1. Instructional Coaching: Differentiating Professional Development and District Leadership Debbie Behling, M.Ed. Education Specialist, Region 4 NSSSA, November 13, 2008

2. Today’s Objectives How can professional development and leadership capacity be built with tight schedules, inadequate budgets, and limited travel opportunities? One solution is Instructional Coaching. Explore the Instructional Coaching model and plan for implementation. Participate in hands-on and research-based training and listen to one district’s journey into Instructional Coaching.

3. Today’s Format Participate in activities used with instructional coaches to build their capacities while exploring instructional coaching as a professional model Analyze ways to interact with teachers as an instructional coach

4.  Project CRISS SM 2004 Instructional Coaching What is it? Category What is it like? Properties Comparison What are some Examples? Illustrations

5. IC FAQs Teachers serving as coaches alongside fellow teachers Provision of just-in-time support and training onsite Sustainability of professional development over time Development of campus/district leaders in content areas

6. You as an Educator of Adults Complete the handout “Assessing Your Qualities as an Adult Educator.” Be prepared to share with a partner.

7. Quadrant Partners Choose four different partners and record their names on your handout. QP1-3: Choose people who are not sitting with you now. QP4 should be someone with the same content area. Sit down when you are finished. Come up to the dugout in the front if you still need a partner. You will sit with your QP1 partner first.

8. Characteristics of Adult Learners What do you think is different about children and adults as learners? What do you think is the same about children and adults as learners? What evidence do you have to support your opinions?

9. Characteristics of Adult Learners Move to meet with QP2. Read article. Discuss implications for working with teachers in your role as instructional coach.

10. Designing Instruction for Adult Learners Determine Needs –Yourself –Content –Learner –Context Describe Educational Goals and Objectives –Needed –Wanted

11. Designing Instruction for Adult Learners Develop Evaluations –Formative –Summative Design Learner Objectives –Process –Product

12. Too much structure Too little structure Stifle independent/ sophisticated learners Frustrate dependent/ unsophisticated learners Balancing Structure in Adult Learning Situations

13. Characteristics of Educators of Adults Review the handout “Characteristics of Educators of Adults.” Discuss the information with QP3. Relate to your own abilities and skills as an educators of adults.

14. You as an Educator of Adults - Reflection Read and respond to item 5 and 6 on the handout “Assessing Your Qualities as an Adult Educator.” Share with table group.

15. Ticket Out for Lunch Take four sticky notes. On each, write one of the following: –! Something that resonated with you –- Something you would have liked to have been done differently –? A question you still have –+ Something that will be practical for you to use Stick them to the chart paper as you leave for lunch.

16. Instructional Coaching Roles Resource Provider Data Coach Curriculum Specialist Instructional Specialist Classroom Supporter Learning Facilitator Mentor School Leader Catalyst for Change

17. Revisit Instructional Coaching Definition  Project CRISS SM 2004 Instructional Coaching What is it? Category What is it like? Properties Comparison What are some Examples? Illustrations

18. Closing Tools References Thank you for all you do to help our teachers and students in social studies education.