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1. Essential Questions: What is effective instructional coaching? How can I alter my approach/work with my administration/teachers to maximize my effectiveness.

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Presentation on theme: "1. Essential Questions: What is effective instructional coaching? How can I alter my approach/work with my administration/teachers to maximize my effectiveness."— Presentation transcript:

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2 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?

3 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.)

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5 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 represents the least support.

6 Develop future leaders by supporting teachers in the areas of: ◦ Curriculum ◦ Assessment ◦ Instruction ◦ Fostering an environment of collaboration, reflection ◦ Professional Growth

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

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

9 CONTINUUM OF COACHING Interactive coachingIntra-active coaching Increased external scaffoldingDecreased external scaffolding 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. Subject-centered pedagogySolution-seeking andragogy adapted from K. S. Froelich & E. A. Puig, 2010, p. 128 The Literacy Leadership Team: Sustaining and Expanding Success Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.

10 CONTINUUM OF COACHING 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 Interactive coachingIntraactive coaching Increased external scaffoldingDecreased external scaffolding 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. Subject-centered pedagogySolution-seeking andragogy Facilitate a workshop or session to improve learning and instruction adapted from K. S. Froelich & E. A. Puig, 2010, p. 128 The Literacy Leadership Team: Sustaining and Expanding Success Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.

11 Talk to a mentor or a colleague How will literacy coaching on a continuum impact responding to intervention for the literacy leadership team? Teachers? Students?

12 ROLE OF THE COACH: Coaches primarily for forward shifts of individual student instruction Focuses on teaching for strategic activity Collaboratively seeks solutions with mentor teacher on developing student’s feedback mechanisms grounded in assessments for learning Facilitates coaching conversations on individual student’s change over time Co-triangulates data to improve individual instruction Coaches primarily for forward shifts of small group instruction Supports assessment, evaluation, and instruction at the small group level Facilitates coaching conversations on the aesthetics of teaching Collaboratively seeks solutions with mentor teachers using assessments for learning Co-triangulates data to improve small group instruction

13 Role of the Coach in Lesson Study: Organizer Facilitator Observer Supporter Mentor colleague Discussant Role of the Coach in a Professional learning Community: Participant Colleague Resource Guide/Learner Practitioner and Scholar

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

16 Pre-conference- Observation-Model-Debrief- Co-Teach-Collaborative Teaching-Observation with feedback-Planning

17 Gradual Release of Responsibility

18  Observations  Questions

19 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 ?

20 Differentiation is key Workshops Observation Lesson Co-teaching Confer, Observe, Debrief Study Group Action Research

21 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 …

22 80% of the workweek: Engage in a dialogue between teachers, administrators, students and observations 10% of the workweek: Plan and prepare for training sessions 5% of the workweek: Provide observation lessons 5% of the workweek: Engage in professional book study

23  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?

24  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…

25 Scenario 1: Coaching the Resistant Teacher: Instructional Coach: You are conferencing with your teacher and presenting data. Teacher: “These kids can’t…” “You know these kids are… (on free and reduced lunch, don’t care, don’t want to learn.)” If you were asked to address the above situation how might you respond?

26 Scenario 2: Selective Implementation Instructional Coach: You’re frustrated. The teacher you have been working with for a couple of weeks hasn’t even taken the core curriculum materials out of the boxes. Furthermore, you thought that you both were working toward a clear focused coaching goal, but how can you do that when every time you turn your back he/she is doing the exact same thing that you both agreed not to do anymore? Teacher: “I tried to use the core curriculum, but the kids did not like it.” “I know that we agreed to do that, but our kids need more vocabulary work.” How might you respond to a situation like this?

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28  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

29 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

30  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?  How will the coach’s time be documented?

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

32 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? 32

33 Fisher, D. (2007) Improving adolescent literacy: Content area strategies at work. Digital writing, digital teaching: Integrating new literacy's into the teaching of writing. Available online: fishers-improving-adolescent-literacy-strategies-at-work/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 (U.S. Department of Education (2008). Direct, Explicit Comprehension Strategy Instruction. Available online:  Puig, E.A. & Froelich, K.S. (2011), 2 nd ed. The literacy coach: Guiding Coaches in the right direction. Allyn & Bacon/ Pearson


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