Transcript Implementing Effective Coaching Strategies

Presented by:
Education Transformation Office (ETO)
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Effective coaches have to care
deeply about teachers and
students, and they also clearly
have to communicate to others that
they care.
Each one of you holds the “KEY”
to success.
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Silence cell phones, please no text messaging or
internet use
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Participate and share
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Listen with an open mind
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Ask questions
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Work toward solutions
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Use time effectively
Group Objectives:
•Have a thorough understanding of
coaching responsibilities
•Develops a sense of instructional
urgency school wide
•Develop coaching calendar based
on school needs
•Understand the purpose and
components of an effective log.
•Become more comfortable with
organization of the “Record of
Services” binder.
Agenda At-a-Glance
Time Frame
8:00-9:00
9:00-10:00
10:00-11:00
11:00-12:00
12:00-1:00
1:00-2:15
2:15-2:30
2:30-3:30
Topics
Activities
Registration and Welcome
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Role of the Coach, Way of Work and
Setting Expectations of an
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Instructional Coach
The Coaching Continuum/Cycle
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Instructional Review Process and
Elements Overview
LUNCH
Subject Area Breakout Sessions
Break
Cross Curricular Strategic Planning
and Next Steps
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Mr. Vitti – Greetings and introductions
ETO Way of work, Coaches Role, Logs, etc.
General Overview
General Overview
 LUNCH
ETO Instructional Supervisors/ETO Curriculum
Support Specialists:
 Subject Area teams will discuss challenges
and concerns
 Best Practices
 Coaching Cycle
 Goals
 Break
 Coaches will have the opportunity of cross
curricular planning by school.
 Complete a sample coaching calendar for
the upcoming week
 Questions and Concerns
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An educator who has:
 been a successful teacher in their subject area;
 a proven track record of student achievement;
 the ability to mentor, inspire and motivate
adults;
 a vision and is willing to change and adapt to
the needs of the students and teachers;
 pedagogical knowledge, content expertise
interpersonal capabilities.
What is an Instructional
Coach?
an on-site professional developer
who partners with educators to
identify and assist with
implementation of proven
teaching methods
The Instructional Coach:
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Provides initial and ongoing professional development for
classroom teachers via Professional Learning Communities
(PLC’s) such as: study groups, Lesson Study and daily follow up
support.
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Plans, develops and/or prepares Professional Development,
lessons for modeling, coaching sessions, etc…
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Assists teachers in analyzing data and then models effective
instructional strategies that target students’ needs.
The Instructional Coach:
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Co-teaches in classrooms to increase instructional density to
meet the needs of all learners.
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Mentors teachers in classrooms which includes observing and
providing feedback.
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Collaborates with teachers regarding lesson planning,
grouping for instruction, intervention strategies, and other
topics related to reading.
The constant in all of these activities is that they lead to better
instructional practices and higher student achievement…
 Keeps a log of their work and develops
a strategic weekly coaching log with
the school’s leadership team
 Keeps a “Record of Services Binder”
documenting all support services
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be assigned as a regular classroom teacher;
perform administrative functions that would
confuse his/her role for teachers;
spend a large portion of time administering or
coordinating assessments, as these tasks
prohibit the coach from impacting classroom
instruction and therefore student achievement;
model in a class where the classroom teacher is
NOT an active participant.
ACTIVE ROLE
PASSIVE ROLE
Establishes a schedule for
in-classroom coaching;
Coach waits to be “invited” into
classrooms;
Keeps a log of coaching activities and
asks principal to sign;
Keeps little documentation about the use
of time;
Works with the principal to establish
priorities for the use of coaching time.
The use of time is left to the coach’s sole
discretion.
Regularly shares the coach’s monitoring
notebook with principal;
No documentation of the coaching
process is provided or shared;
Accepts resistance as normal and knows
to work closely with resistant teachers;
Afraid of resistance and seeks to avoid
resistant teachers; sees resistant
teachers as the “principal’s problem”.
Analyzes data and student work with
teachers to assist in planning instruction
and professional development.
Coaching and professional development
experiences are not tied to data and
student work.
ACTIVE ROLE
PASSIVE ROLE
Provides explicit explanations, and
demonstrations of effective instruction
on a regularly scheduled basis
(cooperative learning, higher order
questioning, varied instructional
strategies, effective vocabulary
instruction, etc.).
Little if any classroom modeling and
demonstration are provided; prefers to
be a ‘walkthrough’ expert and primarily
observes classroom teachers.
Demonstrates superior questioning
strategies for teachers as a lever for
school wide change;
Demonstrates limited understanding of
why questioning strategies are a critical
component in teaching.
Builds capacity at the school by
broadening leadership beyond the
principal and the coach;
The principal and the coach provide
most of the school’s leadership;
Helps teachers to globalize their
learning to all contexts so professional
learning becomes the norm.
Focuses upon ‘fixing’ broken lessons;
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Take a few minutes and share with
your group:
 the successes you have experienced
 the challenges you have faced
 the solutions you have implemented
or suggested solutions
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As a table group, write some of
those thoughts on chart paper.
Work with teachers to plan, implement and to
reflect on literacy instruction using the Florida
Continuous Improvement Model (FCIM)
 Model best practices in professional development
sessions
 Meets regularly with the leadership team to analyze
data and assists the team in developing strategic
action plans and content based initiatives for the
year to improve student achievement.
 Assist teachers in interpreting formative and
summative assessments
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Work with teachers to ensure that research based
programs and strategies are implemented with
fidelity
Provide daily coaching and mentoring support to
all content and/or reading teachers including ESOL
and ESE
Implement/Facilitate the Lesson Study process
Attend bi-weekly professional development to aid
in increasing knowledge in best practice strategies
for content area instruction
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powerful, proven practices
interventions & enrichments
coaching continuum
data analysis
job-embedded professional development
effective dialogue
reflections
networking
Lesson Study
What is it?
An observation technique that allows the observer
to record “snapshot” information on the effective
elements of a classroom including instructional
strategies, standard-based objectives, aligned
instructional materials, level of cognitive
interaction, classroom displays and resources,
student engagement, and more.
Why do it?
The classroom walk through provides a powerful
tool for instructional leaders to gather information
for the purposes of coaching, program planning,
and professional development. The visit is to also
help teachers improve their instruction and
identify the best teaching practices at your school.
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How do we ensure the coach’s time is used
for maximum benefit?
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What do you believe are the most important
ways coaches spend their time?
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What do you consider to be direct
instructional support of teachers?
What percentage of the coaches’ time
will be spent providing direct support?
Eighty percent of your time should be
spent providing direct, instructional
support to classroom teachers.
Consider
Time
Allocations
Coaches’ Recommended
Time Allocation Percent Distribution
What portion of the coaches’ time will be spent in each of these roles?
Coaching Responsibilities
Approximate Coaching Time
Percentage
Professional Development
(Department, Grade Level)
Planning
Modeling Lessons
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Coaching
Coach-Teacher Conferences
Data Reporting
Data Analysis
Meetings
Knowledge Building
Managing Materials
Other
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An effective Instructional
Coach differentiates
professional learning
opportunities by thinking of
coaching as a continuum.
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CONTINUUM OF COACHING
Interactive coaching
Intraactive coaching
Increased external scaffolding
Decreased external scaffolding
Subject-centered pedagogy
Solution-seeking andragogy
Transformation may occur when teachers or his or her coaches are provided opportunities to
observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence.
Note: The term observation lesson has been used to replace
demonstration lesson to denote the opportunity being
provided versus a model lesson to emulate.
adapted from
K. S. Froelich & E. A. Puig, 2010, p. 128
The Literacy Leadership Team:
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Sustaining and Expanding Success
CONTINUUM OF COACHING
Interactive coaching
Facilitate a
workshop or
session to
improve
learning and
instruction
Provide an
observation lesson
to improve learning
and instruction
Intraactive coaching
Co-teach with a host
teacher in an
observation classroom
to improve learning
and instruction
Confer,
observe, and
debrief to
improve
learning and
instruction
Facilitate a study
group or literacy
leadership team to
investigate adaptive
challenges to
improve learning and
instruction
Facilitate action
research to seek
resources after
reflection to
improve learning
and instruction
Increased external scaffolding
Decreased external scaffolding
Subject-centered pedagogy
Solution-seeking andragogy
Transformation may occur when teachers or his or her coaches are provided opportunities to
observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence.
Note: The term observation lesson has been used to replace
demonstration lesson to denote the opportunity being
provided versus a model lesson to emulate.
adapted from
K. S. Froelich & E. A. Puig, 2010, p. 128
The Literacy Leadership Team:
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Sustaining and Expanding Success
Co-planning;
Co-teaching;
Collaboration
Preconference;
Observation with
feedback;
Modeling/Debrief
Action
Research;
Book
Studies;
Lesson
Study
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How will an Instructional
Coach know when to shift on
a continuum?
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Think of a real school scenario.
Share with an “elbow-partner.”
Consider a coaching point based on the
scenario.
 Where on the continuum of coaching
would you start and why?
 Be ready to share with whole group.
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Differentiation is key!
Allow participants choice based on their own
personal needs
Workshop
Observation Lesson
Co-teaching
Confer, Observe, Debrief
Study Group
Action Research
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Facilitate a
Workshop
Confer,
Observe,
Debrief
Observation
Lesson
Co-Teaching
Study Group
Action
Research
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Facilitate a Workshop
 Professional development should reflect the
needs of the school.
 Often, successful professional development is
conducted by “in house” presenters.
 Faculty perception of “professional development”
should be changed from something that the
teacher “has” to attend to something they “get”
to attend.
Facilitate a
Workshop
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Observation lesson
 An observation lesson alone will not have
much impact on learning unless it includes
time to debrief.
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Co-teaching
 Conversation is the key.
Observation
Lesson
Co-Teaching
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Observation lesson
Coach meets with the teacher
prior to lesson
Teacher is an observer during
the lesson
Coach and teacher debrief
and discuss
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Co-teaching lesson
Coach meets with the teacher
prior to lesson
Teacher leads the lesson
alongside the coach
Coach and teacher discuss
the lesson and plan the next
together
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Collaborative Research in practice
Research seeking resources after reflection
Goal is to improve teacher instruction and
delivery
Goal is to improve student achievement
Action
Research
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Study Groups
 A study group is a small group of individuals
who meet on a frequent and regular basis to
explore the interests of the group based on
the strengths and needs of the students.
Study Group
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Confer, Observe,
Debrief
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Pre-Conference
PostConference
Observation
Observation
Plan/Model
Lesson
Co-Teach
Day
Task
1
Pre-Conference/Coach observes the
teacher
Coach models the entire instructional
block using required components
Coach and teacher co-teach
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3
4
Coach observes the teacher
again/Debriefing
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Prioritizing Support
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 Teacher needs may be
Developing Calendars
 consider time allocations
identified:
 Coaching Cycle
▪ when analyzing data
▪ from administrative
walkthroughs
▪ classroom visits
▪ teacher request
 what your week will look
like
 testing Calendar
 holidays/Special Events
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Modifying (be flexible)
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Meet with the administration, discuss
observations from walkthroughs.
Prioritize teachers based on observation and
data points
Begin support with new teachers first.
Consider the coaching cycle and continuum
while developing calendar.
Red Flags appear if only one part of the cycle
is present.
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The calendar should be the starting point to
strategically plan the work that will occur on a
week by week basis
The Log is an actual record of the work that
occurred.
The log becomes a reflection piece for the
coach and a guide to move to next steps.
INSERT BLANK TEMPLATE
This will be used as a calendar and then expanded as a log of
your work completed during the week.
INSERT TEMPLATE with CALENDAR
FILLED
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Insert template with calendar and log
completed
Category
Description
Professional
Development
Providing or facilitating professional development sessions such as workshops,
trainings, learning communities to increase educator’s mathematical knowledge
Planning
Planning, developing and/or preparing professional development sessions.
Coaching Model
Modeling/Coaching/
Conferencing
Coaching (pre-conference, modeling/co-teaching/observation, and post
conference) teachers in classrooms.
Data Analysis/Data
Reporting
Assisting teacher in interpreting data including diagnostics test, embedded
assessments and FCAT. Compiling Data Reports.
Meetings
Attending school, area and district meetings regarding mathematics issues.
Knowledge Building
Remaining current in trends of mathematic education through personal study or
professional development sessions.
Other
List other duties as assigned.
•List successes that have occurred in the last reporting period.
•Note any concerns that you would like to share with your principal.
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Components
 Weekly Calendar/Log
 Conference Forms
 Professional Development Schedule, Agendas, Sign in
sheets, etc.
 Note Taking/Note Making
 Lesson Study log
 Coach Created Materials
▪ Supplemental/Modified Curriculum
▪ Focus Calendars (Secondary Benchmarks)
 Data Chats
▪ (Students/Teachers)
INSERT IR AGENDA
I. Classroom Culture and Environment
II. Instructional Tools and Materials
III. Lesson Planning and Delivery
IV. Higher Order Questioning and
Discourse
V. Student Engagement
VI. Rigorous Tasks and Assessments
VII. Differentiated Instruction
VIII. Cross Content Reading and Writing
Instruction
IX. Florida’s Continuous Improvement
Model (FCIM)
X. School and District Leadership
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Elem/Middle Reading/Writing
High School Reading/Writing
Elem/Middle Science
High School Science
Mathematics (Elem/Middle/High)
People accomplish more together than in isolation;
regular, collective dialogue about an agreed-upon
focus sustains commitment and feeds purpose;
effort thrives on concrete evidence of progress;
and teachers learn best from other teachers. We
must ensure that these concepts operate to
produce results.
Schmoker, 1999, p. 44
Elementary/Middle Reading
Vanessa De La Peña
Instructional Supervisor
[email protected]
Elementary/Middle Mathematics
Lena Anderson
Instructional Supervisor
[email protected]
Patty Vasseur Sosa
Curriculum Support Specialist
[email protected]
Julian Davenport
Curriculum Support Specialist
[email protected]
Chava Thomas
Curriculum Support Specialist
[email protected]
ELL Support
Christine Dahnke
Curriculum Support Specialist
[email protected]
Elementary/Middle Science
Daniela Simic
Instructional Supervisor
[email protected]
Lois Saunders
Curriculum Support Specialist
[email protected]
Thank you for all that you do for our students!
High School Reading
Darliny Katz-Gonzalez
Instructional Supervisor
[email protected]
High School Mathematics
Ursula Garbutt
Instructional Supervisor
[email protected]
Cecelia Magrath
Instructional Supervisor
[email protected]
Ronald Marcelo
Curriculum Support Specialist
[email protected]
Ernesto Gonzalez
Curriculum Support Specialist
[email protected]
High School Science
Cristian Carranza
Instructional Supervisor
[email protected]
Roxana Hurtado
Curriculum Support Specialist
[email protected]
Gladys Barrios
Curriculum Support Specialist
[email protected]
Thank you for all that you do for our students!