1. Coaching Cycle/ Coaching Continuum

2. Common Board Configuration (CBC)
DATE: Monday, June 10, 2013
VOCABULARY:
Coaching Cycle
Coaching continuum
EXIT SLIP:
What is effective coaching?
How can I alter my approach to maximize my effectiveness as an instructional coach?
How can the coaching cycle benefit instruction?
BELL RINGER: Read the article, “ Characteristics of Literacy Coaching” and complete group activity.
BENCHMARK: Coaching Cycle
AGENDA:
I Do: facilitate the understanding of the coaching cycle and the coaching continuum via discussion and a power point presentation.
We Do: organize the components of the coaching cycle on the continuum.
They Do: develop one component of the coaches’ action plan via goal setting
You Do: reflect on the information received through this presentation through response to questions.
OBJECTIVE: To describe the characteristics of the coaching cycle and their relevance to teacher and student support.
HIGHER ORDER QUESTIONS:
How will I ensure that teachers successfully incorporate collaborative strategies during group work?
ESSENTIAL QUESTION:
What is effective instructional coaching?
How can I alter my approach/work with my administration/teachers to maximize my effectiveness as an instructional coach?
How can the coaching cycle benefit instruction?
HOME LEARNING:
What can be done at your site to promote a culture of coaching?

3. Ice Breaker Read the article, “ Characteristics of Literacy Coaching”
Select one characteristic and describe how you would implement this characteristic into your coaching practice?

4. Essential Questions: What is effective instructional coaching?
How can I alter my approach/work with my administration/teachers to maximize my effectiveness as an instructional coach?
How can the coaching cycle benefit instruction?

5. Once there was a peddler who sold caps.
But he was not like an ordinary peddler,
carrying his wares on his back.
He carried them on top of his head
First he had on his own checkered cap,
then a bunch of gray caps,
then a bunch of blue caps,
and, on the very top,
a bunch of red caps.
-SLOBODKINA (1940, n.p.)

6. The Coaches’ To Do List

7. Order Resource Provider Data Coach Classroom Supporter Mentor
Learner Facilitator
Curriculum Specialist
Instructional Specialist
School Leader
Catalyst for Change

8. Coaching Responsibilities:
Whole Faculty Professional Development
Small Group Professional Development
Planning
Modeling Lessons
Coaching
Coach-Teacher- Conferences
Student Assessment
Data Reporting
Data Analysis
Meetings/Common Planning/Lesson Study
Knowledge Building
Managing Materials /Weekly Coaches logs

9. Instructional Coaches…
develop future leaders by supporting teachers in the areas of curriculum, assessment, and instruction and by fostering an environment of collaboration, reflection, and professional growth
Participant reads

10. Consider…
“You can teach a person nothing. You can only help him discover it within himself.”
attributed to Galileo

11. Consider
An effective Instructional Coach differentiates professional learning opportunities by thinking of coaching as a continuum.

12. CONTINUUM OF COACHING Interactive coaching Intra-active coaching
Increased external scaffolding
Decreased external scaffolding
The continuum of coaching examines the gradual release of teacher’s supported role to an independent reflective practitioner. Reading coaches scaffold teachers and target independence in this process.
Look at the frame of the Continuum of Coaching. Notice at the top that the coaching moves from being inter-active with increased scaffolding to intra-active with decreased scaffolding. The coach is moving the teachers to be self-reflective and engaged in their own coaching process as they analyze and reflect on instruction and the craft of teaching.
Do: Create their own Continuum of Coaching. Ask participants look at the blank continuum on the slide to mentally place their own coaching activities (listed in the activity from slide 9 and/or the activities from slide 10) along the continuum based on the level of scaffolding provided by the coach.
Provide 3 minutes for the participants to create continuum. Encourage talk among colleagues.
Discuss whole group the conversations and decisions that were made in the creation of their own personal continuum of coaching.
Facilitator note: There is no right or wrong answer(s) to this activity. The goal is to engage in discussion about the activities the coaches engage in daily and that the support provided is differentiated to meet the needs of the teachers and the coaching opportunity at that time.
Subject-centered pedagogy
Solution-seeking andragogy
Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence.
adapted from K. S. Froelich & E. A. Puig, 2010, p. 128
The Literacy Leadership Team:
Sustaining and Expanding Success
Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.

13. Components of the Coaching Continuum:
Facilitate action research to seek resources after reflection to improve learning and instruction A
Provide an observation lesson (“model”) to improve learning and instruction E
Facilitate a workshop or session to improve learning and instruction C
Facilitate a study group or literacy leadership team to investigate adaptive challenges to improve learning and instruction B
Confer, observe, and debrief to improve learning and instruction F
Put these in order on the continuum.
Co-teach with a host teacher in an observation classroom to improve learning and instruction D

14. CONTINUUM OF COACHING Interactive coaching Intraactive coaching
Facilitate a workshop or session to improve learning and instruction
Provide an observation lesson to improve learning and instruction
Co-teach with a host teacher in an observation classroom to improve learning and instruction
Confer, observe, and debrief to improve learning and instruction
Facilitate a study group or literacy leadership team to investigate adaptive challenges to improve learning and instruction
Facilitate action research to seek resources after reflection to improve learning and instruction
Increased external scaffolding
Decreased external scaffolding
If you have attended our trainings in the past, you are familiar with the Continuum of Coaching. One version of the Continuum of Coaching is found on the inside of the back cover of the Puig and Froelich text. An updated version is found on Page 128 of their The Literacy Leadership Team: Sustaining and Expanding Success book.
The Continuum of Coaching allows for differentiation in the coaching process. The entry points are decided on by the teacher and the coach. The activity that is selected should provide a learning experience for the teacher and allow for the teacher and the coach to be co-learners. It is important to consider that activities we engage in at the school site, demonstrate that we are a viable resource to the teachers and can support student achievement. On-site coaching is what supports the development of new skills in the classroom. We want to engage in the coaching activities that directly impact teaching and learning. While all pieces of the continuum are valuable, the observation and debrief are essential. When teachers apply knowledge in the context of teaching and are given an opportunity to debrief soon after implementation, they are more likely to make the practice their own.
The differentiated activities include:
Workshop
Observation lesson
Co-teach
Confer/Observe/Debrief
Study group or literacy leadership team
Collaborative action research
Idea for discussion: Ask the participants to share examples of how they differentiate their coaching using the Continuum of Coaching to guide.
Subject-centered pedagogy
Solution-seeking andragogy
Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence.
adapted from K. S. Froelich & E. A. Puig, 2010, p. 128
The Literacy Leadership Team:
Sustaining and Expanding Success
Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.

15. Coach Responsibilities
Whole Faculty Professional Development
Small Group Professional Development
Planning
Modeling Lessons
Coaching
Coach-Teacher Conferences
Student Assessment
Data Reporting
Data Analysis
Meetings
Knowledge Building
Managing Materials
Place these roles on a continuum from 1 to represents the least support.
Place these roles on a continuum from most to least support.

16. When literacy coaching is approached as a continuum of professional learning, it diminishes resistance to change by providing options.

17. How Do I Know Where to Start?
Coaching Cycle
How Do I Know Where to Start?

18. Classroom Walk Through
What is it?
Why do it?
The classroom walk through provides a powerful
tool for instructional coaches to gather information for the purposes of
coaching
tiering
professional development
An observation technique that allows the observer to record “snapshot” information on the effective elements of a classroom including:
instructional strategies
standard-based objectives
aligned instructional materials
level of cognitive interaction
classroom displays and resources
student engagement
Start with this as a priority

19. Note taking/Note making
Observations…
Questions?

20. Note taking/Note making
Observations…
12:10 T: That’s what good readers do. They try to connect to things in their lives.
Teacher roving room.
12:20 Teacher reviewed rules for sitting in front of the easel.
T: Mrs. Porche has given us this huge umbrella. So we need to write her a thank you note. When we write a letter to someone, what do we need to do first?
S: Date
T: Write September.
12:21 T: Are you talking about indenting?
T: Take a few minutes to think.
T: Repeats message students have given.
T: Say it with me so I don’t forget it.
T: Let’s clap “donation”.
T: Used white board, “nation”, definition
T: Read back what we have.
Questions?
Why?
Book boxes on tables, workboard visible.
Purpose?
Focus? What do you want the kids to think about while writing?
TPR?
Note: Response letter from Ms. Vickey’s class to observe workstations.
So the kids understand that’s something they can do to remember a message.
Teaching by analogy.
How is rereading going to help the students in their writing?

21. The Coaching Cycle Pre-Conference
Based on needs identified by classroom walkthroughs/observations
Model-debrief – plan
Determine focus for collaborative teaching
Observational feedback
Determine next steps
Collaborative Teaching and debriefing
Varies depending on level of support
Debrief
Observational feedback determine next steps

22. PRE-CONFERENCE Why do we do it? How do we do it?
To set up the gradual release coaching cycle – naming goals, roles, and accountability for teacher and coach.
How do we do it?
Invite the teacher to meet with you.
Share observations & notes from walkthrough.
Discuss teacher’s existing strengths and skills.
Determine instructional strategies to be refined during the coaching cycle.
Schedule a modeled teaching session that focuses on identified instructional strategies.

23. PRE-CONFERENCE What does it look like?
I meet with the teacher to figure out where she feels comfortable moving next but
also keeping an eye on whole-school needs/vision. We talk about how students are
moving and how she is feeling about her implementation of writers workshop. By
the end of the conversation we have decided that I will model the next writers
workshop lesson so that she can observe how I use the mentor text to drive my
instruction. The next step will be for her to choose some additional mentor texts
and try using them in future mini-lessons.

24. Coaching Prompts… Describe the students’ behavior when . . .
After this lesson, can you describe how the outcomes matched your goals?
How did you recognize the need to switch approaches?
How did you figure that out?
What challenges did you encounter in the lesson?
How are you planning to go about this…
Where are you going with this …

25. Model Why do we do it? How do we do it?
To demonstrate for a teacher (or group of teachers) how to implement a pedagogical structure or a content move. Important to narrate/reflect throughout the model.
How do we do it?
Teach a lesson that focuses on the strategies discussed during the pre-conference.
The teacher observes and takes notes.

26. Model What does it look like?
During the pre-conference we discussed providing explicit instruction by giving students step-by-step instructions to solve problems. I reminded the teacher of what he should look for during my lesson and provided him a lesson observation form to fill out. I modeled how to teach division, demonstrating how to think aloud and then providing step-by-step, clear directions for students to follow. While I taught the lesson and students were taking guided notes, I quickly spoke with the teacher and said, “Did you see how I provided showed students exactly how to think to solve the problem?”

27. Debrief & Plan Why do we do it? How do we do it?
To discuss teacher implementation and student learning throughout the coaching cycle and plan for next steps.
How do we do it?
Teacher shares feedback/notes taken during the modeled lesson.
Answer questions the teacher has about the strategies modeled during the lesson.
Plan a lesson that allows for the teacher to practice implementing the strategies.

28. Debrief & Plan What does it look like?
After modeling a read aloud for a resistant teacher, we meet to
debrief. I explain what I was hoping for and we begin to discuss
how the students talked about the text. She would like them to
do better on extended response writing and we think about how
talk can lead to that. The debriefing takes on a planning feeling
because the work is moving forward. I let her know I will take on
any aspect of the work that is still uncomfortable, so she plans to
do the reading and prompting and asks me to do the follow up of
student talk and the “big idea” at the end.

29. Collaborative Teaching & Debrief
Why do we do it?
To SHARE the work in order to gradually release the entire model to the teacher.
How do we do it?
Select the collaborative teaching approach that best fits the teacher’s needs.
Teach the lesson that was created during the planning phase.
Debrief as soon as possible after the lesson.

30. Collaborative Teaching
Several collaborative teaching approaches have proven to be
successful to guide educators who work together in co
teaching partnerships:
Supportive Co-teaching
Parallel Co-teaching
Complementary Co-teaching
Team Teaching
Some co-teaching approaches (e.g., complementary and team teaching) require greater commitment to, comfort with, and skill in collaborative planning and role release (i.e., transferring one’s specialized instructional responsibilities over to someone else). It is recommended that collaborative teams select among the co-teaching approaches, as needed, based up the curriculum demands of a unit or lesson and student learning characteristics, needs, and interests.

32. Observation & Feedback
What does it look like?
To determine effectiveness of the coaching cycle and plan for next steps.
How do we do it?
Conduct an informal observation of the teacher during a scheduled time to look for implementation of new practices.
Meet with teacher to provide targeted feedback.
Identify the next steps for teacher’s own practice. The coach and
Discuss opportunities to build capacity through structured opportunities for the participating teacher to share learning with colleagues.

33. Opportunities for Coaching
Opportunity
Coach
Teacher
Facilitate a Workshop
Professional development should reflect the needs of the school. Often, successful professional development is conducted by “in house” presenters. Faculty perception of “professional development” should be changed from something that the teacher “has” to attend to something they “get” to attend.
Observation Lesson
An observation lesson alone will not have much impact on learning unless it includes time to debrief.
Co-Teaching
Conversation is the key.
Modeling
Demonstrating effective instruction
N/A
Confer, Observe, Debrief
Coach meets with the teacher prior to lesson
Teacher is an observer during the lesson
Coach and teacher debrief and discuss
Co-teaching lesson
Teacher leads the lesson alongside the coach
Study Group
A study group is a small group of individuals who meet on a frequent and regular basis to explore the interests of the group based on the strengths and needs of the students
Action Research
Collaborative Research in practice, Research seeking resources after reflection, Goal is to improve teacher instruction and delivery, Goal is to improve student achievement
Analyzing Patterns and Profiles
Identifying students’ needs based on FAIR data and providing the right resources aligned to students needs

34. Questions to Ponder…
What factors impact your ability to carry out your role as an instructional reading coach?
Discuss the factors that impact your role as a coach.
How can you increase the amount of time you engage in coaching activities?
Brainstorm solutions.

35. How are You Spending Your Time?
Percentage of the workweek
Time spent
80%
Engage in a dialogue between teachers, administrators, students and observations
10%
Plan and prepare for training sessions 5%
Provide observation lessons
Engage in professional book study

36. Consider Time Allocations
Coaches’ Recommended Time Allocation Percent Distribution What portion of the coaches’ time will be spent in each of these roles?
Coaching Responsibilities
Approximate Coaching Time Percentage
Professional Development
(Department, Grade Level) 80
Planning
Modeling Lessons
Coaching
Coach-Teacher Conferences
Data Reporting 20
Data Analysis
Meetings
Knowledge Building
Managing Materials
Other
Consider Time Allocations

37. Use of a Coach’s Time
How do we ensure the coach’s time is used for maximum benefit?
What do you believe are the most important ways coaches spend their time?

38. Language of Coaching Tell me about your purpose in/when …
Tell me about your lesson/focus of…
Describe the students’ behavior when . . .
After this lesson, can you describe how the outcomes matched your goals?
Were there any shifts in your instruction?
How did you figure that out?
What challenges did you encounter in the lesson?
How are you planning to go about this…
What are you planning for with the next lesson…

39. The Principal Coach Relationship
An effective principal/coach relationship can be achieved by having the coach and principal:
Collaborate
Create an action plan
Develop or participate in the Reading Leadership Team
Review and discussing the coach’s log and calendar
Attend common planning to know what are the look fors when he/she conducts their walkthroughs
Communicate and share ideas with the leadership team

40. The Principal can… Support and protect the role of the coach
Share a common vision for the coach’s role with the whole faculty
Protect the coach’s time
Guard some time for professional development for the coach and by the coach
Revise and guide the coaches through the discussion of their weekly logs
Create tier action plans to guide coaches and administrators work

41. Leadership Team Coaching Model

42. What can be done at your site to promote a culture of coaching?
Questions
What can be done at your site to promote a culture of coaching?

43. Goal for the 2013-2014 school year
During the school year I promise I am going to __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

44. Exit Slip What is effective coaching?
How can I alter my approach to maximize my effectiveness as an instructional coach?
How can the coaching cycle benefit instruction? 44

45. Resources
Fisher, D. (2007) Improving adolescent literacy: Content area strategies at work. Digital writing, digital teaching: Integrating new literacies into the teaching of writing. Available online: strategies-at-work/
Fisher, D. & Frey, N. (2008). Better Learning Through Structured Teaching. Association for Supervision and Curriculum Development (ASCD), pgs. 4,10-12,18-19
Fisher & Frey (2008). Fisher&Frey resources. Retrieved February 10, 2010, from
(U.S. Department of Education (2008). Direct, Explicit Comprehension Strategy Instruction. Available online: