1. Instructional Coaching Samir Omara RELO-NileTESOL Trainer s. m
Instructional Coaching Samir Omara RELO-NileTESOL Trainer

2. 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

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

4. 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?

5. 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.

6. 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

7. 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

8. 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.”

9. 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?

10. 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

11. 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

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

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

14. 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?

15. 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

16. 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
MNF ELT FB Public Group
3-We use “ELT Coaching Toolkit” to sustain instructional coaching with teachers and peers.

17. 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.

18. 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.

19. Questions

20. Feedback