Instructional Coaching Samir Omara RELO-NileTESOL Trainer s. m Instructional Coaching Samir Omara RELO-NileTESOL Trainer s.m.omara@sce.aucegypt.edu samir.omara76@yahoo.com

This Workshop .. Target Participants Teachers and senior teachers of English, mathematics and science Supervisors of English , mathematics and science Objectives: by the end of the three-hour workshop, participants will be able to: explore school community and culture get the difference between coaching and mentoring get the benefits and conditions for effective coaching explore instructional coaching model and skills

Activity 1: Four Corners (10 minutes) B C D 1 Sport Reading Travel Games 2 Bus Train Ship Plane 3 Summer Winter Fall Spring

Activity 2: Who are we professionally? (10 minutes) We get into pairs to discuss: What is your greatest teaching strength? What is your greatest teaching challenge?

School Community You cannot understand the teacher or their teaching without understanding the person the teacher is. (Andy Hargreaves) Likewise, you cannot understand a school without understanding its staff, students, or community context.

School Culture Identity is who someone is, the name, the qualities and the values that make a person or a group different from others. Power is the ability to act or produce an effect or to possess control, authority or influence over others. Agency is the capacity to act in the world. Identity Power Agency

Mentoring Focus on career development Occurs according to need Support system / advisors Mutual sharing and reflection Interactions based on mentee’s agenda Non-reporting relationship

Coaching Learning-focused interaction and dialogue. Ultimately builds teachers’ capacities to reflect upon practice, solve problems, generate ideas and increase professional awareness to strengthen, improve and increase student learning and achievement. It is something that “conveyed valued people from where they are to where they want to go.”

Activity 3: Coaching in your context (10 minutes) We get into groups to discuss: What are some strengths for coaching in your context? What are some concerns about coaching in your context?

Why Coaching? To practice new strategies and develop greater skills To use new strategies with more efficacy To conduct longer-term retention of knowledge To teach new strategies to participants To develop clear understanding of strategies To develop more collegial and professional relationships

Conditions for Effective Coaching Shared beliefs, vision and accountability Coaching as part of school culture Leadership Training Student and teacher centered Build a relationship of trust Non-evaluative

Activity 4: Coaching & Change (10 minutes) We reflect and discuss: Coaching is a way to significantly change culture, context and competency of schools.

Instructional Coaching Model Values, beliefs & ideas Preconference Observation Post Conference

Six Standards Instructional Coaching Model Values: Who am I? What matters most to me? Preconference: Co-construction of learning, lesson development and communal understanding of topics and ideas. Observation: Data collection, qualitative and quantitative data, rubric rating, evidence, non-judgmental observation Post Conference: observations, understanding, reflections, clarifying, next steps, actions Trust: Who will I trust? Do I trust the process? Transformation: What am I willing to change? What do I believe pedagogically? What aligns with my beliefs and practices?

Coaching Skills Engaged listening: choosing, attending, asking, being present, consciously hearing, addressing needs, intently listening Reflective questioning: being engaged in the conversation, asking specific questions, asking developmental non-judgmental questions, encouraging reflective thinking Collecting examples of learning evidence: academic, pedagogy, dialogue, small group instruction Documenting & scripting: observational video, scripting teacher and/or students comments Giving feedback: goal referenced –based on a purpose, transparent and purposeful, actionable, user-friendly, ongoing, consistent, timely, progress towards a goal

Post-workshop Tasks - English 1-We go through the article: The 10 Key Elements of Transformational Coaching, Linda Yaron, 2017 2-We raise and share ideas, concerns and questions with colleagues via face-to-face discussions or online discussions: ELT Journey Blog https://wordpress.com/posts/samirelt.wordpress.com MNF ELT FB Public Group https://www.facebook.com/groups/265923813840800/ 3-We use “ELT Coaching Toolkit” to sustain instructional coaching with teachers and peers.

Post-workshop Task – Mathematics 1-We go through the article: The 10 Key Elements of Transformational Coaching, Linda Yaron, 2017 2-We raise and share ideas, concerns and questions with colleagues via face-to-face discussions or online discussions: Create and join: MNF Mathematics FB Public Group 3-We use “Mathematics Coaching Toolkit” to sustain instructional coaching with teachers and peers. “Mathematics Coaching Toolkit” is a PowerPoint presentation that develops key points of teaching mathematics.

Post-workshop Task – Science 1-We go through the article: The 10 Key Elements of Transformational Coaching, Linda Yaron, 2017 2-We raise and share ideas, concerns and questions with colleagues via face-to-face discussions or online discussions: Create and join: MNF Science FB Public Group 3-We use “Science Coaching Toolkit” to sustain instructional coaching with teachers and peers. “Science Coaching Toolkit” is a PowerPoint presentation that develops key points of teaching science.

Questions

Feedback