Instructional Coaching Administrative feedback

1. Instructional CoachingAdministrative feedback Melanie Quave RISE Educational Services

2. “…coaching associated with student achievement gains is usually conducted as a part of a coherent school reform effort. Joyce and Showers first documented the impact of coaching in professional learning (1987) arguing that 90 percent of learners would transfer a new skill into their practice as a result of theory, demonstration, practice, corrective feedback, and job embedded coaching” Draft ELA/ELD Framework May-June 2014

3. At the heart of inconsistent student achievement results lie inconsistent instructional practices.

4. Nurses must take 30 continuing education units every 2 years How do we calibrate our practices in education? Lawyers take a re-certification test every 5 years. Nuclear Supervisors have to take a certification test every 6 months. Doctors take boards in all specialty areas every 10 years.

5. As Elmore observes, we are too quick to assume that good teaching is a “mysterious process that varies with each teacher” (2000, p. 16) Allan Odden and Marc Wallace observe that “improved classroom instruction is the prime factor to improve student achievement gains” (2003, p. 64) Schmoker (2011, p. 51)

6. If the definition of excellence is not widely understood… they can easily fall into the trap of elevating practices that might be considered a normal and expected part of a competent teacher’s work. Platt et al The Skillful Leader (2000: 25)

7. Time will need to be spent monitoring BOTH lesson design and delivery AND activities. Over the course of the year, you should see, and grow comfortable with, fewer lessons and more activities. We’ll need a well defined rubric for what each should look like.

8. Common Core • Rigorous clean lessons • Increasingly complex layered activities where students apply previous learning

9. Year at a Glance Trimester 1 Trimester 2 Trimester 3 SBUS 1 SBUS 2 SBUS 3 SBUS 1 SBUS 2 SBUS 3 SBUS 1 SBUS 2 SBUS 3 Layer skills from previous SBUSs together in activities to combine skills throughout the year.

10. Distributive Practice Layered Activity Assessment Frontloading Safe & Structured Community Nonstandard Based Activities That Promote Safe Schools, Community and Collaboration Goal: 10% of instructional time

11. 5 Features of professional learning critical to increasing teacher knowledge and skills and improving their practice which holds promise for student achievement… • Content focus –there is a direct link between academic subject knowledge, improved practice and student achievement • Active learning – teachers observing others or being observed themselves, providing and receiving reflective feedback • Coherence – is it aligned to the districts initiatives? • Duration – sufficient time is spent to promote teacher pedagogical changes and is observable in instructional practice • Collective participation – collaboration in grade-level and school teams Draft ELA/ELD Framework for second public review May-June 2014

12. Coaching Purpose Push Perspective • To assist a teachers in gaining higher retention and achievement in their classroom • To further your BBDI common language • Share effective practices observed • Choose one/two next steps to practice based on structural elements first then refinement • Observe the lesson from the perspective of what is being provided for the student brain during the critical parts of the lesson

13. TEACHERS LEADING JoellenKillion

14. The deeper your knowledge of lesson design and delivery – The more effective the conversations surrounding instruction.

15. Paint broad strokes first When giving feedback first focus on the BBDI elements that have the largest effect on student achievement Learning Objective Matching Independent Practice Visual and Meta-Cognitive Modeling Gradual Release Authentic Checking for Understanding

16. ? Learning Objective:Compare and Contrast a firsthand and secondhand account of the same event Students are reading and highlighting a firsthand account of the Gold Rush. Teacher tells students that tomorrow they are going to read the secondhand account of the same event.

17. ? Learning Objective:Recount stories and determine their central lesson or moral2nd RL 2 Directions: Read the fable, Tortoise and the Hare, and determine the moral of the story. Write a sentence that justifies why you chose your answer.

18. Teacher completes 1 model with steps and then starts guided practice. Without the second model, the students' brains will not be able to form a complete pattern. They will form a pattern from the one variation that was shown and try to apply it to all problems. Teacher completes 2 models but does not provide a think aloud or the steps are not visible. The steps break down the process or the thinking. If they are not visible the students working memory is usurped by trying to remember the steps as well as do the task. The teacher calls on students to give answers during the models or allows the students to participate in some way. The students need to see the expert do the task twice so they can form an accurate pattern. "Sharing" the sandwich can also cause the teacher to extend the modeling past the first OWL. What Why

19. Gradual Release “Drop ‘N Go” “Never Release”

20. In a lesson, key ideas to keep in mind regarding checking for understanding You need to know who doesn’t know and what they don’t know- not what they think they know, or you assume they know.

21. Once the structure of the lesson is solid refine the details Big Idea development Pacing/Time Preview/Review Nature of Release Closure Integration of various strategies

22. Big Idea • Define attributes of what I am to know or do (example: Setting is when and where the story takes place…) • What is it? • Why it important/why do we do this? “Good readers ……..” • Example to create context • Non example if appropriate

23. Concept Review OWL 1 Closure OWL2 Skill / Model Learning Objective T T T T Degree of Retention T Guided S Preview S Practice S S S 10 0 40 20 30

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25. Learning Objective? Modify Big Idea? Independent Practice How do I do it or think about it? Move on to next LO/Concept/Big Idea

27. PURPOSE: To build common language and improve instructional practices PROCESS: Lesson Feedback

29. Common Core • Rigorous clean lessons • Increasingly complex layered activities where students apply previous learning

30. Attributes of Meaningful Activities • Application of multiple skills to a single task (real life) • Level of rigor of activity at least matches initial DOK • Clear focus; intentional outcomes • Constructive feedback • Knowledge, skills, disposition, practice at student level • Rubric communicated • Equitable accountability • 21st century skills

31. Layered Activities Defined

32. ACTIVITY FEEDBACK PROGRESSION PURPOSE: To build common language around structured, purposeful activities that prepare students for the rigor of the SBAC

33. You are not giving feedback as to whether they are a “good” teacher… You are giving feedback on grounded clinical practices that provide a beneficial impact on student achievement.