Coaching Cycle/ Coaching Continuum

1

Common Board Configuration (CBC)

DATE: Monday, June 10, 2013 BELL RINGER : Read the article, “ Characteristics of Literacy Coaching” and complete group activity.

BENCHMARK: Coaching Cycle OBJECTIVE: To describe the characteristics of the coaching cycle and their relevance to teacher and student support.

ESSENTIAL QUESTION: • • • What is effective instructional coaching?

How can I alter my approach/work with my administration/teachers to maximize my effectiveness as an instructional coach?

How can the coaching cycle benefit instruction? • • VOCABULARY: Coaching Cycle Coaching continuum AGENDA:

I Do: facilitate the understanding of the coaching cycle and the coaching continuum via discussion

HIGHER ORDER QUESTIONS: • How will I ensure that teachers successfully incorporate collaborative strategies during group work?

They Do: develop one component of the coaches’ action plan via goal setting You Do: reflect on the information received through this presentation through response to questions.

• • • EXIT SLIP: What is effective coaching?

How can I alter my approach to maximize my effectiveness as an instructional coach?

How can the coaching cycle benefit instruction? HOME LEARNING: What can be done at your site to promote a culture of coaching?

Ice Breaker

•

Read the article, “ Characteristics of Literacy Coaching”

•

Select one characteristic and describe how you would implement this characteristic into your coaching practice?

Essential Questions:

•

What is effective instructional coaching?

•

How can I alter my approach/work with my administration/teachers to maximize my effectiveness as an instructional coach?

•

How can the coaching cycle benefit instruction?

Once there was a peddler who sold caps.

But he was not like an ordinary peddler, carrying his wares on his back.

He carried them on top of his head First he had on his own checkered cap, then a bunch of gray caps, then a bunch of blue caps, and, on the very top, a bunch of red caps.

-SLOBODKINA (1940, n.p.)

The Coaches’ To Do List

Order

•

Resource Provider

•

Data Coach

•

Classroom Supporter

•

Mentor

•

Learner Facilitator

•

Curriculum Specialist

•

Instructional Specialist

•

School Leader

•

Catalyst for Change

Coaching Responsibilities:

• Whole Faculty Professional Development • Small Group Professional Development • Planning •

Modeling Lessons

•

Coaching

•

Coach-Teacher- Conferences

• Student Assessment • Data Reporting • Data Analysis • Meetings/Common Planning/Lesson Study • Knowledge Building • Managing Materials /Weekly Coaches logs

Instructional Coaches…

develop future leaders by supporting teachers in the areas of curriculum, assessment, and instruction and by fostering an environment of collaboration, reflection, and professional growth

Consider…

“You can teach a person nothing. You can only help him discover it within himself.”

attributed to Galileo

Consider

An effective Instructional Coach differentiates professional learning opportunities by thinking of coaching as a continuum.

CONTINUUM OF COACHING

Interactive coaching Intra-active 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:

Sustaining and Expanding Success

Components of the Coaching Continuum:

Facilitate

action research

to seek resources after reflection to improve learning and instruction

A

Facilitate a

workshop or session

to improve learning and instruction Provide an

observation lesson (“model”)

to improve learning and instruction

C E

Facilitate a

study group or literacy leadership team

to investigate adaptive challenges to improve learning and instruction

B Co-teach

with a host teacher in an observation classroom to improve learning and instruction

Confer, observe, and debrief

to improve learning and instruction

F D

CONTINUUM OF COACHING

Interactive coaching Intraactive coaching Facilitate a

workshop or session

to improve learning and instruction Provide an

observation lesson

to improve learning and instruction

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:

Sustaining and Expanding Success

Coach Responsibilities

Whole Faculty Professional Development Small Group Professional Development Planning Modeling Lessons Coaching Coach-Teacher Conferences Student Assessment Data Reporting Data Analysis Meetings Knowledge Building Managing Materials Place these roles on a continuum from 1 to 12. 1 represents the least support.

When literacy coaching is approached as a continuum of professional learning, it diminishes resistance to change by providing options.

Coaching Cycle

How Do I Know Where to Start?

Classroom Walk Through

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

Why do it?

The classroom walk through provides a powerful tool for instructional coaches to gather information for the purposes of • • • coaching tiering professional development

Note taking/Note making

Observations … Questions?

Note taking/Note making

Observations … Questions?

12:10 T: That’s what good readers do. They try to connect to things in their lives. Teacher roving room. 12:20 Teacher reviewed rules for sitting in front of the easel. T: Mrs. Porche has given us this huge umbrella. So we need to write her a thank you note. When we write a letter to someone, what do we need to do first? S: Date T: Write September. 12:21 T: Are you talking about indenting? T: Take a few minutes to think. T: Repeats message students have given. T: Say it with me so I don’t forget it. T: Let’s clap “donation”. T: Used white board, “nation”, definition T: Read back what we have. Why? Book boxes on tables, workboard visible. Purpose? Focus? What do you want the kids to think about while writing? TPR? Note: Response letter from Ms. Vickey’s class to observe workstations. So the kids understand that’s something they can do to remember a message. Why? Teaching by analogy. How is rereading going to help the students in their writing?

The Coaching Cycle

Pre-Conference

Based on needs identified by classroom walkthroughs/observations Debrief

Observational feedback determine next steps Model-debrief – plan Determine focus for collaborative teaching Collaborative Teaching and debriefing Varies depending on level of support Observational feedback Determine next steps

PRE-CONFERENCE

• •

Why do we do it?

– To set up the gradual release coaching cycle – naming goals, roles, and accountability for teacher and coach.

How do we do it?

– Invite the teacher to meet with you.

– Share observations & notes from walkthrough.

– Discuss teacher’s existing strengths and skills.

– Determine instructional strategies to be refined during the coaching cycle.

– Schedule a modeled teaching session that focuses on identified instructional strategies.

PRE-CONFERENCE

•

What does it look like?

I meet with the teacher to figure out where she feels comfortable moving next but also keeping an eye on whole-school needs/vision. We talk about how students are moving and how she is feeling about her implementation of writers workshop. By the end of the conversation we have decided that I will model the next writers workshop lesson so that she can observe how I use the mentor text to drive my instruction. The next step will be for her to choose some additional mentor texts and try using them in future mini-lessons.

Coaching Prompts…

• Describe the students’ behavior when . . .  After this lesson, can you describe how the outcomes matched your goals?  How did you recognize the need to switch approaches?

 How did you figure that out?

 What challenges did you encounter in the lesson?

  How are you planning to go about this… Where are you going with this …

Model

• •

Why do we do it?

– To demonstrate for a teacher (or group of teachers) how to implement a pedagogical structure or a content move. Important to narrate/reflect throughout the model.

How do we do it?

– Teach a lesson that focuses on the strategies discussed during the pre conference. – The teacher observes and takes notes.

Model

•

What does it look like?

During the pre-conference we discussed providing explicit instruction by giving students step-by-step instructions to solve problems. I reminded the teacher of what he should look for during my lesson and provided him a lesson observation form to fill out. I modeled how to teach division, demonstrating how to think aloud and then providing step-by-step, clear directions for students to follow. While I taught the lesson and students were taking guided notes, I quickly spoke with the teacher and said, “Did you see how I provided showed students exactly how to think to solve the problem?”

Debrief & Plan

• •

Why do we do it?

– To discuss teacher implementation and student learning throughout the coaching cycle and plan for next steps.

How do we do it?

– Teacher shares feedback/notes taken during the modeled lesson. – Answer questions the teacher has about the strategies modeled during the lesson. – Plan a lesson that allows for the teacher to practice implementing the strategies.

Debrief & Plan

•

What does it look like?

After modeling a read aloud for a resistant teacher, we meet to debrief. I explain what I was hoping for and we begin to discuss how the students talked about the text. She would like them to do better on extended response writing and we think about how talk can lead to that. The debriefing takes on a planning feeling because the work is moving forward. I let her know I will take on any aspect of the work that is still uncomfortable, so she plans to do the reading and prompting and asks me to do the follow up of student talk and the “big idea” at the end.

Collaborative Teaching & Debrief

• •

Why do we do it?

– To SHARE the work in order to gradually release the entire model to the teacher.

How do we do it?

– Select the collaborative teaching approach that best fits the teacher’s needs.

– Teach the lesson that was created during the planning phase.

– Debrief as soon as possible after the lesson.

Collaborative Teaching

Several collaborative teaching approaches have proven to be successful to guide educators who work together in co teaching partnerships: • • •

Supportive Co-teaching Parallel Co-teaching Complementary Co-teaching

•

Team Teaching

Observation & Feedback

• •

What does it look like?

– To determine effectiveness of the coaching cycle and plan for next steps.

How do we do it?

– Conduct an informal observation of the teacher during a scheduled time to look for implementation of new practices.

– Meet with teacher to provide targeted feedback. – Identify the next steps for teacher’s own practice. The coach and – Discuss opportunities to build capacity through structured opportunities for the participating teacher to share learning with colleagues.

Opportunities for Coaching

Opportunity Facilitate a Workshop Coach Teacher

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.

Observation Lesson Co-Teaching

An observation lesson alone will not have much impact on learning unless it includes time to debrief.

Conversation is the key.

Modeling

Demonstrating effective instruction N/A

Confer, Observe, Debrief

Coach meets with the teacher prior to lesson Teacher is an observer during the lesson Coach and teacher debrief and discuss

Co-teaching lesson Study Group Action Research Analyzing Patterns and Profiles

Coach meets with the teacher prior to lesson Teacher leads the lesson alongside the coach 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 Collaborative Research in practice, Research seeking resources after reflection, Goal is to improve teacher instruction and delivery, Goal is to improve student achievement Identifying students’ needs based on FAIR data and providing the right resources aligned to students needs N/A

Questions to Ponder…

•

What factors impact your ability to carry out your role as an instructional reading coach?

Discuss the factors that impact your role as a coach.

•

How can you increase the amount of time you engage in coaching activities?

Brainstorm solutions.

How are You Spending Your Time?

Percentage of the workweek 80% 10% 5% 5% Time spent

Engage in a dialogue between teachers, administrators, students and observations Plan and prepare for training sessions Provide observation lessons Engage in professional book study

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 Coaching Coach-Teacher Conferences Data Reporting Data Analysis Meetings Knowledge Building Managing Materials Other 80 20

Consider Time Allocations

Use of a Coach’s Time

• How do we ensure the coach’s time is used for maximum benefit?

• What do you believe are the most important ways coaches spend their time?

Language of Coaching

 Tell me about your purpose in/when …  Tell me about your lesson/focus of…  Describe the students’ behavior when . . .  After this lesson, can you describe how the outcomes matched your goals?  Were there any shifts in your instruction?

 How did you figure that out?

 What challenges did you encounter in the lesson?

 How are you planning to go about this…  What are you planning for with the next lesson…

The Principal Coach Relationship

 An effective principal/coach relationship can be achieved by having the coach and principal:  Collaborate     Create an action plan Develop or participate in the Reading Leadership Team Review and discussing the coach’s log and calendar Attend common planning to know what are the look fors when he/she conducts their walkthroughs  Communicate and share ideas with the leadership team

The Principal can…

 Support and protect the role of the coach  Share a common vision for the coach’s role with the whole faculty  Protect the coach’s time  Guard some time for professional development for the coach and by the coach  Revise and guide the coaches through the discussion of their weekly logs  Create tier action plans to guide coaches and administrators work

Leadership Team Coaching Model

Questions

• What can be done at your site to promote a culture of coaching?

Goal for the 2013-2014 school year

During the 2013-2014 school year I promise I am going to __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

Exit Slip

 What is effective coaching?

 How can I alter my approach to maximize my effectiveness as an instructional coach?

 How can the coaching cycle benefit instruction? 44

Resources

Fisher, D. (2007) Improving adolescent literacy: Content area strategies at work. Digital writing, digital teaching: Integrating new literacies into the teaching of writing. Available online: http://hickstro.org/2007/03/10/doug-fishers-improving-adolescent-literacy strategies-at-work/ Fisher, D. & Frey, N. (2008). Better Learning Through Structured Teaching. Association for Supervision and Curriculum Development (ASCD), pgs. 4,10-12,18-19 Fisher & Frey (2008). Fisher&Frey resources. Retrieved February 10, 2010, from www.fisherandfrey.com

(U.S. Department of Education (2008). Direct, Explicit Comprehension Strategy Instruction. Available online: http://www.adlit.org/article/27740