Branching Out September 26, 2013

Welcome Back! Where are we now? Where are we going? PLN! Introductions…

Please Do Now Congratulations! We have seen some big changes since this time last year! Please take 2 minutes to write 3 sentences: Where do you hope to be in APRIL of this year? What can I do to help you reach that point?

Shuffle… How would you rate your level of experience as an instructional coach? 1.I’m ready to start learning about PIIC… 2.I have the background. Now let’s do this! 3.I think we’re finally starting to get somewhere! 4.I am a coaching ninja!

Shuffle… What is your BIGGEST concern right now? 1.Time 2.Experience / Knowledge 3.Teacher Support 4.I’m not even sure what to be concerned about yet!

Shuffle… What is your availability as a coach? 1.I’m not sure I actually have any time… 2.I have a scheduled PIIC period. Now let’s do this! 3.I have some flexible time in my schedule, but I’m not sure how to use it… 4.I am a full-time instructional coach

Shuffle… Which part of PIIC do you think will be your biggest focus this year? 1.One-to-one coaching 2.Small group coaching 3.Resource provider / Data manager 4.Teacher-leader

Shaking off the rust… Let’s take a quick look at our program. Why are we here?

The B-D-A Cycle of Coaching Before Pre-conference for planning successful instruction w/ individuals or team of teachers During Co-teaching Modeling After Offering feedback through reflective and non- evaluative conferences

Pre-Conference Planning (Before) An instructional coach works collaboratively with the teacher to... identify the focus for the visitation review instructional goals and materials clarify the role of the coach during the classroom visitation identify what the teacher should watch for during a model lesson co-construct visitation form establish a time for debriefing

Classroom Visitation (During) Based on the pre-conference, the coach and the teacher agree to one of the following: Coach models a lesson/strategy with an identified area of focus for the teacher Teacher and Coach co-teach Coach watches the teacher and collects data using the co-constructed form

The coach provides feedback for the teacher based on the teacher’s identified focus. The coach… Uses the co-constructed observation form to collect data related to the identified focus areas Respects the parameters of the visitation protocol Ensures that data collected are objective and non-evaluative Reminds the teacher of the debriefing appointment Classroom Visitation (During)

Debriefing (After) Th e debriefing is most effective when both parties have had an opportunity to reflect and prepare their thoughts The lesson is reviewed by discussing the areas of focus agreed upon in the “before” or planning stage The instructional coach and teacher discuss student engagement and how students responded to the lesson The coach helps the teacher recognize the areas of strength and areas of need in that lesson

Have a game plan Watch the tape It doesn’t all happen on the field!

The Role of the PIIC Coach

The 4 Elements

The PIIC Resource Guide

The Role of the PIIC Coach What roles do you have in your school? How can these relate to coaching?

Standards for Professional Learning

Learning Communities Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

Learning Communities In your color groups: Review the material and collaborate to design one or two discussion questions for the group Group discussion Focus Areas: 1.How can this material impact teacher practice? 2.How can this material impact student learning?

Literacy in Content Areas What are some non-text sources we can use to incorporate reading, writing, speaking, listening, and thinking into the content areas? Creative Commons Library Thing …?

Literacy in Content Areas Find your shape groups… Square - audio Circle - video Triangle – photography Find a resource to share with the group. Discuss how you could use this to incorporate literacy skills into a lesson.

A fork in the road… Group 1 Read and discuss 15 Minutes to a Transformed Lesson, using the text-rendering strategy of your choice. On chart paper: Design a graphic to present the main points of the article. Be prepared to present to the group Group 2 Explore this wiki. Get familiar with the sections and resources. Coach survey If you have not completed it yet, please do now… PIIC websites Check out the links on the wiki.

Group Planning Time

Ticket Out… What are three ideas, skills, or tools you took from today's session that you can immediately put to use in your practice? Discuss them with your letter team, then post to the discussion board.