1. Teresa K. Todd EDAD 684 School Finance/Ethics March 23, 2011

2. Research  School based coaching has become very popular as a way to provide sustained, embedded professional development as schools strive to improve practice (McGatha, 2008).  Coaching is an emerging and complicated role, and those tapped to fill these positions need professional development (Obara and Sloan, 2009).

3. Research  Coaching can change teachers, instruction, and students, but a coach’s level of success depends on his or her ability to build rapport and trust (Obara and Sloan, 2009).  Interpersonal skills of coaches are just as important as their content knowledge as they help teachers take risks and apply new ideas (Obara and Sloan, 2009).

4. Research  Three recent reports have attempted to describe the current state of school-based coaching focusing on Various roles and responsibilities of coaches Training programs for coaches Conditions that support successful coaching programs Challenges involved in coaching Suggestions for successful coaching programs (McGatha, 2008)

5. Research  Coaches roles vary from one school or school district to another (Obara and Sloan, 2009).  In order for coaches to be successful in their work, they need the following set of skills: Content knowledge Pedagogical content knowledge Knowledge of curriculum Knowledge of gifted and special needs students Knowledge of research Social leadership skills (Obara and Sloan, 2009).

6. Horry County Schools Definition Curriculum coaches are master teachers who provide essential leadership for the school’s overall instructional program through support, training, and coaching to build school and teacher capacity to increase student achievement.

7. Roles and Responsibilities  Demonstration/model teaching of effective instructional and assessment practices  Collaborative planning, coaching, classroom observations, and feedback  School-based professional development for all teachers  Research and data analysis

9. Collaboration  Work collaboratively and communicate effectively with all school staff to strengthen all aspects of the instructional program  Work collaboratively and communicate effectively with district level learning specialists and program coordinators to ensure rigorous and relevant curricula and instructional practices to increase student achievement  Work collaboratively and communicate effectively with feeder schools to strengthen vertical articulation and to create a seamless K – 12 instructional program  Set meeting agendas based on staff input and assessment of what students in various grade levels and content areas need to work on to meet district and/or school goals

10. Professional Development  Apply concepts of adult learning and motivation, including varied group configurations and presentation formats to engage adult learners as well as identify the appropriate professional development settings and schedules  Provide collaborative and one-on-one instructional coaching and facilitate teacher inquiry and related professional development  Participate fully in professional development for coaches, including peer observations, professional research and reading, and inquiry sessions to stay abreast of developments in best classroom practices, technology, and assessment

11. Curriculum and Instruction  Ensure implementation of state curriculum standards, district instructional models, and technology  Work with teachers in the development of daily, weekly, and unit lesson plans  Assist teachers with integrating literacy practices into their content instruction  Model best instructional practices through actual classroom demonstrations on rigorous standards-based teaching  Introduce teachers to new methods, materials, and instructional strategies that, through research, have proven to increase student achievement  Work with teachers individually, in collaborative teams, and/or departments, providing practical support on a full range of instructional practices  Participate in regularly scheduled grade-level, subject-specific, and team-planning sessions that focus on curriculum, instruction, and student work  Assist teachers in the analysis and selection of diverse content area texts and instructional materials that link to multiple ability levels and multicultural perspectives and connect to students’ backgrounds and interests  Assist teachers in incorporating the use of technology into the instructional program  Observe and provide feedback to teachers for the purpose of instructional support and program improvement (not evaluation)  Regularly conduct observations to collect informal data on teacher use of instructional strategies and student engagement with the strategies as well as to increase teachers’ knowledge and skill in delivering instruction  Engage in reflective dialogue with teachers before and after observations  Maintain a relationship of trust with teachers  Respect the confidentiality of the coaching relationship  Provide documentation of coaching visits

12. Assessment  Use technology to disaggregate test data to evaluate curriculum and instruction  Assist teachers in analyzing assessment results to identify trends, patterns, and instructional deficiencies  Lead data sessions that examine both formative and summative assessment results and suggest and monitor intervention strategies and materials for struggling students  Analyze formative and summative assessments in order to ensure assessments are able to inform instruction and become a tool for improvement  Provide support and training to identify needed changes in classroom instructional strategies based upon the analysis of the data

13. A Personal Perspective  The role of the curriculum coach ultimately depends upon the principal and the school  All schools have at least one curriculum coach with some elementary and middle schools having two curriculum coaches that may focus on specific content areas of the curriculum  All high schools have only one curriculum coach position  Curriculum coaches are on the same contract and salary scale as a regular classroom teacher (190 days)

14. Other Actual Job Duties of High School Curriculum Coaches  Testing (HSAP, MAP, Benchmark, EOC, SAT, PSAT, PLAN, CoGAT)  HSTW Coordinator  Master Schedule  Reports  Grad Rate File  Surveys  Field Trips  APEX  Communication  Emergency Lesson Plans  Staff Development and Staff Development Funds  New Teachers  Eighth Grade Transition  Exchange Students  HCS Data Center  At-risk Coach  PowerTeacher

15. Back to the Question Are curriculum coaches worth the money?

16. It depends on who you ask…  District  Principals  Teachers  Students  Parents

17. But…

18. Who would do all that we do?