The SIOP Coach & Cognitive Coaching Basics

1. The SIOP Coach&Cognitive Coaching Basics Tools and Strategies to Promote and Guide Professional Collaboration and Growth Cognitive Coaching: A Foundation for Renaissance Schools, by Arthur L. Costa and Robert J. Garmston Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.

2. Content Objectives Participants will: • Discover the roles, skills, and knowledge of the SIOP Coach • Know which model is used for SIOP Coaching • Explain the relationship between the coach and the SIOP teacher • Identify the types of language used in coaching conversations • Know when to use each of the three types of coaching conversations Language Objectives • Participants will be able to: • Brainstorm and write the roles of a SIOP Coach • Engage in coaching conversations to explain the SIOP Model • Reflect on and discuss the coaching conversation • Listen to coaching conversations to record coaching language used • Read to learn about the goals of Cognitive Coaching LCPS Professional Development - 2010

3. SIOP Guidance for Leaders In general, SIOP Teacher Leaders and District Leaders are expected to: 1. Support the SIOP Model in positive and productive ways 2. Attend school and district meetings to plan for, promote, implement, and sustain the SIOP Model  3. Develop and deliver "mini" sessions for teachers in your building to facilitate a deeper understanding of the Model  4. Visit classrooms to observe SIOP Lessons 5. Engage in meaningful and supportive coaching conversations with teachers, administrators, and district leaders related to SIOP implementation 6. Brainstorm and model strategies to sustain the use of the SIOP Model within your school. 7. Engage in continuous learning

4. District Outcomes • Student Achievement • Target group (Think about which students you really want to see improvements in and how you want that improvement to look) • Plan to collect data (test scores and learning behaviors) • Teaching and Learning • Pre/ Post Implementation data about what teaching looks like in your room, hall/dept., school (teacher directed, lecture, hands-on) • What are students doing as they learn? (engagement) • Planning and Collaboration • What does planning look like? (lesson plans, interactions, sharing, peer observations, coaching conversations, professional maturity) • District-Level Support • Identify specific strategies to support based on specific needs of students

5. Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice / Application Lesson Delivery Review / Assessment The SIOP Model See handout Introduction BLM #10

6. Definition of Sheltered Instruction A way to make grade-level academic content more accessible for English language learners and all learners while at the same time promoting their English language development. LCPS Professional Development - 2007

7. Makes grade-level academiccontent more accessible • Attends to students’ language needs • Adapts content • Modifies text and assignments • Draws on student background experiences LCPS Professional Development - 2007

8. Why SIOP? • Framework vs. hierarchy • Room for creativity • Comprehensive • Connects any content with language skills • For all grades, K-12, and all language proficiency levels • Research-based LCPS Professional Development - 2007

9. What is a SIOP Coach? • Think about the word, “coach”… • What meaning does this word have to you? • Complete the Word Splash! Coach

10. What is a SIOP Coach? Word Splash! ________

11. Word Splash! ________

12. Selecting a SIOP Coach? District Level Coach Site Facilitator Not an Evaluator Teacher Mentor External Staff Developer Peer Teacher Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.

13. Knowledge Base for a SIOP Coach • Deep Knowledge of the SIOP Model • Basic Understanding of Second Language Acquisition and Literacy Development for Children and Adolescents • Knowledge of ESL Methods • Experienced in Teaching • Basic Understanding Content Area Curricula • Leadership Skills • Coaching/ Mentoring Experience Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.

14. Attitude/ Disposition of the SIOP Coach • Encourage or facilitate teacher collaboration • Share a positive vision for teaching collaborative learning • Become a leader in the school • Serve others • Help as needed • Be willing to reflect and share openly • Be honest open and transparent to teachers Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.

15. Your Approach • Cognitive Coaching • Lesson Study • Critical Friends • A Hybrid Approach Trust, Respect, Mutual desire to grow professionally Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.

16. What is Cognitive Coaching? Cognitive Coaching is a form of mediation that may be applied to professional interactions in a variety of settings and situations with the intention of enhancing self-directed learning. The skills may also be used in classroom mediation to enhance students' self-directed learning. Unique to this coaching model are what Costa and Garmston call Five States of Mind - efficacy, flexibility, consciousness, craftsmanship and interdependence. These are internal resources used by the coach. Source: http://www.cognitivecoaching.com/

17. Cognitive Coaching has been implemented across six of the seven continents of the • Many districts have trained administrators and mentors to use the model as part of professional supervision processes • Teachers use the model to peer coach one another and with students in classroom settings • Cognitive Coaching provides a framework and tool kit for working with adults and students in a manner which supports their becoming self-monitoring, self-managing and self-modifying. Purpose and Use

18. Use of Coaching Skills • Planning Conversations • Problem-Solving Conversations • Reflective Conversations • Before and After Classroom Observations • During Lessons with students • Faculty Meetings • Team meetings • Parent Meetings/Conferences

19. Cognitive Coaching with SIOP • Develops less dependence on the coach and develops expertise in the practitioner • It is not just about reflection, but it gets teachers to do independent thinking • The teacher begins to see that he/she can do this Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.

20. The Coaching Context • Coaching without Observations • Team Planning • Lesson Demonstrations • Coaching with Observations • Walkthroughs • Full observations • Conference-Observation Cycle • Pre-observation: Planning Conference • Observation (collect data, record data) • Post Observation: Reflective Conference Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.

21. Your SIOP Teachers Ready-to-go Group • Eager to try new things • Will join in and try everything you suggest • Confident • May want all of your attention • Want to learn • Will soon become coaches themselves SIOP SIOP SIOP Coach

22. Your SIOP Teachers Wait-and-see Group… • Want to improve their teaching but cautious about change • Will want to start later or next year • Look for quick results • May be hesitant to stand out in front of others

23. Your SIOP Teachers Put – on –the-brakes Group -Will avoid the SIOP Coach -Want nothing to do with SIOP -Have a history of resisting initiatives -Will tell you why it won’t work

24. Types of Coaching Conversations • Planning • Clarify goals • Outlines strategies • Identify success indicators • Reflecting • Summarize outcomes • Recall supporting indicators • Analyze • Discuss new learning • Problem-Solving • Helps the person see the issues better • Helps the person to identify possible options • Allows the person to articulate what they really want the outcomes to be Reflect on the Coaching Process at the end of each conversation.

25. Maps for Coaching Conversations(Remember to: Pause, Paraphrase, Probe, Inquire, and Pay close attention )Planning Reflection Problem-Solving Cognitive Coaching: A Foundation for Renaissance Schools, by Arthur L. Costa and Robert J. Garmston

26. What Are Some Benefits? Specific skills will be enhanced in: • Developing trust and rapport in relationships • Questioning for mediation of teacher thought processes • Using effective response behaviors to enhance teacher cognitive processes • Using coaching skills to enhance collaborative relationships • Applying five states of mind to enhance teacher self-directedness • Developing teachers' autonomy and sense of community by increasing their efficacy, craftsmanship, consciousness, interdependence and flexibility • Distinguishing between coaching and evaluation

27. Date: Time: Location: Persons Involved: Topic of Discussion: Strengths/ What’s Working Current Focus/ Challenge LCPS Collaborative Conference LogPre/ Post Observation or Other Additional Notes: Next Steps… Support/ Resources Date for follow up: Initials: _____________________________ Staff: __________________________________

28. What’s Working?

29. Initial Coaching Conversation Guide SIOP Sheltered Instruction Observation Protocol Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice / Application Lesson Delivery Review / Assessment • Greeting/ Introductions • My name is… • My responsibility/ Role • I am a School Leaders for SIOP. My role is to… • Purpose of our meeting • The purpose of our meeting today is … • Type of Conversation: • Planning • Reflection • Problem-Solving • Key points to address • Closing • How might I support you next? • How has this conversation helped you? Sheltered Instruction - A way to make grade-level academic content more accessible for English language learners and all learners while at the same time promoting their English language development. • Why SIOP ? • Framework vs. hierarchy • Room for creativity • Comprehensive • Connects any content with language skills • For all grades, K-12, and all language proficiency levels • Research-based Role of the SIOP Coach To Facilitate the implementation of the SIOP Model in Schools To Encourage or facilitate teacher collaboration To Share a positive vision for teaching and collaborative learning To Help as needed To guide reflection and share openly To build and promote trust and professionalism in the profession Designed by: TGC,PD Specialist, LCPS- 2010

30. Keep a journal of your implementation of the NC Guide to the SIOP Model • Audiotape / videotape yourself and rate yourself using the SIOP protocol. Reflections