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Coaching for Progress Creating and Sustaining a Quality Practice Based Coaching Model

Coaching for Progress Creating and Sustaining a Quality Practice Based Coaching Model Sonia Fields Gutierrez, Ed.D. June 20, 2017. AGENDA Practice Based Coaching (PBC) Model CLASS for Student-Teacher Interactions Criteria for Selection of PBC Participants Results from the Field. AGENDA

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Coaching for Progress Creating and Sustaining a Quality Practice Based Coaching Model

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  1. Coaching for Progress Creating and Sustaining a Quality Practice Based Coaching Model Sonia Fields Gutierrez, Ed.D. June 20, 2017

  2. AGENDA • Practice Based Coaching (PBC) Model • CLASS for Student-Teacher Interactions • Criteria for Selection of PBC Participants • Results from the Field

  3. AGENDA • Practice Based Coaching (PBC) Model • CLASS for Student-Teacher Interactions • Criteria for Selection of PBC Participants • Results from the Field

  4. What is Practice Based Coaching (PBC)? • Intensive, research based/one on one coaching • Specific, observable goals based on CLASS data • Reflection, sharing, feedback, based on mutual goals and respect

  5. Goals of Practice Based Coaching (PBC) • Observe the teacher’s use of activities to focus on the various domains to assess understanding of the ways activities contribute to the child’s development • Identify and apply examples of the developmental domains in selected activities • Increase teacher and student interactions while improving the quality of teaching practices

  6. AGENDA • Practice Based Coaching (PBC) Model • CLASS for Student-Teacher Interactions • Criteria for Selection of PBC Participants • Results from the Field

  7. Classroom Assessment Scoring System Three Domains for K-3 • Emotional Support • Classroom Organization • Instructional Support

  8. EMOTIONAL SUPPORT DOMAIN How teachers help students develop: • Warm, supportive relationships with teachers and peers • Enjoyment of and excitement about learning • Motivation to engage in learning activities • Feelings of comfort in the classroom • Willingness to accept academic and social challenges • Appropriate levels of autonomy

  9. CLASSROOM ORGANIZATION DOMAIN How teachers help students • Develop skills to regulate their own behavior • Get the most out of each school day • Maintain interest in learning activities

  10. INSTRUCTIONAL SUPPORT DOMAIN How teachers help students • Learn to solve problems, reason, and think • Use feedback to expand and deepen skills and knowledge • Develop more complex language skills

  11. Classroom Environment • Ensuring students have positive interactions between teachers as well as with peers • Promoting use of language by engaging in casual and purposeful conversations • Classroom is a warm, welcoming environment that is conducive to learning

  12. AGENDA • Practice Based Coaching (PBC) Model • CLASS for Student-Teacher Interactions • Criteria for Selection of PBC Participants • Results from the Field

  13. Criteria for Selection of PBC Participants • Newly Hired Staff • CLASS Observation Results • Staff Requests &/or Supervisor Requests

  14. AGENDA • Practice Based Coaching (PBC) Model • CLASS for Student-Teacher Interactions • Criteria for Selection of PBC Participants • Results from the Field

  15. Results from the Field • Using CLASS data to monitor progress between coaching sessions • Providing online support through MyTeachstone • Comparison of formal CLASS observation data from fall to spring • Anecdotal notes from coaches

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