Presentation on theme: "Instructional Coaching at Westminster"— Presentation transcript:
1Instructional Coaching at Westminster Now and the Future
2Current Job Description Helping to incorporate technologyCollaborate on lesson planningFeedback regarding intervention strategiesModeling R/W Workshop LessonsCreate assessments & class materialsHelp with integrated studiesIndividual and small group instruction - “plugging in”Writing lesson plans & rubrics for teachersAttend PLCs, GLMs, & Goal MeetingsAssist the administration (Admissions)
6What is Instructional Coaching? Instructional coaching involves two people: the classroom teacher and the coachCoaches work one-on-one and in small groups with teachersCoaches provide guidance, training, and other resources as needed.Coaches focus on practical strategies teachers use to engage students and improve their learningCoaches provide or arrange professional development activities for all teachers in a school
8Data on Effectiveness of Instructional Coaching Model In 18 of 21 PAHSCI (Pennsylvania High School Coaching Initiative) schools, the percentage of 11th-graders reaching proficient or advanced levels in math on the Pennsylvania System of Student Assessment (PSSA) exceeded the statewide percentage of students reaching proficiency fromIn 15 of 21 PAHSCI schools, the percentage of 11th-graders reaching proficient or advanced levels in reading on the PSSA exceeded the statewide percentage of students reaching proficiency from91% of teachers coached regularly stated that coaches helped them understand and use new teaching strategies.79% of teachers coached regularly said that their coach played a significant role in improving their classroom instruction and practice.
9New Job DescriptionHelp teachers use data to make instructional decisionsResearching, modeling and facilitating workshops on new instructional strategiesDocument & assess strategies we implement
10Goals of New Job Description Develop robust co-teaching modelDevelop robust co-planning modelBuild a strong culture of differentiationIf these three goals are fulfilled your “professional tool box” will be enriched.
11Homeroom teachers’ roles in this coaching model Collect & process student achievement dataReflect on ways to meet ALL students’ needsSeek professional guidance & support to address student needs
13Learning for Life: Essential Skills Communicate and CollaborateProblem-find and Problem-solveCreate and InnovateReflect and ReviseServe and Lead
14Learning for Life: Essential Attributes Studies that integrate rather than separateProblems that require critical thinking, creativity, and collaborationSchedules and Spaces that fit learningTeachers in teams supporting learning and innovationAssessments and Feedback that promote learning and growthContent and Relationships that connect us to the larger world and the world to us
16Coaches’ Professional Learning Professional Learning TeamFacilitated by Center for TeachingThree coaches, Laura Pattison, Sue DavenportUniversity of Kansas, Instructional Coaching Institute, Summer 2013Carol Ann Tomlinson, 3-day workshop on differentiated instruction at ASCD conference March 2013Auditing our own reservoir of strategiesResearching PD for co-teaching/differentiationLesson studyExplore coach’s role in PLCs
17Coaches continued support of teachers Coaches work with grade-level team in GLM on implementing strategiesSupport teachers that attend PBL workshop in Feb 2013 with Buck InstituteCollaborating with PLCs to address student learning problems through implementation of different instructional strategiesPushing out PD to individual grade teamsCo-planning and modeling lessons
18OutcomesAll Westminster Elementary School students will reach their full potential as 21st Century LearnersAll Westminster teachers become experts at Learning for Life teaching strategiesBuild a robust model of co-teaching in the Elementary School.Achieve the goal where ALL teachers see themselves as “learners” & “entrepreneurs”
19GOAL protocol to be updated by Faculty Meeting on Dec. 5th