Presentation on theme: "Bringing the Vision to Life: Administrators & Coaches Dr. Tory Hill, Katy ISD Sharron Helmke, Clear Creek ISD."— Presentation transcript:
Bringing the Vision to Life: Administrators & Coaches Dr. Tory Hill, Katy ISD Sharron Helmke, Clear Creek ISD
Job- Embedded Professional Learning (JEPL) Trailblazers Action Research Coaching Reflective Friends Data Teams Common Assessment Development Examining Student Work Individual Professional Learning Plans Lesson Studies MentoringPortfolios Professional Learning Communities Study Groups/Book Studies
Think about the best teacher you’ve ever known… What did the teacher’s classroom look and sound like- o What evidence of learning did you see or hear? o What was the classroom management like? o How was technology be used or managed? o How did the teacher facilitate retention and transfer of learning? o What other characteristics were, or were not, present?
Some studies show a 50-percentile point difference between three years of effective versus ineffective teachers. (Marzano, 2004)
What can an effective principal / coach relationship accomplish? Consider: A suburban middle school in the greater Houston area: Approximately 1,000 students o 63% Economically disadvantaged o 7% ELLs o 31% At risk o 15% mobility o 11% special education enrollment
Failed to make AYP 2009/10 Sp Ed reading passing rate at 67% (TAKS) Year 1 of Instructional Coaching 2010/11 Sp Ed reading passing rate at 83% (TAKS) Year 2 of Coaching 2011/12 Sp Ed reading passing rate at 88% (TAKS equivalency for STAAR M)
Remediation Numbers-Reading STAAR 201262 Students STAAR 201327 Students
Coaching Goals Principal’s vision Campus needs Content and instructional strategies Teachers and teams The Coaching Sweet Spot
How do you maximize a coach’s impact? Hint: You wouldn’t ask this guy to make copies.
Guard Your Coaches’ Time To provide ongoing, job-embedded professional development for teachers, coaches need to spend time with teachers engaged in activities such as observing modeling conferencing co-teaching leading book study groups (Casey, 2006; IRA 2004)
50% of their time working directly with teachers 28% of their time working with teachers To be Effective in Building Teacher Capacity Organizing book rooms, coordinating and administering assessments, district- level meetings (Casey, 2006) (Bean et al. 2007), Knight 2006) Most effective…Least effective…
Coach Data Coach Resource Provider Mentor Curriculum Specialist Instructional Specialist Classroom Supporter Learning Facilitator School Leader Change Catalyst Learner The Roles of Coaches Killion, J. (2009), Coaches’ Roles, Responsibilities, and Reach
Out side of the classroom PowerPoint Video observations Study text used by students Book studies Role play / scenarios During class modelingCo-teaching Lean-in coaching Video taping and review With teachers Pre and post observation conferences Setting goalsConversations With PLCs Studying student work / calibration Studying teacher created examples Assessment writing Data discussions Planning instruction Goal setting Modes of Job Embedded PL for Coaches
Principals actively support coaches by: Creating structures that allow time and access to teachers Assisting coaches in understanding goals, priorities, and campus culture Arranging for the coach to lead campus PL and engaging in some of the coach-lead activities Actively referring to the coach as an important resource Encouraging teachers to seek instructional advice from the coach Viewing the coach as a partner in instructional improvement Utilizing shared leadership that empowers teachers and coaches to explore alternatives Some studies have found the principal leadership can be the deciding factor in the successful implementation of a coaching program. (Matsumura, L., Garnier, H. & Resnick, L, 2010; Knight, J. 2006)
Do not introduce them or explain their role to the faculty Make working with the coach mandatory Speak negatively of coaching Imply that coaches were placed on campus because of low or failing scores Do not include the coach in important campus groups, relevant committees, or social events Refuse to intervene on matters that require directives Fail to allow confidentiality between coaches and teachers Require coaches to use the same observation or evaluation instruments used by administrators How to help a coach fail (Matsumura, L., Garnier, H. & Resnick, L, 2010)
Defining role and responsibilities Expectation of inclusion, communication, and collaboration
Evaluating teachers Providing information that would be used for evaluation Serving as substitute teacher Serving as principal designee Taking primary responsibility for the instruction of an assigned group of students Developing or preparing school or district budgets Disciplining students in an administrative capacity Serving as the primary instructional leader for the campus Expertise upon entry What it is not : The Role of the Coach does not include…
Goal Time spent Description of activityoutcome Non Goal Related Activities Time spent Why or For whom? Outcome observed How was your most productive time spent this week? What on-going outcomes will be looking for, and over what time frame?
Effective Collaboration Between Instructional Coaches and Principals Wren & Vallejo Not about “fixing the teachers” Constant Collaboration between coach and principal Shared responsibility for PL Balance fidelity of implementation and building capacity Principal must support the coach in words and actions Coach must be a full member of the school community Coaching is a full time job
Dr. Tory Hill Assistant Superintendent, Katy ISD Torychill@katyisd.org 281-396-2494 Sharron Helmke Coordinator of Instructional Coaching, Clear Creek ISD firstname.lastname@example.org 281-284-0136 Torychill@katyisd.org email@example.com