2. As you enter… Please find the quotes posted around the room
Read the quote and decide if you agree with the quote or disagree with the quote
Write on the poster why you agree or disagree

3. Objectives Participants will…
Define and identify the needs and roles of a coach as they relate to implementing Effective Teaching Strategies for English learners, and begin constructing a coaching plan.
Experience reflecting, problem solving, role playing, and writing a coaching implementation plan.

4. Review of Last Session Round Robin
First person writes one thing that he/she remembers from yesterday and passes the paper clockwise.
The next person records an idea and passes it again clockwise.
This continues until everyone in the group has contributed an idea or the teacher calls time.
Select a member of the group to share.

5. Coaching
Coaching “is a helping and facilitative process that enables individuals, groups/teams and organizations to acquire new skills, to improve existing skills, competence and performance, and to enhance their personal effectiveness or personal development or personal growth” (Hamlin, Ellinger, & Beattie, 2009, p. 18).

6. Pick Your Leisure Activity
What do you like to do in your free-time (if it is not posted, pick one anyway)
Find your corner
Discuss, the challenges do you think your role as a coach will present or currently presents? And What untapped opportunities do you think your role as a coach will present or currently presents?
List the challenges and opportunities on chart paper
Exchange information

7. WriteAround + ReadAround
At your table use the strategy, “writearound” to consider your role as a coach.
Begin your paragraph with:
Coaching is…

8. Key Characteristics of Coaching
Engaging in a discovery process
Establishing an environment where individuals and groups can learn and develop
Investing in behavioral change that is sustainable and can evolve
Developing potential/growth

9. What makes someone “coachable”?
Openness
Willingness
Desire for change
Engaged
Motivation to improve their knowledge, skills, and abilities
Performance improvement

10. Coaching Consultation Protocol
Exploration, Critique, and Reflection
Coaches and teachers move in and out of these three dimensions as they discuss teacher beliefs and practices in the context of a specific lesson.

11. The Three Dimensions of Coaching
Jigsaw Reading, Recording, and Retelling (pgs.7-10) Number off 1 – 3 Number 1’s read the section on Exploration Number 2’s read the section on Critique Number 3’s read the section on Reflection Work with your group to discuss the information and summarize using a graphic organizer Present your section to the whole group

12. Let’s Take A Break

13. Coaching Coaching is giving feedback to teachers after an observation
NOT for evaluating but for helping teacher and students improve teaching and learning
Feedback is not subjective; it is based on data collected during the observation
Coach and teacher need to be engaged and committed
Coaching ensures continuous professional growth

14. Coaching
Process in which teachers transform practice through exploration, critique, and reflection (ongoing dialogue)
Creates and maintain situation of collaborative professional development involving discussion between colleagues about improving approaches to educating English learners

15. The Observation Cycle Pre-observation conference
Preliminary scheduling
Pre-observation conference
Observation
Post-observation conference

16. Effective Coaching: Prior Knowledge and Experience
Think about a time when someone has visited/observed your classroom or talked with you about your instruction (or you were the one visiting/observing).
Which class visits, observations, or conversations were positive and productive?
Which ones were not?
How did you feel?
Answer the questions and share with a partner. Then team up with another pair to form a square. Share responses again. Take additional notes as new ideas are mentioned.
Think, Pair, Share, Square

17. Vignettes Read the vignette
Jot down the positive and negative aspects depicted in the vignette
Rate the teacher based on the SIOP Model
Share with your table group how and why you rated the teacher

18. Lunch

19. Preliminary scheduling
At the preliminary scheduling meeting, the primary goal is to agree on convenient times for the observation and the pre-and post-observation conferences.
The coach and the teacher can identify ways to communicate, google docs, , telephone

20. Pre-observation conference
Essential for establishing a foundation for the remainder of the observations.
Establish clear expectations
Determine focus and direction of the observation.
develop objectives
review the lesson plan
schedule observation
form of communication
Start building relationship

21. Pre-observation conference

22. Observation How will the coach record the observation?
Data collector, observing and recording
Running records
Scripting
Graphic organizers
Checklists

23. Building Background Video
How did the teacher address the features of building background?
What strategies did she use?
How did the students respond?

24. Building Background Video

25. Lesson Delivery Video

26. Post-observation conference
Data collected during the observation
Phase drives the post-observation conference
Facilitating discussion
Teacher ownership
Collaboration
Open-ended questions
Written feedback
End with a plan

27. Post-Observation Conference

28. Gots and Wants
On the green sticky please write your “Gots” from today’s session.
On the purple sticky please write your “Wants” from today’s session.