A Tiered Model of Effective Teacher Support High Impact … · 2019. 4. 1. · INSTRUCTIONAL...

REGION ONE EDUCATION SERVICE CENTER

INSTRUCTIONAL LEADERSHIP NETWORK

JANUARY 25, 2018

A Tiered Model of Effective Teacher Support Through High Impact Learning DesignsThe Power of Coaching

© 2018, REGION ONE EDUCATION SERVICE CENTER

Today’s Agenda

Consider differentiated support for new, emergent, and experienced educators.

Recognize the benefits of an instructional coaching learning design.

Use evaluation metrics to improve and enhance the effectiveness of instructional coaching.


Statewide GoalsTEA Priorities


48 4838

52 5144 49

4049 4540 42 41 43 40

0

10

20

30

40

50

60

70

80

90

100

Reading Mathematics Writing Science Social Studies

Percen

t Met

Performance at Meets Grade Level Expectation

Texas Academic Performance Report2016‐2017 STAAR Performance at Meets Grade Level

State 2017

Region 2017

Region 2016

5 year Interim Target (54%)

2016‐2017 Baseline (44%)


2721

83.2

44.637.8

84.4

0

10

20

30

40

50

60

70

80

90

100

College Ready English Language Arts College Ready Mathematics College and Career Ready

Percen

t Met

Post Secondary Readiness

Texas Academic Performance Report 2016‐2017 Region One Performance

2015‐2016

2016‐2017


How do we ensure that all students have access to effective educators?


Strategic Approach to Tiered Support Highly Effective Educators

Right People Right Tools Right Time

New Teacher Support Academy

Emergent Teacher Support Academy

Experienced Teacher Support Academy Learning Designs


Teaching Goal for Student Learning

Acquisition TransferDeep

Understanding


What’s your strategy for reducing variability and improving educator effectiveness?


John WoodenThe Greatest Coach of the 20th Century

Coach kept notes on each individual player and used this information when planning practices. He planned for each player, as well as the team as a whole. He took notes on players’ development, what each was struggling to learn, and prepared instruction in advance of practice. He paid special attention to the less‐talented, seeking ways to keep them learning, so they remained active, engaged practice participants. His approach was consistent with these findings from research: Teachers who more frequently do classroom assessments to identify misunderstandings have students who achieve more. More‐frequent progress checks help a teacher to be ready with corrective instructions, illustrations, and demonstrations. The teacher who does not anticipate student struggles can only hope that an effective correction will come to mind at the moment it is needed most.

Gallimore, R. (March 2006)


Why Coaching?


Instructional Coaching Practice & Research

Jobs for the Future

Instructional Coaching 101

Coaching is five times more likely to influence a teachers’ ability to change practice...

Joyce and Showers (2002).


Teachers Need Real Feedback

https://youtu.be/81Ub0SMxZQo

Gates, B. (2013)


FeedbackEffect Size = .75

Instructional Coaching

Cognitive Coaching

Literacy Coaching

Coactive Coaching

Executive Coaching

PracticeModeling Questioning

High Yield Practices

Effect Size = .46Effect Size = .55


Assessing Needs

Professional Learning

(Skill Building)

Classroom Observation

Face to Face Feedback

Monitoring and Follow up

Instructional Coaching Process


Partnership Approach: Non Evaluative

Equality

Choice

Voice Praxis

Dialogue

Reflection Reciprocity

Knight, J. (2007)


Instructional Coaching Benefits


Coaching Contributes to Transfer of Training

Practiced new strategies more often and with greater skill than uncoached educators with identical initial training

Adapted the strategies more appropriately to their own goals and contexts than did uncoached teachers who tended to practice observed or demonstrated lessons

Retained and increased their skill over time – uncoached teachers did not

Were more likely to explain the new models of teaching to their students, ensuring that students understood the purpose of their strategy and the behaviors expected of them

Demonstrated a clearer understanding of the purposes and use of the new strategies. The frequent peer discussions about them, including lessons and materials design, seemed to enable them to ‘think’ with the strategies in ways which uncoached teachers never showed

Joyce & Showers (2002)


Instructional CoachingLessons from the Field


External Feedback on Coaching Practices

Teacher

Benefits

Challenges

Student Response

Instructional Coach

Understanding of Role

Comfort and Ability to Coach

Challenges in Coaching

Administrator

Planning

Accountability

Changes in Teacher Practice & Mindset


Feedback from Students

Students are more involved and take control of their learning.

My students have told me our lessons are more hands on.

Students enjoy the student centered approach. They enjoy working with peers…


Common Barriers to Effective Implementation


Unclear Expectatio

ns

Lack of U

nderstanding

Lack of C

ollabo

rative Cu

lture

Sche

duling Co

nflicts

Time

Accoun

tability

Supp

ort for Inno

vatio

n

Trust

Teache

r Resistance

Gap: Theo

ry and

Practice

Implem

entatio

n

Mon

itorin

g

Teachers Instructional Coach Instructional Leader

Common Barriers Effective Instructional Coaching


Strengthening Instructional Coaching


Instructional Coaching Quick Check

Self Check

1. Read each statement describing effective coaching practices.

2. Assess the strengths and the gaps for your district or a particular campus.

3. Rank the areas on a scale of 1 to 5. (1 is low and 5 high)


Triangulation of Teaching DataMetrics

Instructional Coaching

AchievementImplementation


New Teacher Support Academy

Emergent Teacher Support Academy

Experienced Teacher Support Academy Learning Designs

Differentiated Support for Educators


ResourcesBambrick‐Santoyo, P. (2012). Leverage Leadership A Practical Guide to Building Exceptional Schools. San Francisco: Jossey‐Bass.

Easton, L. (2015). Powerful Designs for Professional Learning. Oxford, OH: Learning Forward.

Fisher, D., Frey, N. & Hattie, J. (2016). Visible Learning for Literacy: Implementing the Practices That Work Best to Accelerate Student Learning. Thousands Oak, CA: Corwin Press.

Gates, B. (2013). TED Talk Teachers Need Real Feedback. Retrieved from: https://www.ted.com/talks/bill_gates_teachers_need_real_feedback

Nater, S. & Gillmore, R. (2005). You haven’t Really Taught Until They Have Learned: John Wooden’s Teaching Practices and Principles. Morgantown, WV: Fitness Information Technology.

Hall, P. & Alisa Simeral. (2008). Building Teachers’ Capacity for Success: A Collaborative Approach for Coaches and School Leaders. Alexandria, VA: ASCD

Hattie, J. (2009). Visible Learning A Synthesis of Over 800 Meta‐Analyses Relating to Achievement. New York, NY: Routledge.

Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.

Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Thousands Oak, CA: Corwin Press.

Lewis, C. & Hurd, J. (2011). Lesson Study Step by Step How Teaching Learning Communities Improve Instruction.

Masley, B., Paranto, M. & Ahmadi, R. (2008). Instructional Coaching 101. Jobs for the Future.


Division of Instructional, School Improvement &College Readiness SupportOffice of Curriculum, Instruction, and Assessment

Contacts

Dr. Eduardo Cancino, Deputy [email protected] 984‐6021

Kelly K. VanHee, [email protected] 984‐6151

Eunice Garza, [email protected] 984‐6192

Ramon Guzman, [email protected] 984‐6114

Liana I. Martinez, [email protected] 984‐6154

Karina Zuno‐Chapa, [email protected] 984‐6246Dr, Socorro Espinoza, [email protected] 984‐

Lucio Mendoza, [email protected] 984‐

A Tiered Model of Effective Teacher Support High Impact … · 2019. 4. 1. · INSTRUCTIONAL...

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