What do you need to make a professional development session worth your time? What norms, or success behaviors, do you need to make the learning environment productive and successful for you? CAIU Coaching wiki: http://caiu-coachesnetwork.wikispaces.com/

17. Essential Questions • What, exactly, is a coach? (Frayer on chart) • How do the partnership principles help us in our work as coaches?

18. What is PIIC? • The Pennsylvania Institute for Instructional Coaching (PIIC) model partners one-on-one instructional coaching with a targeted focus on literacy development across all content areas. • The components of the model feature job-embedded, differentiated professional development, mentoring, and networking. Resource Guide: www.instituteforinstructionalcoaching.org/

19. PIIC’s 4 Quadrants

20. “As the number of changes multiplies, and as the time demands increase, people approach a dysfunction threshold, a point where they lose the capacity to implement changes.” Darryl Conner, Managing at the Speed of Change

21. Do Now • Write 5 lines that describe your role as an instructional coach. • Turn to a partner and share. • Share with the group.

22. What is a coach? Watch this short clip. What are the actions of this coach? What makes him a true coach?

23. http://www.youtube.com/watch?v=Em9wR9e5emY

24. What is a coach? What were the actions of Maurice Cheeks, then head coach of the Portland Trailblazers? What made him a true coach in this instance? How can we use these actions to define “coach?”

25. What coaching is NOT… It is not about fixing someone. No one is broken. No one needs ‘fixing’. It is not about giving advice… Not about providing ‘constructive criticism’ Not about making judgment Not about providing an opinion Stephen Barkley, Quality Teaching in a Culture of Coaching

26. “All instructional coaching is a vehicle for differentiated professional learning and a catalyst for school reform. The coach creates the environment within which teachers are willing to try new approaches.” • ~Jim Culbertson, • Foundations, Inc.

27. 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)

28. 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.”

29. Partnership Principles • Equality • Praxis • Dialogue • Choice • Voice • Reflection • Reciprocity • - Jim Knight, “Instructional Coaching”

30. Expert Jigsaw • Using the Partnership Learning text by Jim • Knight, read the pages assigned to your number . • Work with your BF on an assigned principle. • Reflect on what you have read and summarize in 2or 3 key points. • Design a symbol or drawing that illustrates the principle and draw it on your poster.

31. Sharing our Work • Review posters as each participant explains the significance of the symbol and key points. • Offer suggestions on applying the principle. • Reflect on implications of each principle for your practices as instructional coaches.

32. Essential Questions • So, what is your definition of a coach? • How can the partnership principles help us in our work as coaches? • What are some topics you would like to include in future meetings? (April 8)

33. 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.

34. Closed Sort JoellenKillion’s Ten Roles of the Coach • Sort into three piles, what you might do… • Before a lesson • During a lesson • After a lesson

35. Pre-conference for planning successful instruction with individuals or team of teachers • co-teaching • modeling • observing • note taking The BDA Coaching Cycle Before During After • offering feedback through reflection and conferences

36. 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

37. 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

38. 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

39. 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.

40. 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?