Transcript Linda Bragg Office of Title II, III and System Support Division of Educator Quality and System Support.

Linda Bragg
Office of Title II, III and System Support
Division of Educator Quality and System Support
Evidence-Based Approach to
Effective Resource Allocation
– consider how academic coaching might serve to
support:
a.
b.
c.
The District’s Continuous Improvement Plan
The District’s Professional Development Plan
The District’s Highly-Qualified Plan
1. Retention
2. Retraining
Finance Choices that significantly impact
learning but are within the Guidelines of
Title Programs
Must be based on needs of the school district
listed within the 5 year plan for continuous
improvement
Must be targeted first at schools identified for
improvement
Must focus on increasing student achievement
Must be supplemental positions and not supplant
state or local funds
Title II Expenditures: FY 2011
$2,980,760
$4,771,486
$13,462,821
(Note: Estimate Excludes Administrative, Indirect, and Parental Involvement Expenditures)
Interpretation of the Data
• West Virginia spends an average of three
(3) dollars on “workshop” professional
development for every dollar spent on
coaching or classroom size reduction.
(Title II)
• The trend indicates that districts are
reducing the practice of classroom size
reduction in favor of hiring coaches
Coaches By Funding Source
ARRA, 3
ARRA
County, 48
Title II, 127
County
Ed Jobs, 16
ECE, 1
Ed Jobs
IDEA, 14
Levy, 6
RLIS, 10
State, 37
ECE
IDEA
Levy
RLIS
State
Title I, 137
Step 7
Step 7, 5
Title I
Title II
High Impact Areas to Consider in a
District’s Plan for Continuous
Improvement
•
•
•
New Teacher Retention
Building Capacity for Collaborative Teaming
o Teams focused on the 4 critical questions of
learning
o Job-embedded Professional Learning (databased & team-identified)
Technical Assistance for Educators who need to
improve performance (retraining) & for
implementation of programs or strategies
Collaborate About What?
Focus on Student Learning
If we want our efforts to have a significant impact, we
should focus on the factors that significantly
impact learning—to do that we must look very
intentionally at student learning .
Highly Effective Collaborative Teams
Focus on 4 Critical Questions
1. What is it we expect students to learn?
2. How will we know when they have
learned it?
3. How will we respond when they don’t?
4. How will we respond when students do
learn it or already know it?
Let’s Ponder
In what ways could coaches assist
teachers or teacher teams with
focusing on the Four Critical
Questions?
Would utilizing coaches as part of
job-embedded PD be more effective
for translating learning into practice
than a workshop?
High Impact Areas to Address in a
District’s Plan for Continuous
Improvement
• New Teacher Retention
•
•
Collaborative Teaming Processes
o Focus on Student Learning
o Professional Learning (data-based &
team-identified)
Technical Assistance for Educators who
need to improve performance (retraining) &
for implementation of programs or strategies
The Work of Coaches
Professional
Development
according
to Task
Force
Staff development is not just to
implement isolated instructional
1. Supportinnovations;
the Continuous
Process
its Improvement
central purpose
is
to buildforstrong
collaborative
work
2. Build Capacity
Site-based
Collaborative
Teaming
and Peer
cultures
thatCoaching
will develop the longcapacityTeachers
for change.
3. Supportterm
for Beginning
(and Mentors)
Michael Fullan
Translating Learning into Practice
“Embedded professional development is a
continuous cycle of improvement that fosters
collective responsibility; primarily occurs
several times per week; and must be
supported—by job-embedded coaching or
external assistance.”
Learning Forward (formerly NSDC)
Guiding Principles for Effective JobEmbedded Professional Development
• Establish teams
• Create an environment of shared
responsibility for student learning;
• Provide opportunities for them to share
• Engage in active learning that is sustained
over time through job-embedded action
research;
• Encourage to become exemplars of change;
Guiding Principles for Effective JobEmbedded Professional Development
• Provide a risk-free setting for transparency of
practice, collective work and reflection;
• Provide support (coaches) to serve as role
models for effective leadership and
professionalism; and
• Provide opportunities for contribution to
meaningful work;
• Provide sufficient time for integration of
learning into practice.
Professional Training and Translating the Learning into
Practice
Effective Professional Development
• Why?
• How?
• What?
• Peer Support
Organizational Learning
Collaborative
Conversations
Data /
Evidence
Collective
Commitment
Psychology of Learning
Student Self
Efficacy
IMPACTS
STUDENT
ACADEMIC
SUCCESS
Collective
Efficacy
Instructional Best Practices (CAI)
Kids See Their Learning
Is Different/Better
“Student Sees Success”
Instructional/Engagement
Change
Organizational Learning
Collaborative
Conversations
Data /
Evidence
Collective
Commitment
Psychology of Learning
Student Self
Efficacy
IMPACTS
STUDENT
ACADEMIC
SUCCESS
Collective
Efficacy
Instructional Best Practices (CAI)
Kids See Their Learning
Is Different/Better
“Student Sees Success”
Instructional/Engagement
Change
Translating Learning into Practice
Coaching can provide the support that
teachers need to improve the quality of
their instruction that results in increased
student learning.
Educational Leadership, Jan. 2012
Let’s Ponder
As part of the District’s Professional
Development Plan, would funding
coaches to support job-embedded
PD be more effective for translating
learning into practice than “the same
workshop everyone”?
High Impact Areas to Address in a
District’s Plan for Continuous
Improvement
• New Teacher Retention
•
•
Collaborative Teaming Processes
o Focus on Student Learning
o Professional Learning (data-based &
team-identified)
Technical Assistance for Educators who
need to improve performance (retraining) &
for implementation of programs or strategies
Roles of WV Coaches
Coaching Roles
that Could Support Collaborative
Teaming Processes
•
•
•
•
•
Resource Provider
Data Coach
Curriculum Specialist
Instructional Specialist
Support Mentors of
Beginning Teachers (or
mentor themselves)
• Supporter of
Collaborative Teams
• Classroom Supporter
• Learning Facilitator
• Supporter of School
Leadership Teams
• Implementation Coach
• Learner
Coach as a Supporter of Struggling
Teachers
•
•
•
•
•
Resource Provider
Data Coach
Curriculum Specialist
Instructional Specialist
Support Mentors of
Beginning Teachers (or
mentor themselves)
• Supporter of
Collaborative Teams
• Classroom Supporter
• Learning Facilitator
• Supporter of School
Leadership Teams
• Implementation
Coach
• Learner
Beginning
Teacher Mentor
Learning
Facilitator
Continuous
Improvement
Technology
Integration
Data Coach
Curriculum
and
Instruction
Collaborative
Teaming Coach
Funding
Sources for
The Work
of Coaches
according toCoaches
Task Force
Federal:
• Title I
• Title II, Parts A and D
• Title III
1. Support the •Continuous
Improvement Process
Title VI
• IDEA
2. Build Capacity
for Site-based Collaborative
Teaming and Peer Coaching
State:
3. Support for Beginning
• Step 7 Teachers (and Mentors)
• State
Local:
• Levy
Let’s Ponder
Is Professional Development in your district
primarily based on….
• Teacher preferences?
• Grant determinants?
• Various district offices’ control?
OR
Is Professional Development in your
District ….
• Aligned to performance goals & capacitybuilding?
• Accessible to integrated budgets?
• Based upon staff needs, determined by data?
• Connected to district policies for teacher
recruitment, retention or support?
• Measured for effectiveness of the investment?
What Strategic Finance
Choices Will your District
Make for:
• Professional Learning?
• Continuous Improvement (Student
Learning)?
• Building Capacity for Collaborative Teaming?
• The District’s Highly-Qualified Plan…
Retention?
Retraining?
Task Force Recommendations for
supporting coaches and mentors
Policy Support
(teacher induction)
Professional
Development
Strategic
Resource
Allocation
WVDE’s Professional Learning Structure
of Support for
West Virginia Coaches
The Work of Coaches—a
Snapshot
Coaching for School Growth
Supporting All Educators
A. Coaching Team Processes (collaborative and leadership teams)
B. Coaching for Professional Performance (individual educators)
1. Specific Technical Assistance for Individual Teachers
2. Induction: Mentorship and/or Coaching of Beginning
Teachers
• Year-long blended delivery: Face-to-Face and Online Modules
& Networking
• Based on the levers of the West Virginia Continuous
Improvement Process & Learning-by-Doing Model
• Access to specialized training
• Graduate credit
• State level and regional support
• Possible future plans: WV coaching standards and evaluation
that may eventually lead to an advanced credential or
endorsement for academic coaches
Coaches support
teachers and
teacher teams as
professionals and
students benefit!
Contact Information
Linda Bragg
[email protected]
Phone: 304-558-3199
Coaching for Learning Web Site will be launched during the May 29-31 training.