1. SPECIAL EDUCATION INSTRUCTIONAL COACHES “Establishing a Culture of Professional Collaboration that Results in Increased Student Academic Success”

2. School Improvement Focus Reduce the achievement gap for students with an IEP by providing targeted skill instruction that is differentiated for each student Provide research-based and evidence-based professional development Continue implementation of the PLC framework Align the Iowa Core Standards Integrate the Characteristics of Effective Instruction to support teacher effectiveness enhance student learning Special Education Teachers Learning Environment Collaboration Specially Designed Instruction Assessment Planning for Effective Instruction Student Achievement

3. School Improvement Focus “Change is difficult because it requires us to change habits and create new routines. If teachers are emotionally fatigued by the pressing immediacy of their professional life and overwhelmed by innovation overload, they struggle with change. However, teachers need to learn and implement better instructional practices if schools are going to get better.” Knight

4. The Coaching Rollercoaster 2011-2012 Hungry for Change Coaching Positions are Introduced EXCITEMENT GOT THE JOB! Hurray! What did I get myself into? Questions Anxiety Overwhelmed Training Felt Supported First Week Out “What do you do again?” Got our First Followers- Surviving Word is Getting Out! Seeing Progress! January… Things are Really Taking Off

5. WHAT DO COACHES DO?

6. What It IsWhat It Is Not Enrolling teachers, identifying teacher's goals, listening, asking questions, explaining best special education instructional practices, providing feedback Acting as an administrator who evaluates teachers Adhering to 7 Partnership Principles (equality, choice, voice, reflection, praxis, dialogue, reciprocity) Someone assigned to come in to "fix" a teacher; a "listen and learn" approach Conversations are "student centered" and "teacher centered"Conversations are "coach centered" Facilitating teacher reflection and changeQuick fixes and ready answers Empathetic, "no-fault" listeningJudging or blaming Role of an Instructional Coach

7. Partnership Principles Equality Choice Voice Reflection Dialogue Praxis

8. WORK SO FAR IN CR Collaboration Around the Four PLC Questions

9. Facilitate Collaboration Organize and facilitate building level collaboration between special education teachers Use the PLC questions to guide these meetings

10. PLC Daly’s 5 Hypothesis about why students’ don’t learn Instructional Planning Form Change the goal Data Collection Forms Scaffolded “I Can” Statements IEP Goals What do we want our students to know? How will we know that they know it? What do we do if they don’t know it? What do we do if they DO know it?

12. PLC What do we want our students to know? PLC: Pierce Elementary

14. PLC How will we know that they know it?

15. PLC at Gibson Elementary The team is looking at a student's progress monitoring graph. Members of the group include 2 Special Ed teachers, the Sped Facilitator. the Special Ed Consultant, and the Special Ed Instructional Coach.

16. PLC 5 Hypothesis about Why Students Aren’t Learning They do not want to do the task. They have not spent enough time doing the task. They have not had enough help to do the task. They have not had to do the task that way before. The task is too difficult (Daly, Witt, Martens, & Dool, 1997 p. 556) What do we do if they don’t know it?

17. Instructional Planning Form Used when current instructional program is not being successful List important components of a student's current instructional program Guide discussions of what can be changed Tracking various strategies used throughout the year. Whole group instruction to keep track of instructional changes

18. PLC CELEBRATE! Challenge student with new skill Amend IEP to increase goal What do we do if they DO know it?

19. WORK SO FAR IN CR 1:1 Coaching Visits

20. Coaching Components Enroll: Begin the coaching relationship Identify: Identify the goal Explain: Explain the strategy Model: Model the instruction (you watch me) Observe: Watch the teacher do the instruction (I watch you) Explore: Analyze and discuss the data from the observations, determine next steps Support: How can I help? (modeling, observation etc.) Reflect: One idea to act on What are you feeling, thinking, going to do?

21. Enroll: Begin Coaching Relationship What it may look like: What can I help you with? Tell me what’s working in your classroom What obstacles stand in your way? May I observe your students to get to know your class better? Example Teacher Request Form:

22. Identify: Identify the Goal Teaching Practice 5 Characteristics of Effective Instruction Reflection Guide: Best Practice Guide for Special Education Teachers Student Need Area(s) PLC Questions Sharon Walpole’s flowchart GWAEA Reading Diagnosis Guide Phonics Screeners Moby Math NTC Analyzing Student Work Curriculum Options Use these tools to target specific skills and differentiate instruction.

23. Explain: Explain the Strategy Job embedded PD and Job Alike PD Research on best practices Ensuring fidelity and integrity of the strategy What it may look like:

24. Model: Model the Instruction (You Watch Me)

25. Observe: Watch the Teacher Do the Instruction Teacher teaches a lesson and coach observes Uses a data tool to focus the observation What it may look like: Sample Observation Forms: NTC observation forms Seating charts Selective scripting Content strategies and alignment form

26. Explore: Analyze and Discuss the Data from the Observations; Discuss Next Steps

27. Support: How Can I Help?

28. Reflection : One Idea to Act On What are you thinking? What are you feeling? What are you going to do? Coach and teacher think about what the data is telling them Determine next steps for targeted skill instruction that differentiates for individual students

29. WORK SO FAR IN CR Gathering and Using Our Data

30. Data Collection Form Google Form Helps to Track Literacy Supports Math Supports Behavior Supports General IEP Supports Classroom Supports Professional Development Co-Teaching Supports Type of Support Time Coaching Components

31. Collaborate: Administration AEA Other coaches Identify PD opportunities Reflect on our own practice Using Our Data

32. WORK SO FAR IN CR Student Case Studies

33. H

34. W

35. Coaching References Hall, P. A., & Simeral, A. (2008). Building teachers' capacity for success a collaborative approach for coaches and school leaders. Alexandria, Va.: Association for Supervision and Curriculum Development. Killion, J., & Harrison, C. (2006). Taking the lead: new roles for teachers and school-based coaches. Oxford, OH: NSDC. Knight, J. (2007). Instructional coaching: a partnership approach to improving instruction. Thousand Oaks, CA: NSDC.