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 learningA commitment to engage in, model and promote collegial relationships
4 Essential QuestionsWhat 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 teachersWhat knowledge and skills are needed in a coaching repertoire?
7 AgendaOverviewCharacteristic/attitudes and beliefs of effective coachesHats of Instructional CoachesEffective Professional DevelopmentWhat should we be looking for in classrooms
9 Coaches act as Data coaches Instructional specialists Curriculum specialistsMentorsLearning facilitatorsSchool leadersClassroom supportersResource providersCatalysts for changeLearner
10 Data Coach Purpose: Responsibilities: Ensure that student achievement data is used to drive decisions at the classroom and school levelResponsibilities:Identify school-wide and grade level, department trendsFacilitate data dialoguesSupports teachers in using data to improve instructionUse 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 learningStrong facilitation and questioning skillsAbility 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 questionsCreating a non threatening environment for open conversation during the actual discussion
13 Classroom SupporterPurpose: To increase the quality and effectiveness of classroom instructionResponsibilities:Modeling/Demonstration LessonCo-TeachingObserve 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 wellBeing clear on the feedbackNot overwhelming the teacher with feedbackKnowing when and how to move along the continuum
15 Resource ProviderPurpose: 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 ChallengesBeing seen as a gofer and teachers becoming dependent on you to provide resources.Keeping abreast of numerous changes and resources in educationImplementing the principle of gradual release.
17 MentorsPurpose: To increase instructional skill of the novice teacher and support school wide induction activities.Responsibilities:provide ongoing supportbuild a trusting relationshipunderstanding of district and school expectationsserve as a critical friend
19 Learning Facilitator Purpose: Responsibilities: To design collaborative job embedded standards based professional developmentResponsibilities:Design and deliver learning opportunities with the adults in the building that align with the school improvement planStudy 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 teamsMeeting with other coaches or resource personnel to align services to teachersLeading a variety of school committeesServing as liaisons or key communicators to central officeServing on district committees
22 Knowledge and Skills for School Leaders Understand the change processBe aware of national, state and local trends and researchUse creative and critical problem solving skillsUse high level communication and relationship skillsWillingness to challenge the status quo
23 ChallengesProviding differentiated services or resources to accommodate staff members at various stages on concernWalking the fine line between being an administrator who supports the change and being a member of the teaching ranksGo slow to go fastProtect teachers from unnecessary work or distractionsIntegrating and aligning innovations
24 Instructional Specialist Purpose:To align instruction with curriculum to meet the needs of ALL studentsResponsibilities:Help teachers select and implement the most appropriate strategiesAssist teachers in differentiating instruction and selecting the best strategies for the learning.
25 Knowledge and SkillsDeep understanding of the research on effective instructional techniquesCan model effective instructionUnderstand standards-based planningAssisting teachers to look at the big picture first and then planning instructional and assessment strategiesHow to integrate a variety of content areasFacilitations skills,Must demonstrate that they believe all students can learn – no excusesArticulate their own thinking
26 ChallengesNeed a large amount of knowledge about a variety of strategiesGathering enough information about individual students in a classroom to assist a teacher in designing appropriate instruction is time consumingSometimes coaches may be learning instructional strategies along with teachersHave to be risk-takersReading research, practicing new strategies and introducing new strategies to teachersWilling to step back and critique own practices as a model for all
27 Resources in HandbookPgs Mentoring in a Standards based EnvironmentPgs on lesson design and differentiationPgs for instructional planning, task analysis
30 Curriculum Specialist Purpose: To ensure implementation of adopted curriculumResponsibilities:help teachers use district curriculum guides and materialsto 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 specialistInadequate curriculum and resources availableNeed 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 practiceResponsibilities:Introduce alternatives or refinementsMake observations about current practiceAsk the hard questions about current practicesEngage teachers in Evaluation Think
33 Knowledge and SkillsKnow and understand change, leadership, reform and adult developmentAware of national, state, and local trends, Understand the impact of change on the culture and environment of the school and districtEngage others in dialogue, surfacing mental models about the changeGather evidence, make recommendations, think out of the boxGood communications skillsUse trust and honesty as their main tools
34 ChallengesMaintain a delicate balance between disturbing the status quo and moving people forward with the changeBeing ready to act whenever an opportunity arisesFoster ownership in othersSeek to maintain a certain level of dissatisfaction, discomfort, or disequilibrium within the school as a way of inducing continuous improvementDo not act alone
35 Your RolesCreate 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 andhow 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-DrivenJob-EmbeddedContent RichWhole SchoolStandards-BasedSystemically Supported
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: LeadershipProfessional development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement.Context: ResourcesProfessional 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 learningof all students,uses disaggregated datato determineadult learning priorities,monitors progress, and helpssustain continuous improvement.
42 School-Based Professional Development Acquire and deepen teacher knowledge and skills andTo 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 mentorNew teacher observes expert teacherNew teacher shadows colleague or studentsLearning Walks/Observations togetherCo-Teaching by mentor and new teacherMentor observes new teacherObservations beyond the classroomVideotaped teaching episodes