Transcript Document
Iowa ASCD: Curriculum Leadership Academy, April 2012 Little by Little: Instructional Coaching Through RTI Presenters: Amy Russell, Professional Development Kathleen Ziegler, Instructional Coach Little by Little Written by Amber Stewart and Layn Mallow Team Time 1. Introduce yourself – name and role 2. What are you listening for, wondering, interested in hearing? What is your role? Coach • Teacher • Higher Education Staff • District/Central Office • Counselor • Principal • Department of Ed • School Administrative Support • Other • What elements are helping us move through Response to Intervention? Structures Common Assessment Cycle Defining Target and Proficiency Collaboration PD and Application (in practice) Instructional Leadership Connecting Data <-- --> Instruction RTI Differentiation Our Coaching Mission Improved student achievement through Instructional Coaching. Then Now Instructional Leadership Then Now • Common vision • Roles of principal and • Common language coach have evolved • Confidence • Coach PLC Collaboration • Refining for effective coaching • Shared experiences • Ongoing leadership PD • Learning about PLC Common Language and Vision • Vision • Expectations • Communication • Respect • Examine Data • Interactions • Learning • Organization • Plan and Problem Solve • Shared Responsibility • Walkthroughs Common Language and Vision • Meeting Focus – Instructional Leadership • New Teacher Center Training • Common learning (book studies, discussions, workshops) • Continuous improvement strategies • Focus on data/results Professional Development and Application Then Now • District modules for PD • PD Layers • Coaching aid in • Facilitation Skills professional development with individual teachers • Differentiate PD based on: • Student data • Staff feedback • Coaching as professional development across our system Staff Data and Feedback How do our teams function? Rating Scale 4 - Sustaining Stage 3 - Developing Stage 2 - Initiation Stage 1 - Pre-Initiation Stage 1. ______ Clarify purpose and goal at the start of each meeting 2. ______ State the priority/focus SLE of the meeting Solution Tree, Critical Issues for Team Consideration. 2006 All Things PLC. March 2011 <http://www.allthingsplc.info/pdf/tools/CriticalIssuesForTeamConsideration Erkens, Cassandra, et. al. The Collaborative Teacher. Bloomington: Solution Tree Press, 2008. 3. ______ Review norms at the start of every meeting 4. ______ Hold colleagues accountable to group norms 5. ______ Fill and use important roles: facilitator, recorder, time Collaboration Then Now • Working in isolation with some collaboration Isolation • PLC collaboration becoming a norm Collaboration PLC Collaboration • Team focus was different • Understand complexities • PD on effective • Focus on student learning collaboration • Building trust – to get to the learning • Data discussions • Data analysis • Coaching language • Coaching strategies Coaching Language Analysis of Student Work, New Teacher Center, Santa Cruz, 2009 ( www.newteachercenter.org) Instructional Mentoring, New Teacher Center, Santa Cruz, 2009 (www.newteachercenter.org) Modeling & Team Teaching • Plan Together • Co Teaching • Demonstration Lessons • Feedback Peer Observation and Feedback Peer Coaching What were the students doing? What will you take back? What strategies were used? What do you have questions about? Structures Then Now • Common planning • Dedicated PLC time-various purposes • PLC questions 1 and 2 • Experimenting with intervention blocks • Monthly coach meeting collaboration • PLC questions 1-4 • Intervention block in all elementary schools • Coach meeting bimonthly Student Learning Structures Collaborative Structures • Core Instruction/Tier 1 • Intervention/Enrichment Block (Tier 1 & 2) • Tier 3 • Time for Collaboration • Communication • Culture Common Assessment Cycle Then • Continuous improvement cycles: PDSA, IPDM, SINA Now • Common Assessment Cycle Defining Target and Proficiency Then Now • Beginning to define • Clarify learning and use learning targets • Scaffolding targets • Define proficiency prior to instruction Connecting Student Data Instruction Then Now • Discuss learning • Teaching learning • Discuss teaching • Tools to focus on learning for all x x x Differentiation Then • Varied by teacher and school Now • Professional Development in progress • Considerations • Application to the 4 PLC questions • DI element connectedness Differentiated Instruction What elements are helping us move through Response to Intervention? Structures Common Assessment Cycle Defining Target and Proficiency Collaboration PD and Application (in practice) Instructional Leadership Connecting Data <-- --> Instruction RTI Differentiation Thank you for joining the conversation! We love to share and learn from others. Feel free to contact us about questions, comments, or ideas! Amy Russell, Professional Development [email protected] Kathleen Ziegler, Instructional Coach [email protected] Resources New Teacher Center • The New Teacher Center is dedicated to improving student learning by accelerating the effectiveness of teachers and school leaders. Providing comprehensive mentoring and professional development programs. Santa Cruz, California • http://www.newteachercenter.org/index.php • Wisconsin New Teacher Center http://www.ntcwi.org/index.html • Sharon Nelson, Senior Director http://www.ntcwi.org/bios.html Cassandra Erkens • Casandra Erkens • Anam Cara Consulting, Inc. http://www.anamcaraconsulting.com/index.php • Solution Tree Professional Development • http://www.solution-tree.com/Public/ProfDev.aspx • Process for Common Assessments • The Collaborative Teacher. Bloomington: Solution Tree Press, 2008. Solution Tree, • Critical Issues for Team Consideration. 2006 All Things PLC. March 2011 <http://www.allthingsplc.info/pdf/tools/CriticalIssuesForTeamConsideration