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The Coaching Cycle: Before, during, after. Christina Steinbacher-Reed. What the Research Says. full-time, site-based professional developer that works directly with teachers to help them incorporate research-based instructional practices (Knight, 2007). The big picture.

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Presentation Transcript
what the research says
What the Research Says
  • full-time, site-based professional developer that works directly with teachers to help them incorporate research-based instructional practices (Knight, 2007).
where are you on the continuum
Where are you on the continuum?
  • Remember, these types are not mutually exclusive
  • Successful coaches can analyze the context and select a style that is most appropriate for the situation.
  • Which style do you think is more effective with veteran teachers? How about with new teachers?
  • How about working with a teacher from a content area in which you have little or no background?
how to say it like a coach kathy kee
How to Say it Like a Coach – Kathy Kee
  • Review the NSRF protocol – Three Levels of Text Protocol
  • Read the article and highlight short passages that really resonate with you
  • Work with a small group and use the protocol to discuss the text
questioning strategies
Questioning Strategies
  • Meditative Question in a B-D-A context
  • NSRF Probing Questions
  • Demonstration Questions
before
Before
  • Purpose of the lesson
  • Instructional strategies that are going to be used
  • PLN framework—the Five Critical Experiences and the Four Lenses of Learning or the school
  • district’s adopted instructional model—as means for organizing the lesson
  • Formative assessment strategies to be used
  • Evidence of student engagement and learning
  • Specific focus areas on which coach should concentrate
let s watch
Let’s watch!
  • Observation of a ‘Before’ conversation
  • Note the questions the coach uses and how the teacher responds
  • Discuss your thoughts with a partner
your turn
Your turn!
  • With a partner, practice a before conversation. Think about something that you are currently a planning (lesson, PD, dinner, etc).
  • One of you assume the role of the coach, the other as the coachee.
during
During
  • Teacher’s purpose for the lesson
  • Evidence of student engagement and learning
  • Evidence of implementation of the literacy framework and/or core instruction model
  • Evidence of formative assessment strategies
  • Specific focus areas agreed upon during the pre-conference
let s watch1
Let’s watch!
  • Observation of a ‘Before’ conversation
  • Record notes as though you were the coach
  • Discuss your notes with a partner
  • How would you approach this teacher in the ‘after’ reflective conversation?
after
After
  • Things that went well based on the teacher’s purpose of the lesson
  • Evidence of student engagement and learning
  • Other learning experiences for the teacher during this lesson as agreed upon during the preconference
  • Things the teacher wants to continue working on
  • Date for next pre-conference, classroom visitation, or follow-up conversation
let s watch2
Let’s watch!
  • Observation of a ‘Before’ conversation
  • Note the questions the coach uses and how the teacher responds
  • Discuss your thoughts with a partner
  • What might you do differently?
your turn1
Your turn!
  • With a partner, practice a reflective conversation. Think about something that you have just completed (a lesson, a project, a PD, dinner, etc.)
  • One of you assume the role of the coach, the other as the coachee.
reflection on the bda process
Reflection on the BDA Process
  • How are you feeling about this process?
  • Have you attempted a B,D, and/or A? How did it go?
  • Benefits?
  • Challenges?