Transcript web.harrisonburg.k12.va.us

Harrisonburg City Public Schools
Instructional Coaching
for Modern Learners and
Teachers
Staci Hartman, K-12 Literacy/Title I &
Instructional Coaching Coordinator
Margot Zahner, Secondary Literacy Instructional Coach
Tanya Butler, Elementary Instructional Coach
High 5/5
1. Introduce
yourself
2. Share your
quotation and
reaction
3. Describe your
interest in
Coaching
What do all of these people have in
common?
What comes to mind when you think of a
Coach?
Session Goals
Present HCPS Instructional
Coach model
Demonstrate coaching
Share resources
Harrisonburg City Public Schools
Student Diversity
*One of highest Limited English
Proficient (LEP) populations in VA
*~5,000 total students, 35% of those
students are Limited English
Proficient.
*43 different countries and 51
different languages represented.
* 68% Free and Reduced Lunch
recipients
HCPS Division Professional
Development Goals 2013-2014
•
Professional development and growth for
all staff
o All staff will have a targeted professional
development plan based on their
professional goals and the needs of our
students.
o By January 2014, HCPS will design a
three-year new teacher and leadership
mentoring program.
Effective Professional Development
is intensive, ongoing and connected
to practice; focuses on the teaching and
learning of specific academic content; is
connected to other school initiatives and;
and builds strong working relationships
among teachers.
Darling-Hammond, L., Wei, R.C., Andree, A., Richardson, N., and Orphanos, S. (2009). Professional Learning in the
Learning Profession: A Status Report on Teacher Development in the United States and Abroad (PDF).
FIND SONG BUDDIES!
Haven’t Met you Yet!
Find a different
partner for each
song.
Write your names
on each other’s
papers.
You’ve got a Friend in Me
Happy Together
Find your “Just Haven’t Met You Yet” buddy.
How are your district needs similar or different from
HCPS?
Traditional Professional Development
vs Instructional Coaching
HCPS and the
Partnership Approach
“Instructional coaches are onsite
professional developers
who work collaboratively with teachers,
empowering them to incorporate
research-based instructional methods
into their classroom.”
~ Jim Knight
What Coaching IS and IS NOT
A Coach is NOT a colleague
A Coach is a colleague who…
who…
listens and remains confidential.
reports confidential conversations to the
office.
co-plans with a teacher.
plans lessons for a teacher.
co-teaches or models a strategy.
teaches a lesson without the teacher
present.
provides resources to a teacher.
makes copies for teachers.
observes teachers and offers feedback to
improve teaching.
evaluates teachers. Coaches are not
administrators.
makes suggestions to improve
instruction.
is there to “FIX” things.
Jim Knight’s Partnership Principles
Equality
Choice
Voice
Teacher and
Instructional
Coach
Dialogue
Praxis
Reflection
Reciprocity
Instructional coaches are not involved in teacher evaluations.
Inspiration!
Next Steps
Allocation of Time Goal
• 70% Direct Collaboration &
Partnership with Teachers:
–
–
–
–
–
–
–
–
–
Planning (Lessons/Units)
Analyzing Student Data
Observing Classrooms
Providing Feedback
Modeling/Co-Teaching
Facilitating Peer Observations
Providing Staff Development
Creating/Providing Resources
Research
• 30% Other:
–
–
–
–
Administrative Meetings
Prep Time
Non-Coaching Activities
Training
Instructional Coaching Log
Instructional Coaches Can Help. .
.
Locate/
Create
Resources
Co-plan
lessons
and units
Arrange Peer
classroom
visits
Co-teach
lessons
Share
instructiona
lstrategies
Analyze data
Develop
assessments
Classroom
Management
Strategies
Craft
SMART
goals
1. Enroll Teachers
Teacher Reflections about
Instructional Coaching in HCPS
Instructional Coach Focus Areas
I. Individual
Coaching Cycles
II. Professional
Development
Management
PLC meetings
Content Planning
Faculty meetings
Lesson Planning
Conferences
Assessment
Effective PD requires time
PD initiatives that showed positive effects included
30 or more contact hours.
Effective professional development requires
considerable time, and that time must be well
organized, carefully structured, purposefully
directed, and focused on content or pedagogy or
both.
Guskey, T.R., and Yoon, K.S. (2009). What Works in Professional Development? (PDF) Phi Delta Kappan, 90(7), 495-500.
Instructional Coaching Cycle
Take
Action
Collect
Data
Partner
with
teachers
Identify
focus
Reflect
Find your “You’ve Got a Friend in Me” partner.
What are the highest leverage focus areas for
professional learning in your school?
2. Identify Focus Areas
Jim Knight’s “Big Four”
Management
Planning
Instructional Strategies
Assessment/Data Analysis
Classroom Management Ideas
Collaborative Teaching
The Unit Organizer
4
Here}
Content{Type
Planning
& Lesson Planning
LAST UNIT /Experience
2
1
{Type Here}
8
UNIT
SCHEDULE
{Type Here}
5
3
NEXT UNIT /Experience
{Type Here}
UNIT
MAP
{Type Here}
6
{Type Here}
UNIT
7
1. {Type Here}
2. Why?
3. What?
CURRENT
CURRENT
UNIT UNIT
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
{Type Here}
NAM
E
DATE
BIGGER PICTURE
Learning Strategies
Increase Student Engagement
Academic
Discussion/Conversations
Cooperative Learning
Inside/ Outside Conversation
Student Choice in Reading
Pairing Fiction & Nonfiction Text
Movement & Dance
to Learn Ser y Estar
Formative
Assessments
Exit Slips to Check Understanding
Reading Google Document
SOL SPBQ Analysis
Purpose & Goals
Analyze 2011 Reading SOL results by
question category to find areas of
strength and areas for growth both by
grade and with the school as a whole.
Strategize how to best instruct students
in top 3 areas identified for growth.
SOL’s are imperfect,
not comprehensive and changing.
AALL the Things We Want
THMS Students to Learn,
NOTE for 6-8th grade
Be Able to Do,
1. The percentage of non-fiction items
44%
and Be
questions
compared to fiction items
questions
What
20
38%
SOLs
17
Measure
2. The number of word analysis questions
questions
3. The number of field test items
18%
8
18%
Reflection & Questioning
LEVELS of QUESTIONING
Clarifying
Tell me about how you group students for. .
Probing
What kind of results do you think you’ll get by.
Reflective
How has this experience changed your. . .
Whole School Professional
Development
Initiatives
Pictures
of each &
word
Teacher-Led “Instructional 10” at Faculty
Meetings
Book Study
Next Steps for our HCPS Coaching
Program
❖ Continued measurement of impact on
student progress
❖ Targeted growth of coaching with a
focus on new teacher support
❖ Continued staff development for
coaches
Data on Coaching
What HCPS teachers say about
working with an instructional coach