1. Metropolitan School District of Metropolitan School District of Pike Township Indianapolis, Indiana Pike Township Indianapolis, Indiana A K-12 Coaching Model: Improving Student Learning by Empowering Teachers

2. Metropolitan School District of Metropolitan School District of Pike Township Indianapolis, Indiana Pike Township Urban District 10,567 Students 14 Schools 58% African American 17% Caucasian 15% Hispanic 8% Multiracial 3% Asian 14% ENL 16% Special Education 40% Free/Reduced

3. Metropolitan School District of Metropolitan School District of Pike Township Indianapolis, Indiana Effective support for teachers is the key to enhancing professional practice and improving student achievement.

4. CLE AR Project C.L.E.A.R. Community Legacy of Educational Achievement and Responsibility Standards-Based curriculum and assessment Data-driven decisions to guide classroom instruction Professional development for all district initiatives

5. Algebra Readiness: It All Adds Up! and Making Science Matter Grants Content Based Professional Development Research Based Instructional Practices Professional development led by Content & Instructional Coaches

6. Instructional Coaches Key Characteristics Highly Qualified Teachers Variety of levels of experience and expertise Strong in curriculum, instruction, and assessment. Content Knowledge, Data, Differentiation, and District Initiatives Skilled in working with adult learners, collaboration and training. Creative and energetic teachers Confident initiators and team players Coaching Expertise Facilitation Skills

7. Group Trainings District Workshops Staff Meeting Presentations Book Studies Team and Grade Level Meetings Data Analysis Work Sessions

8. One-On-One Coaching Team Teaching Model Lessons with Debriefing Gather Resources Assist with Small Groups in the classroom to Support Differentiated Instruction Assist with Assessment Plan for Data Driven Instruction and Differentiation Provide Support for New Teachers

9. How do we know what’s working and what’s not?

10. Collecting Evidence Documentation of Training Instructional Audit Workshop evaluations Workshop Calendar

12. Instructional Audit Administered first in 2002-beginning and end of year Used as a baseline and to make professional development decisions Given annually every spring

14. Workshop Evaluations Reviewed at the end of every workshop Analyzed responses to Question #4, “To what extent was the training session helpful and valuable to you?”

16. Workshop Calendar Coaches post their contacts electronically (date, school, teacher’s name, topic) Total contacts and trainings are compiled each semester

17. Collecting the Evidence Level 02-03 9 coaches 03-04 6 coaches 04-05 6 coaches 05-06 6 coaches 06-07 5 1/2 coaches Elem. 8036831066889733 MS/ HS 276555513407543

18. Metropolitan School District of Metropolitan School District of Pike Township Indianapolis, Indiana 2006-2007 Student Achievement Increased percent of 5 th,7 th,& 10 th grade students passing ISTEP+ in E/LA and Math Increased the percent of 8 th grade students passing ISTEP+ in Math Increased percent of 3 rd, 4 th, & 5th grades student showing growth on both reading and math on NWEA

19. Key Lessons Learned Vision Consistent practices Clear communication Defined expectations Support for implementation Accountability Focus on teacher and student learning

20. Q U E S T I O N S

21. Metropolitan School District of Metropolitan School District of Pike Township Indianapolis, Indiana Pike Township Indianapolis, Indiana Contact Information Kathy Sharpe Director of Programs and Staff Development kasharpe@pike.k12.in.us Julie Sigmund Instructional Coach jsigmund@pike.k12.in.us

22. Disclaimer The instructional practices and assessments discussed or shown in this presentation are not intended as an endorsement by the U.S. Department of Education.