Becoming an Effective Instructional Coach

Becoming an Effective Instructional Coach

Purposes of the WorkshopPurposes of the Workshop

To empower instructional coaches to engage in their practices with:

The belief that they can make a difference in teacher practice and student learning.A clear focus on student learning in the classroom.A deeper understanding of the various roles and responsibilities of school-based coaches, the knowledge and skills associated with each role and the challenges each role presents

Purposes, cont.Purposes, cont.

An ever-expanding repertoire of skills for coaching staff in ways that promote professional growth and student learningA commitment to engage in, model and promote collegial relationships

Essential QuestionsEssential Questions

What is the role of the coaching process in promoting teacher growth and student learning?What are my roles and responsibilities as an instructional coach?What are the NSDC standards and how do they impact my work?

Essential Questions, cont.Essential Questions, cont.

What are the models of professional development that I cold use to facilitate learning?How does contracting clarify our work with educators?How is the impact of coaching measured?

Essential Questions, cont.Essential Questions, cont.

What role does effective communication among coaches, mentors and principals play in the professional growth of teachersWhat knowledge and skills are needed in a coaching repertoire?

Agenda Agenda

OverviewCharacteristic/attitudes and beliefs of effective coachesHats of Instructional CoachesEffective Professional DevelopmentWhat should we be looking for in classrooms

Multiple Roles and Responsibilities of Coaches

Multiple Roles and Responsibilities of Coaches

Coaches act asCoaches act as

Data coachesInstructional specialistsCurriculum specialistsMentorsLearning facilitatorsSchool leadersClassroom supportersResource providersCatalysts for changeLearner

Data CoachData Coach

Purpose: Ensure that student achievement data is used to drive decisions at the classroom and school level

Responsibilities:Identify school-wide and grade level, department trendsFacilitate data dialoguesSupports teachers in using data to improve instructionUse data to analyze classroom learning for students and identify next steps

Data Coach Knowledge and SkillsData Coach Knowledge and Skills

Ability to establish a “blame free environment”Thorough understanding of data and what it says about student learningStrong facilitation and questioning skillsAbility to assist teachers in the appropriate next steps for instruction based on data

ChallengesChallenges

Creating data displaysUnderstanding of the data Planning for facilitation of effective data dialogues with the appropriate questionsCreating a non threatening environment for open conversation during the actual discussion

Classroom SupporterClassroom Supporter

Purpose: To increase the quality and effectiveness of classroom instruction

Responsibilities:

Modeling/Demonstration LessonCo-TeachingObserve and Offer Feedback

ChallengesChallenges

Getting stuck on the demonstration end of the continuum When co-teaching overstepping the agreed-upon boundaries to take over for the teacher if the lesson is not going wellBeing clear on the feedback Not overwhelming the teacher with feedbackKnowing when and how to move along the continuum

Resource ProviderResource Provider

Purpose: To expand teachers’ use of a variety of resources to improve instruction.

Responsibilities: Help teachers locate information, resources, materials, equipment and examples of best practice, delivery of instruction, assessment of student learning, organization or creating a positive learning environment in the classroom

ChallengesChallenges

Being seen as a gofer and teachers becoming dependent on you to provide resources.Keeping abreast of numerous changes and resources in education Implementing the principle of gradual release.

MentorsMentors

Purpose: To increase instructional skill of the novice teacher and support school wide induction activities.

Responsibilities:provide ongoing supportbuild a trusting relationshipunderstanding of district and school expectations serve as a critical friend

Mentor ResourcesMentor Resources

Stages of Development – pages 68-85Mentoring Calendar Pages 89-119Positive Learning Environment – pages 160-169 and 256-259Active Learning Strategies – Pages 365-368

Learning FacilitatorLearning Facilitator

Purpose:To design collaborative job embedded standards based professional development

Responsibilities:

Design and deliver learning opportunities with the adults in the building that align with the school improvement planStudy groups, Training, Lesson study, Case study, Examining student work, Classroom Visitation

Partner TaskPartner Task

What are some challenges you face in this role?How is this the same and/or different from the professional learning happening at your site?

School LeaderSchool Leader

Purpose: To work collaboratively with the school’s formal leadership to design, implement, and assess school change initiatives to ensure alignment and focus on intended results.

Responsibilities:Serving on school improvement teamsMeeting with other coaches or resource personnel to align services to teachersLeading a variety of school committeesServing as liaisons or key communicators to central officeServing on district committees

Knowledge and Skills for School LeadersKnowledge and Skills for School LeadersUnderstand the change processBe aware of national, state and local trends and researchUse creative and critical problem solving skillsUse high level communication and relationship skillsWillingness to challenge the status quo

ChallengesChallenges

Providing differentiated services or resources to accommodate staff members at various stages on concernWalking the fine line between being an administrator who supports the change and being a member of the teaching ranksGo slow to go fastProtect teachers from unnecessary work or distractionsIntegrating and aligning innovations

Instructional SpecialistInstructional Specialist

Purpose: To align instruction with curriculum to meet the needs of ALL students

Responsibilities:Help teachers select and implement the most appropriate strategies Assist teachers in differentiating instruction and selecting the best strategies for the learning.

Knowledge and SkillsKnowledge and Skills

Deep understanding of the research on effective instructional techniques Can model effective instructionUnderstand standards-based planningAssisting teachers to look at the big picture first and then planning instructional and assessment strategiesHow to integrate a variety of content areasFacilitations skills, Must demonstrate that they believe all students can learn – no excusesArticulate their own thinking

ChallengesChallenges

Need a large amount of knowledge about a variety of strategiesGathering enough information about individual students in a classroom to assist a teacher in designing appropriate instruction is time consumingSometimes coaches may be learning instructional strategies along with teachersHave to be risk-takersReading research, practicing new strategies and introducing new strategies to teachersWilling to step back and critique own practices as a model for all

Resources in HandbookResources in Handbook

Pgs. 123-159 Mentoring in a Standards based EnvironmentPgs. 338-355 on lesson design and differentiationPgs. 321-333 for instructional planning, task analysis

Curriculum SpecialistCurriculum Specialist

Purpose: To ensure implementation of adopted curriculum

Responsibilities:

help teachers use district curriculum guides and materials to develop pacing guides, prepare unit and lesson plans, develop assessments,design accommodations for various learners.

ChallengesChallenges

Adequate understanding of the curricula of all disciplines Establishing credibility as a curriculum specialistInadequate curriculum and resources available Need to develop a deep understand of the tested curriculum

Catalyst for ChangeCatalyst for Change

Purpose: To create disequilibrium with the current state as an impetus to explore alternatives to current practice

Responsibilities:Introduce alternatives or Introduce alternatives or refinementsrefinementsMake observations about Make observations about current practicecurrent practiceAsk the hard questions Ask the hard questions about current practicesabout current practicesEngage teachers in Engage teachers in Evaluation ThinkEvaluation Think

Knowledge and SkillsKnowledge and Skills

Know and understand change, leadership, reform and adult developmentAware of national, state, and local trends, Understand the impact of change on the culture and environment of the school and districtEngage others in dialogue, surfacing mental models about the changeGather evidence, make recommendations, think out of the boxGood communications skillsUse trust and honesty as their main tools

ChallengesChallenges

Maintain a delicate balance between disturbing the status quo and moving people forward with the changeBeing ready to act whenever an opportunity arisesFoster ownership in othersSeek to maintain a certain level of dissatisfaction, discomfort, or disequilibrium within the school as a way of inducing continuous improvementDo not act alone

Your RolesYour Roles

Create a pie chart that indicates how you currently divide your time as a coach among the ten roles.Be ready to discuss with a partner:

this division andhow you anticipate your role changing through the rest of the school year.

NSDCNSDC

What are the NSDC Standards and how do they impact my work?

What are the models of professional development that I could use to facilitate learning?

How do the NSDC standards connect with the work of instructional coaches?

Professional Development Should:Professional Development Should:

Results-DrivenJob-EmbeddedContent RichWhole SchoolStandards-BasedSystemically Supported

NSDC StandardsNSDC Standards

Context:

Learning Communities, Leadership, Resources

Process:

Data-Driven, Evaluation, Research-Based, Design, Learning, Collaboration

Content:

Equity, Quality Teaching, Family Involvement

Context: Learning Communities

Professional development that improves the learning of all students, organizing adults into learning communities whose goals are aligned with those of the school and district.

Context: LeadershipProfessional development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement.

Context: ResourcesProfessional development that improves the learning of all students requires resources to support adult learning and collaboration.

Process: Data DrivenProcess: Data Driven

Professional development

that improves the learning

of all students,

uses disaggregated data

to determine

adult learning priorities,

monitors progress, and helps

sustain continuous improvement.

Content StandardContent Standard

EquityQuality TeachingFamily Involvement

School-Based Professional DevelopmentSchool-Based Professional Development

Acquire and deepen teacher knowledge and skills andTo provide follow-up/structures to support implementation

What Should We Be Looking For in Classrooms?What Should We Be Looking For in Classrooms?

Practicing the Peer Observation Process

Peer Observation PossibilitiesPeer Observation Possibilities

New teacher observes mentor

New teacher observes expert teacher

New teacher shadows colleague or students

Learning Walks/Observations together

Co-Teaching by mentor and new teacher

Mentor observes new teacher

Observations beyond the classroom

Videotaped teaching episodes

T-ChartT-Chart

HomeworkHomework

Go to the Just Ask website to the resource centerwww.justaskpublications.comRead 2 of the Mentoring in the 21st Century Newsletters

Peer Observation PossibilitiesWhat Should We be Looking for in Classrooms

3-2-13-2-1

3 Ways my thinking was stretched

2 Actions I plan to take

1 Question for which I need more information