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Becoming an Effective Instructional Coach

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Presentation on theme: "Becoming an Effective Instructional Coach"— Presentation transcript:

1 Becoming an Effective Instructional Coach

2 Purposes of the Workshop
To empower instructional coaches to engage in their practices with: The belief that they can make a difference in teacher practice and student learning. A clear focus on student learning in the classroom. A deeper understanding of the various roles and responsibilities of school-based coaches, the knowledge and skills associated with each role and the challenges each role presents

3 Purposes, cont. An ever-expanding repertoire of skills for coaching staff in ways that promote professional growth and student learning A commitment to engage in, model and promote collegial relationships

4 Essential Questions What is the role of the coaching process in promoting teacher growth and student learning? What are my roles and responsibilities as an instructional coach? What are the NSDC standards and how do they impact my work?

5 Essential Questions, cont.
What are the models of professional development that I cold use to facilitate learning? How does contracting clarify our work with educators? How is the impact of coaching measured?

6 Essential Questions, cont.
What role does effective communication among coaches, mentors and principals play in the professional growth of teachers What knowledge and skills are needed in a coaching repertoire?

7 Agenda Overview Characteristic/attitudes and beliefs of effective coaches Hats of Instructional Coaches Effective Professional Development What should we be looking for in classrooms

8 Multiple Roles and Responsibilities of Coaches

9 Coaches act as Data coaches Instructional specialists
Curriculum specialists Mentors Learning facilitators School leaders Classroom supporters Resource providers Catalysts for change Learner

10 Data Coach Purpose: Responsibilities:
Ensure that student achievement data is used to drive decisions at the classroom and school level Responsibilities: Identify school-wide and grade level, department trends Facilitate data dialogues Supports teachers in using data to improve instruction Use data to analyze classroom learning for students and identify next steps

11 Data Coach Knowledge and Skills
Ability to establish a “blame free environment” Thorough understanding of data and what it says about student learning Strong facilitation and questioning skills Ability to assist teachers in the appropriate next steps for instruction based on data

12 Challenges Creating data displays Understanding of the data
Planning for facilitation of effective data dialogues with the appropriate questions Creating a non threatening environment for open conversation during the actual discussion

13 Classroom Supporter Purpose: To increase the quality and effectiveness of classroom instruction Responsibilities: Modeling/Demonstration Lesson Co-Teaching Observe and Offer Feedback

14 Challenges Getting stuck on the demonstration end of the continuum
When co-teaching overstepping the agreed-upon boundaries to take over for the teacher if the lesson is not going well Being clear on the feedback Not overwhelming the teacher with feedback Knowing when and how to move along the continuum

15 Resource Provider Purpose: To expand teachers’ use of a variety of resources to improve instruction. Responsibilities: Help teachers locate information, resources, materials, equipment and examples of best practice, delivery of instruction, assessment of student learning, organization or creating a positive learning environment in the classroom

16 Challenges Being seen as a gofer and teachers becoming dependent on you to provide resources. Keeping abreast of numerous changes and resources in education Implementing the principle of gradual release.

17 Mentors Purpose: To increase instructional skill of the novice teacher and support school wide induction activities. Responsibilities: provide ongoing support build a trusting relationship understanding of district and school expectations serve as a critical friend

18 Mentor Resources Stages of Development – pages 68-85
Mentoring Calendar Pages Positive Learning Environment – pages and Active Learning Strategies – Pages

19 Learning Facilitator Purpose: Responsibilities:
To design collaborative job embedded standards based professional development Responsibilities: Design and deliver learning opportunities with the adults in the building that align with the school improvement plan Study groups, Training, Lesson study, Case study, Examining student work, Classroom Visitation

20 Partner Task What are some challenges you face in this role?
How is this the same and/or different from the professional learning happening at your site?

21 School Leader Purpose:
To work collaboratively with the school’s formal leadership to design, implement, and assess school change initiatives to ensure alignment and focus on intended results. Responsibilities: Serving on school improvement teams Meeting with other coaches or resource personnel to align services to teachers Leading a variety of school committees Serving as liaisons or key communicators to central office Serving on district committees

22 Knowledge and Skills for School Leaders
Understand the change process Be aware of national, state and local trends and research Use creative and critical problem solving skills Use high level communication and relationship skills Willingness to challenge the status quo

23 Challenges Providing differentiated services or resources to accommodate staff members at various stages on concern Walking the fine line between being an administrator who supports the change and being a member of the teaching ranks Go slow to go fast Protect teachers from unnecessary work or distractions Integrating and aligning innovations

24 Instructional Specialist
Purpose: To align instruction with curriculum to meet the needs of ALL students Responsibilities: Help teachers select and implement the most appropriate strategies Assist teachers in differentiating instruction and selecting the best strategies for the learning.

25 Knowledge and Skills Deep understanding of the research on effective instructional techniques Can model effective instruction Understand standards-based planning Assisting teachers to look at the big picture first and then planning instructional and assessment strategies How to integrate a variety of content areas Facilitations skills, Must demonstrate that they believe all students can learn – no excuses Articulate their own thinking

26 Challenges Need a large amount of knowledge about a variety of strategies Gathering enough information about individual students in a classroom to assist a teacher in designing appropriate instruction is time consuming Sometimes coaches may be learning instructional strategies along with teachers Have to be risk-takers Reading research, practicing new strategies and introducing new strategies to teachers Willing to step back and critique own practices as a model for all

27 Resources in Handbook Pgs Mentoring in a Standards based Environment Pgs on lesson design and differentiation Pgs for instructional planning, task analysis



30 Curriculum Specialist
Purpose: To ensure implementation of adopted curriculum Responsibilities: help teachers use district curriculum guides and materials to develop pacing guides, prepare unit and lesson plans, develop assessments, design accommodations for various learners.

31 Challenges Adequate understanding of the curricula of all disciplines
Establishing credibility as a curriculum specialist Inadequate curriculum and resources available Need to develop a deep understand of the tested curriculum

32 Catalyst for Change Purpose:
To create disequilibrium with the current state as an impetus to explore alternatives to current practice Responsibilities: Introduce alternatives or refinements Make observations about current practice Ask the hard questions about current practices Engage teachers in Evaluation Think

33 Knowledge and Skills Know and understand change, leadership, reform and adult development Aware of national, state, and local trends, Understand the impact of change on the culture and environment of the school and district Engage others in dialogue, surfacing mental models about the change Gather evidence, make recommendations, think out of the box Good communications skills Use trust and honesty as their main tools

34 Challenges Maintain a delicate balance between disturbing the status quo and moving people forward with the change Being ready to act whenever an opportunity arises Foster ownership in others Seek to maintain a certain level of dissatisfaction, discomfort, or disequilibrium within the school as a way of inducing continuous improvement Do not act alone

35 Your Roles Create a pie chart that indicates how you currently divide your time as a coach among the ten roles. Be ready to discuss with a partner: this division and how you anticipate your role changing through the rest of the school year.

36 NSDC What are the NSDC Standards and how do they impact my work?
What are the models of professional development that I could use to facilitate learning? How do the NSDC standards connect with the work of instructional coaches?

37 Professional Development Should:
Results-Driven Job-Embedded Content Rich Whole School Standards-Based Systemically Supported

38 NSDC Standards Context: Learning Communities, Leadership, Resources
Process: Data-Driven, Evaluation, Research-Based, Design, Learning, Collaboration Content: Equity, Quality Teaching, Family Involvement

39 Context: Learning Communities
Professional development that improves the learning of all students, organizing adults into learning communities whose goals are aligned with those of the school and district. Context: Leadership Professional development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement. Context: Resources Professional development that improves the learning of all students requires resources to support adult learning and collaboration.

40 Process: Data Driven Professional development
that improves the learning of all students, uses disaggregated data to determine adult learning priorities, monitors progress, and helps sustain continuous improvement.

41 Content Standard Equity Quality Teaching Family Involvement

42 School-Based Professional Development
Acquire and deepen teacher knowledge and skills and To provide follow-up/structures to support implementation

43 What Should We Be Looking For in Classrooms?
Practicing the Peer Observation Process

44 Peer Observation Possibilities
New teacher observes mentor New teacher observes expert teacher New teacher shadows colleague or students Learning Walks/Observations together Co-Teaching by mentor and new teacher Mentor observes new teacher Observations beyond the classroom Videotaped teaching episodes


46 T-Chart



49 Homework Go to the Just Ask website to the resource center
Read 2 of the Mentoring in the 21st Century Newsletters Peer Observation Possibilities What Should We be Looking for in Classrooms

50 3 Ways my thinking was stretched 2 Actions I plan to take
3-2-1 3 Ways my thinking was stretched 2 Actions I plan to take 1 Question for which I need more information

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