1. The Dignity of Risk A Coach’s Story Karyn Nimac Literacy Coach Daramalan College, ACT AIS-ACT Sharing Day, November 12, 2015 University of Canberra

2. To Coach or Not to Coach?

3. My School

4. Coach Colleague

5. Data oh data!

6. ‘Coaching is about helping people set goals for themselves, identifying their learning opportunities, providing constructive feedback and guiding people in a learner led experience.’ (AITSL) ‘If teachers are going to invest a lot of time in changing their teaching to reach important goals, they have to choose goals that matter to them.’(Knight 2015, 13)

7. Instructional Cycle

8. “A better course leads to better teaching,” (Andrew).

9. Identify the problems Students not completing at home tasks Students not completing all sections Low achieving and disengaged students struggling to adhere to minimum expectations Students treating RE as not an “important” subject Late or non submissions

10. ‘Once teacher and coach set a goal and choose a teaching strategy, the teacher must learn how to implement the strategy. For the coach, this means explaining and modelling teaching strategies.’ (Knight 2015, 13)

12. “If we give them a choice of a C grade question, they might consider it as achievable. Giving them really difficult questions just makes them want to throw their hands in the air and not even want to attempt it.” The questions

13. The C question asks to ‘explains’ The B question asks to ‘compare and contrast’ The A question asks to ‘evaluate’

14. ‘Whenever possible, teachers should attend to the process that students might follow to produce texts -- and not only specify criteria for evaluating finished products, in form or content.’ The preparation

15. Task sheet and rubric Brainstorm pages Note taking and research tables – example and blank Planning table Essay structure example Advice on language use Page for the bibliography Article on topic The preparation

16. ‘Dignity of risk” means respecting each individual’s autonomy and self-determination (or “dignity”) to make choices for himself or herself.’

17. “Coaches monitor how teachers implement the chosen teaching strategy and whether students meet the goal.” (Knight, 2014)

18. Introduction How does this introduction answer the question? Does it feature at least three points of discussion? What are they? Is it clear and concise? Why or why not? Is it easily understood? Why or why not? For each paragraph Does it have an appropriate topic sentence? Why or why not? Was this point mentioned in the introduction? Does the evidence support the point being made? Why or why not? Does it have enough explanation or analysis to prove the point being made? Why or why not? How many quotations does it have? Are they correctly cited? Conclusion Does it include any new evidence or discussion points? Does it feature all discussion points mentioned in the essay (introduction, body)? Does it answer the question in a concise way? Why or why not? Does it have an interesting strong concluding statement?

19. “It was a great example. That kid wrote really well and it made sense to me.” “The questions made it easier to understand what we were looking for.” “I have a better understanding of what an A grade essay looks like.”

21. Student surveys

29. “It is worth thinking laterally about how you could use secondary data because if your initiative fits in with your system, there is a good chance that available data may supplement your own data.” (Shaddock 2014, 73). “It is worth thinking laterally about how you could use secondary data because if your initiative fits in with your system, there is a good chance that available data may supplement your own data.” (Shaddock 2014, 73).

30. Comparisons

31. “Overall it helped with the writing process. Of course there were some who rushed it but remember, we have the full range of abilities here. I am really happy with the way it went.” (Andrew)

32. Would you recommend coaching to other teachers? “Definitely. When it comes to PD, you don’t need to outsource everything. Coaching shows that there’s a wealth of knowledge and expertise here at school which you can tap into.” (Andrew) Would you recommend coaching to other teachers? “Definitely. When it comes to PD, you don’t need to outsource everything. Coaching shows that there’s a wealth of knowledge and expertise here at school which you can tap into.” (Andrew)

33. “It has also given Andrew the confidence to bring about meaningful change in the way curriculum elements are presented to students.” “I would encourage other departments to participate in the program for the obvious benefits that apply when you have a participant who is keen to improve and wants to move to the next level as an efficient teacher and team leader.” “I would encourage other departments to participate in the program for the obvious benefits that apply when you have a participant who is keen to improve and wants to move to the next level as an efficient teacher and team leader.” What did his colleagues think?

34. Looking back, looking forward.. This presentation reports on the findings from “The AISACT Literacy and Numeracy Coaching Academy (2015)”, delivered in partnership with Independent Schools Queensland (ISQ) and funded by the Students First Support Fund.