Branching Out September 26, 2013. Welcome Back! Where are we now? Where are we going? PLN!...
-
Upload
veronica-bradford -
Category
Documents
-
view
213 -
download
0
Transcript of Branching Out September 26, 2013. Welcome Back! Where are we now? Where are we going? PLN!...
Please Do Now
Congratulations! We have seen some big changes since this time last year!
Please take 2 minutes to write 3 sentences: Where do you hope to be in APRIL of this year? What can I do to help you reach that point?
Shuffle…
• How would you rate your level of experience as an instructional coach?1. I’m ready to start learning about PIIC…2. I have the background. Now let’s do this!3. I think we’re finally starting to get
somewhere!4. I am a coaching ninja!
Shuffle…
• What is your BIGGEST concern right now?1. Time2. Experience / Knowledge3. Teacher Support4. I’m not even sure what to be
concerned about yet!
Shuffle…
• What is your availability as a coach?1. I’m not sure I actually have any time…2. I have a scheduled PIIC period. Now let’s do
this!3. I have some flexible time in my schedule, but
I’m not sure how to use it…4. I am a full-time instructional coach
Shuffle…
• Which part of PIIC do you think will be your biggest focus this year?1. One-to-one coaching2. Small group coaching3. Resource provider / Data
manager4. Teacher-leader
The B-D-A Cycle of Coaching
Before
• Pre-conference for planning successful instruction w/ individuals or team of teachers
During
• Co-teaching• Modeling
After
• Offering feedback through reflective and non-evaluative conferences
Pre-Conference Planning (Before)
An instructional coach works collaborativelywith the teacher to . . .• identify the focus for the visitation
• review instructional goals and materials• clarify the role of the coach during the
classroom visitation• identify what the teacher should watch for
during a model lesson• co-construct visitation form
• establish a time for debriefing
Classroom Visitation (During)Based on the pre-conference, the coachand the teacher agree to one of thefollowing:
• Coach models a lesson/strategy with anidentified area of focus for the teacher
• Teacher and Coach co-teach
• Coach watches the teacher andcollects data using the co-constructed form
The coach provides feedback for the teacherbased on the teacher’s identified focus. Thecoach…
• Uses the co-constructed observation form to
collect data related to the identified focus areas
• Respects the parameters of the visitationprotocol
• Ensures that data collected are objective andnon-evaluative
• Reminds the teacher of the debriefingappointment
Classroom Visitation (During)
Debriefing (After)
• The debriefing is most effective when both parties
have had an opportunity to reflect and prepare their
thoughts• The lesson is reviewed by discussing the areas offocus agreed upon in the “before” or planning stage
• The instructional coach and teacher discuss studentengagement and how students responded to thelesson
• The coach helps the teacher recognize theareas of strength and areas of needin that lesson
The Role of the PIIC Coach
•What roles do you have in your school?
•How can these relate to coaching?
Learning Communities
• Professional learning that increases educator
effectiveness and results for all students occurs
within learning communities committed to
continuous improvement, collective
responsibility, and goal alignment.
Learning Communities
• In your color groups:• Review the material and collaborate to design
one or two discussion questions for the group• Group discussion
• Focus Areas:1. How can this material impact teacher
practice?2. How can this material impact student
learning?
Literacy in Content Areas
• What are some non-text sources we can use to incorporate reading, writing, speaking, listening, and thinking into the content areas?
• Creative Commons• Library Thing• …?
Literacy in Content Areas
• Find your shape groups…
• Square - audio• Circle - video• Triangle – photography
• Find a resource to share with the group. Discuss how you could use this to incorporate literacy skills into a lesson.
A fork in the road…
Group 1• Read and discuss 15 Minutes
to a Transformed Lesson, using the text-rendering strategy of your choice.
• On chart paper: Design a graphic to present the main points of the article.
• Be prepared to present to the group
Group 2
• Explore this wiki. Get familiar with the sections and resources.
• Coach survey• If you have not completed it
yet, please do now…
• PIIC websites• Check out the links on the
wiki.