Presentation on theme: "The SIOP Coach & Cognitive Coaching Basics"— Presentation transcript:
1The SIOP Coach & Cognitive Coaching Basics Lenoir County Public Schools Leadership RetreatThe SIOP Coach & Cognitive Coaching BasicsTools and Strategies to Promote and Guide Professional Collaboration and GrowthCognitive Coaching: A Foundation for Renaissance Schools, by Arthur L. Costa and Robert J. GarmstonShort, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.Professional Development - TGC/ August 6-7, 2008
2LCPS Professional Development - 2010 Content ObjectivesParticipants will:Discover the roles, skills, and knowledge of the SIOP CoachKnow which model is used for SIOP CoachingExplain the relationship between the coach and the SIOP teacherIdentify the types of language used in coaching conversationsKnow when to use each of the three types of coaching conversationsLanguage ObjectivesParticipants will be able to:Brainstorm and write the roles of a SIOP CoachEngage in coaching conversations to explain the SIOP ModelReflect on and discuss the coaching conversationListen to coaching conversations to record coaching language usedRead to learn about the goals of Cognitive CoachingLCPS Professional Development
3SIOP Guidance for Leaders In general, SIOP Teacher Leaders and District Leaders are expected to:1. Support the SIOP Model in positive and productive ways2. Attend school and district meetings to plan for, promote, implement, and sustain the SIOP Model 3. Develop and deliver "mini" sessions for teachers in your building to facilitate a deeper understanding of the Model 4. Visit classrooms to observe SIOP Lessons5. Engage in meaningful and supportive coaching conversations with teachers, administrators, and district leaders related to SIOP implementation6. Brainstorm and model strategies to sustain the use of the SIOP Model within your school.7. Engage in continuous learning
4District Outcomes Student Achievement Teaching and Learning Target group (Think about which students you really want to see improvements in and how you want that improvement to look)Plan to collect data (test scores and learning behaviors)Teaching and LearningPre/ Post Implementation data about what teaching looks like in your room, hall/dept., school (teacher directed, lecture, hands-on)What are students doing as they learn? (engagement)Planning and CollaborationWhat does planning look like? (lesson plans, interactions, sharing, peer observations, coaching conversations, professional maturity)District-Level SupportIdentify specific strategies to support based on specific needs of students
5The SIOP Model Lesson Preparation Interaction Building Background Comprehensible InputStrategiesInteractionPractice / ApplicationLesson DeliveryReview / Assessment8 components and 30 features under these componentsSee handoutIntroduction BLM #10
6What does SIOP stand for? Sheltered Instruction Observation ProtocolLCPS Professional Development
7What two types of objectives are required in SIOP Lessons? Language Objectives & Content ObjectivesLCPS Professional Development
8Describe the rate at which second language acquisition occurs. Language acquisition is a slow process.LCPS Professional Development
9What are three factors that impact second language acquisition? Language Distance and AttitudeAccess to the LanguageFirst Language DevelopmentPersonality & Learning StylePeers & Role ModelsAgeInterestMotivationQuality of InstructionCultural BackgroundLCPS Professional Development
10What is BICS? What is CALP? Basic Interpersonal Communicative Skills&Cognitive Academic LanguageLCPS Professional Development
11Definition of Sheltered Instruction A way to make grade-level academic content more accessible for English language learners and all learners while at the same time promoting their English language development.Explicit teaching of academic English is crucial Students will not always just pick it up. Which comes first – the chicken or the egg? Same with academic learning; which comes first – academic content proficiency or academic language proficiency? Can you be proficient in content without being proficiency in the language of that content? Embedding language instruction in content enhances content knowledge and language proficiency.LCPS Professional Development
12Makes grade-level academic content more accessible Attends to students’ language needsAdapts contentModifies text and assignmentsDraws on student background experiencesAttends to students’ language needsWait timeClarification in L1Appropriate speech for proficiency levelAdapts contentKey vocabularyVisual reinforcementModifies text and assignments:Supplementary materialDraws on student background experiencesLCPS Professional Development
13LCPS Professional Development - 2007 Why SIOP?Framework vs. hierarchyRoom for creativityComprehensiveConnects any content with language skillsFor all grades, K-12, and all language proficiency levelsResearch-basedRoom for creativity and the art of teachingComprehensive: Second language learning does not just HAPPEN in school. It is evoked by active teaching, careful presentation of materials, good input, and ample opportunities to hear and practice the new language in the context of meaningful and purposeful communication (Meyer, 1985; Urzua, 1981; Wong Fillmore, 1989) The practices in the SIOP Model are critical features for LEP students.Research-based: In 2 studies comparing LEP student in classes whose teacher had been trained in implementing the SIOP to a high degree to a control group (taught by teachers not trained in the SIOP Model), the LEP student in classes whose teachers had been trained in the SIOP demonstrated significantly higher writing scores than the control group. This occurred in a prompt that required narrative writing and in a prompt requiring expository writing.LCPS Professional Development
14What is a SIOP Coach? Think about the word, “coach”… What meaning does this word have to you?Complete the Word Splash!Coach
17Selecting a SIOP Coach? Not an Evaluator District Level Coach Site FacilitatorNot an EvaluatorTeacher MentorExternal Staff DeveloperPeer TeacherShort, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.
18Knowledge Base for a SIOP Coach Lenoir County Public Schools Leadership RetreatKnowledge Base for a SIOP CoachDeep Knowledge of the SIOP ModelBasic Understanding of Second Language Acquisition and Literacy Development for Children and AdolescentsKnowledge of ESL MethodsExperienced in TeachingBasic Understanding Content Area CurriculaLeadership SkillsCoaching/ Mentoring ExperienceThe SIOP Coach must have or develop knowledge, skills, and experiences in a wide range of areas. The list above represents several important areas of expertise that will be helpful to a SIOP Coach.Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.Professional Development - TGC/ August 6-7, 2008
19Attitude/ Disposition of the SIOP Coach Encourage or facilitate teacher collaborationShare a positive vision for teaching collaborative learningBecome a leader in the schoolServe othersHelp as neededBe willing to reflect and share openlyBe honest open and transparent to teachersShort, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.
20Lenoir County Public Schools Leadership Retreat - 2008 Your ApproachCognitive CoachingLesson StudyCritical FriendsA Hybrid ApproachTrust, Respect,Mutual desire to grow professionallyShort, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.Professional Development - TGC/ August 6-7, 2008
21What is Cognitive Coaching? Cognitive Coaching is a form of mediation that may be applied to professional interactions in a variety of settings and situations with the intention of enhancing self-directed learning. The skills may also be used in classroom mediation to enhance students' self-directed learning. Unique to this coaching model are what Costa and Garmston call Five States of Mind - efficacy, flexibility, consciousness, craftsmanship and interdependence. These are internal resources used by the coach.Source:
22Purpose and UseCognitive Coaching has been implemented across six of the seven continents of theMany districts have trained administrators and mentors to use the model as part of professional supervision processesTeachers use the model to peer coach one another and with students in classroom settingsCognitive Coaching provides a framework and tool kit for working with adults and students in a manner which supports their becoming self-monitoring, self-managing and self-modifying.
23Use of Coaching Skills Planning Conversations Problem-Solving ConversationsReflective ConversationsBefore and After Classroom ObservationsDuring Lessons with studentsFaculty MeetingsTeam meetingsParent Meetings/Conferences
24Cognitive Coaching with SIOP Lenoir County Public Schools Leadership RetreatCognitive Coaching with SIOPDevelops less dependence on the coach and develops expertise in the practitionerIt is not just about reflection, but it gets teachers to do independent thinkingThe teacher begins to see that he/she can do thisShort, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.Professional Development - TGC/ August 6-7, 2008
25The Coaching Context Coaching without Observations Team PlanningLesson DemonstrationsCoaching with ObservationsWalkthroughsFull observationsConference-Observation CyclePre-observation: Planning ConferenceObservation (collect data, record data)Post Observation: Reflective ConferenceShort, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.
26Lenoir County Public Schools Leadership Retreat - 2008 Your SIOP TeachersReady-to-go GroupEager to try new thingsWill join in and try everything you suggestConfidentMay want all of your attentionWant to learnWill soon become coaches themselvesSIOPSIOPSIOP CoachProfessional Development - TGC/ August 6-7, 2008
27Your SIOP Teachers Wait-and-see Group… Want to improve their teaching but cautious about changeWill want to start later or next yearLook for quick resultsMay be hesitant to stand out in front of others
28Your SIOP Teachers Put – on –the-brakes Group -Will avoid the SIOP Coach-Want nothing to do with SIOP-Have a history of resisting initiatives-Will tell you why it won’t work
29Types of Coaching Conversations Lenoir County Public Schools Leadership RetreatTypes of Coaching ConversationsPlanningClarify goalsOutlines strategiesIdentify success indicatorsReflectingSummarize outcomesRecall supporting indicatorsAnalyzeDiscuss new learningProblem-SolvingHelps the person see the issues betterHelps the person to identify possible optionsAllows the person to articulate what they really want the outcomes to beWhen we engage in professional conversations there are basically three maps that these conversations follow. They are Planning, Reflecting, and Problem-solving. You have a summary of these that will help to guide you as you engage in each of these types.Reflect on the Coaching Process at the end of each conversation.Professional Development - TGC/ August 6-7, 2008
30Lenoir County Public Schools Leadership Retreat - 2008 Maps for Coaching Conversations (Remember to: Pause, Paraphrase, Probe, Inquire, and Pay close attention ) Planning Reflection Problem-SolvingClarify goalsDetermine success indicators and plan for collecting evidenceAnticipate approaches, strategies, decisions, and how to monitor themIdentify personal learning focus and process for self-assessmentReflect on the coaching process and explore refinementPossible stems to get started:Tell me about …How do you plan to do this?What strategies will you use?What do you hope to accomplish by…What will success look like?How will you monitor…?How has this conversation helped your thinking?SummarizeRecall supporting informationCompare, analyze, infer, and determine cause-and-effect relationshipsConstruct new learning and applicationsTell me how you think it went…What are some indicators that make you say that?How does this compare to how you thought it would be ….?What are some things that you did that might have caused this…?What are some things you are learning from this?How might you apply this to other settings?Honor Existing State (The person explains the issue.) Listen & ParaphraseFrame Desired State- (State the goal you believe they are working for.) “… and you are looking for a way to make that happen”Locate and Amplify ResourcesCheck for congruenceWhat can you tell me about what’s going on?So, you’re feeling… thinking…Paraphrase… becauseWhat is it that you want? How do you want things to be?So, what you would like is…(paraphrase)…and you are looking for a way to make that happen…What are some ideas that you have?The coaching sheet provides a way to document the conversation. Now let’s take a look at the stems and the “maps” for coaching. I have summarized these so that they will be handy for you to preview and begin using. In addition to the stems and protocols you will use the pause, paraphrase, Probe, you will use questioning techniques and you will learn to build rapport.Cognitive Coaching: A Foundation for Renaissance Schools, by Arthur L. Costa and Robert J. GarmstonProfessional Development - TGC/ August 6-7, 2008
31Lenoir County Public Schools Leadership Retreat - 2008 What Are Some Benefits?Specific skills will be enhanced in:Developing trust and rapport in relationshipsQuestioning for mediation of teacher thought processesUsing effective response behaviors to enhance teacher cognitive processesUsing coaching skills to enhance collaborative relationshipsApplying five states of mind to enhance teacher self-directednessDeveloping teachers' autonomy and sense of community by increasing their efficacy, craftsmanship, consciousness, interdependence and flexibilityDistinguishing between coaching and evaluationPromotes critical thinking, problem solving, and deep listening!Professional Development - TGC/ August 6-7, 2008
32LCPS Collaborative Conference Log Pre/ Post Observation or Other Date:Time:Location:Persons Involved:Topic of Discussion:Strengths/ What’s WorkingCurrent Focus/ ChallengeAdditional Notes:Next Steps…Support/ ResourcesDate for follow up:Initials: _____________________________Staff: __________________________________
33What’s Working? What’s Working? Current Focus/ Challenges? Next Steps? Resources Needed?
34Initial Coaching Conversation Guide SIOPSheltered Instruction Observation ProtocolGreeting/ IntroductionsMy name is…My responsibility/ RoleI am a School Leaders for SIOP. My role is to…Purpose of our meetingThe purpose of our meeting today is …Type of Conversation:PlanningReflectionProblem-SolvingKey points to addressClosingHow might I support you next?How has this conversation helped you?Lesson PreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice / ApplicationLesson DeliveryReview / AssessmentSheltered Instruction - A way to make grade-level academic content more accessible for English language learners and all learners while at the same time promoting their English language development.Why SIOP ?Framework vs. hierarchyRoom for creativityComprehensiveConnects any content with language skillsFor all grades, K-12, and all language proficiency levelsResearch-basedRole of the SIOP CoachTo Facilitate the implementation of the SIOP Model in SchoolsTo Encourage or facilitate teacher collaborationTo Share a positive vision for teaching and collaborative learningTo Help as neededTo guide reflection and share openlyTo build and promote trust and professionalism in the professionDesigned by: TGC,PD Specialist, LCPS- 2010
35ReflectionsKeep a journal of your implementation of the NC Guide to the SIOP ModelAudiotape / videotape yourself and rate yourself using the SIOP protocol.