Presentation on theme: "Roles and Responsibilities of the Instructional Coach"— Presentation transcript:
1 Roles and Responsibilities of the Instructional Coach Overview
2 Your role as an instructional coach is to…provide and communicate a rationale about why the improvement of instruction is essentialKatherine Casey
3 The Craft of Coaching Role of the Coach Responsibilities of the Coach QualificationsCoach’s CompactResponsibilities of the CoachCoaching ContinuumCoach’s ScheduleCollaborative Structures
4 QualificationsMinimum of three years successful teaching experience in content area with appropriate certification (Reading, Mathematics, Science)Reading/literacy coach must be endorsed or K-12 certified in the area of reading or working toward that status by completing a minimum of two (2) reading endorsement competencies of sixty (60) in- service hours each or six (6) semester hours of college coursework in reading per year (F.S. 6A )While the second bullet is specific to reading coaches, it is imperative to mention in the qualifications since it is State Statue.
5 Qualifications Ability to work with administrators and faculties Ability to prepare and deliver presentations and workshops to varying audiences, including content area teachers and administratorsAbility to provide coaching experiences in classrooms using the coaching modelExhibit knowledge of content areaDemonstrate special expertise in high quality content instructionAbility to analyze data and use it to inform instruction
9 In an effort to make your job more focused and more effective, you should be moving from a “provider of information” to a learning partner with teachers…
10 An Instructional Coach Serves as a professional development liaison within the school to support, model, and continuously improve the instructional programs to assure academic improvement for ALL students.as a stable resource at the school site to support high quality implementation of research-based instruction.as a mentor in developing ideal content-rich classrooms
11 “A common goal guides a … coach to support the mathematics [science, reading] learning of all students by supporting teachers to improvetheir teaching of mathematics [science, reading].”Marilyn Burns (2006)
12 A Coaching Continuum Coaching duties take many forms including: Facilitating Workshops Providing Demonstration Lessons; Co-teaching; Observing, Conferencing, and Debriefing Facilitating “teacher self-discovery”The constant in all of these activities is that they lead to better instructional practices and higher student achievement…
13 A Coaching ContinuumThe activities listed on the next slide range from providing information in order to improve instruction, to giving teachers actual “coaching” to improve what they are doing, and finally, to helping teachers examine what they need and facilitating their development as master teachers…
14 Resources after reflection to improve instruction and Facilitate astudy groupto investigatecommoninterest topicsto improveinstructionand studentachievement.Facilitateactionresearch to seekResources after reflection to improve instruction andstudentachievement.Confer,observe, anddebrief toimproveinstructionand studentachievement.Co-teach withcolleague toimprove instructionand studentachievement basedon mutually agreedupon learning goalsand successindicators.Provide anobservationlesson to improveinstruction andstudentachievement withfeedback andcollaborativeinput.Facilitate aworkshopor sessionto improveinstructionand studentachievementAsk participant to consider each vignette. Have them number each vignette from most basic to most complex on the continuum. Use next slide to check.
16 Roles and Responsibilities Aligned to the Coaching Continuum Provide initial and ongoing professional development for classroom teachers via study groups and daily support.Planning, developing and/or preparing PD, lessons for modeling, coaching sessions, etc.Model effective instructional strategies for teachers and co-teach in classrooms to increase instructional density to meet the needs of all learners.Coach and mentor teachers in the classrooms which includes observing and providing feedback.
17 Roles and Responsibilities Aligned to the Coaching Continuum Conferencing with teachers regarding lesson planning, grouping for instruction, and intervention strategies.Coordinating, scheduling and facilitating student assessments.Analyzing student data to assist teachers with informing instruction based on student needs.Continue to increase your knowledge base of best practices in instruction and intervention.Maintain, organize and facilitate use of instructional materials and resources.
18 Guiding QuestionHow do each of these categories affect student achievement and lead to better instructional practices?Ask to turn to a partner and get feedback. Share 5 to 6 responses.
19 Instructional Coach Schedule The District Curriculum and Instruction Framework for Successful Schools requires all coaches:maintain a daily/weekly schedulehave schedule accessible in an administrators officeShould reflect:Hours/minutes, with whom, doing what
20 Does the data in your school justify how you spend your time? Guiding QuestionDoes the data in your school justify how you spend your time?
21 Opening the Door To Coaching Administrative directionTroubleshooting or problem-solvingFollow-up to professional developmentGrade-level or department planning meetingsInvitation or request
22 Collaborative Structures Initial StepsFacilitate and foster teacher learning communitiesAddress teacher beliefs and orientationsDetermine a core agreed upon set of instructional strategiesNecessary SupportsGuide teacher implementation of new instructional skillsCoaching with co-planning and debriefingEncourage peer collaborationSustaining EffortsExtend coach’s learning and knowledgeExpand the sphere of influence and teacher leadership
23 The Challenge of Coaching Creating a feedback mechanismClearly delineating outcomesPlanning follow-up based on outcomesWe have the meeting, decide on actions, and there is no follow-up meeting to see what has taken place.What are your feedback mechanisms?Is there clearly delineated outcomes?Who follows-up?Monitoring is key!
24 Successful Follow-Up Meetings Start with what is working and has gone well. This helps people see their progress and focus on success.Move to what has not worked so well by framing concerns or road blocks as“How could I ……..? “Ask the person being coached to generate ideas to move forward, then select specific ones to work on.Don’t belabor what has happened. It’s history. Use what has happened to propel you forward and to prepare for the next teaching point.
25 Follow-up Reflection“. . . Follow-up is even more commonly missed when the coaching is about initiating alternatives. We are so relieved to have the meeting over with and the situation handled that we don’t give a second thought to a follow-up meeting and we are always surprised when the situation does not miraculously resolve itself. It is at this point that we often blame the person we are coaching.”Kathy Jourdain
26 Characteristics of Coaching Supportive rather than evaluativeObservation-based and focusedCollects data agreed upon with the classroom teacherShares ideas and practicesConversations are based on professional dialogue and revolve around teaching and learning issues.Interaction is collegial rather than competitiveRelationship is dynamic and should focus on the teacher’s needReduce isolationTransfer learning from theory to practiceAssure a high quality implementationIn conclusion, let’s review what the characteristics of good coaching. The next sessions will provide you the content specific context in which to apply these overall roles and responsibilities.
27 Non-NegotiablesAll instructional coaches must submit the Coach Compact to the appropriate subject area District office. Ensure coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers and do not teach more than 1 class. Exception being itinerant coaches who should not be given a class assignment.Instructional coaches (Mathematics, reading, and science) must provide their daily/weekly schedule in writing to a school administrator. The schedule must be kept in a binder in the administrator’s office.
28 Non-NegotiablesA school administrator must attend the instructional coach meeting and monitor the implementation of the Coach Action Plan.Instructional coaches must provide required Professional Development to school staff. Evidence should include agenda and attendance roster. Maintain fidelity to the Pacing Guides.