CAPS: COACHING TEACHERS Facilitator: Dr. Lynne Paradis BELIZE LITERACY PROGRAM June 2011

Intended Learning Outcomes: That participants will: - appreciate the critical role the principal serves in ensuring the critical components of good instruction are in place in classrooms -identify basic minimum standards of teacher practice -explore ways to use caps as an organizing framework for classroom instruction and assessment of teacher effectiveness lparadis May 2010

OPENER ACTIVITY In pairs: -Consider a teaching lesson you have witnessed that was excellent - why was it so good? -Consider a weak lesson you witnessed – Why was it so weak? What actions of the teacher contributed to both the strength and weakness factors?

Reflection on Being a Principal  Provision of instructional leadership:  Building relationships with staff  Awareness of multiple curriculum areas  Assessment and achievement  School management – toilets, books, budgets and much, much more! lparadis May 2010

Instructional Leadership  What is expected of the principal in order to demonstrate instructional leadership? In pairs identify three indicators..

Instructional leadership looks like…  Enlist the assistance of staff.  Collaboration between staff and principal  Identify and affirm effective practices  Time devoted to provide instructional leadership  Add more to the list……

Principal Quality Instrument This document outlines key indicators of principal success and can guide action in the areas:  Curriculum  Pedagogy  Assessment  Student Diversity  Teacher Supervision  Collaboration

Context and Content  Common language of teachnig  Purposeful PD  Leadership at all levels  CAPS evident in classroom practice  Collaboration and community  What matters is success by June…  Teachers understand LITERACY and the critical role in student learning lparadis May 2010

CAPS  C = Curriculum  A = Assessment  P = Pyramid of Interventions  S = Spirituality lparadis May 2010

Curriculum Support Belize Curriculum -- the starting point for planning Common language Resource audits Learning Outcomes Select teaching strategies (pedagogy) Honor ‘learning research’ lparadis May 2010

Guides to Good Teaching Strategy  Begin with the Learning Outcomes  Share the outcomes with students  Concepts - teach and illustrate the language  Begin with specific (small) and build to Big ideas or general learning outcomes  Include variety and choice  Introduction, teaching phase, learning phase and closure.

Students learn best when… -Engaged in learning activities -Materials are available -Tasks are clear and manageable -They can work with other students -They know they are in a safe environment --emotional and social safety --belief that their teachers believes they can succeed --affirmation and encouragement exist

Essential that: -assessment for rather than of learning -assessment aligns with learning outcomes -teacher is assessing continually through observation, conversations with students in addition to products (assignments and testing) - descriptive feedback is provided -grading expectations are clear -exemplars exist (eg. 100 % looks like.. ) ASSESSMENT

Trouble Spots in Assessment  Zeros – the shut down impact  Rewrites – I have a chance to show I know..  Right to fail --- Right to pass!!  Power and control v.s Learning as a focus  Student involvement in setting assessment  Opportunity for choice/variety

Pyramids of Intervention  Some students need more  TIME and SUPPORT  What safeguards protect this philosophy of learning? lparadis May 2010

Teacher and School Pyramids  Collaborate and determine possibilities to assist students with learning  Post a plan  SHARE with students and parents  Critical and empowering role of the teacher  Levels: Classroom, School wide, Community supports lparadis May 2010

SPIRITUALITY  Where appropriate permeation of faith enriches both faith development and learning  Use of illustration and example from scripture  References to beliefs and how they impact new learning  Ex. What is one connection between this new science concept and our faith? lparadis May 2010

Teacher Supervision  Consistent, Clear, ongoing  Walkabouts  Use of teacher quality standard as a guide  Descriptive feedback  Focused on student learning  Livelong learning focus lparadis May 2010

Affirmations  Identify, Name and celebrate successes  Build capacity of school leaders  Intentional and purposeful action as an instructional leader lparadis May 2010

Reflection and Sharing What can I do next week to demonstrate that instructional leading is an essential role as a school leader? lparadis May 2010

CAPS – A Framework for Good Teaching Refer to the handout in your booklet. In table groups, take one of the letters of the acronym and discuss strategies you could use in your school to encourage teacher utilization of the concept. lparadis May 2010

CAPS – A METAPHOR How can this simple metaphor assist teachers to be better in their roles ? lparadis May 2010