Coaching Continuum/Cycle

Education Transformation Office

Dwight JonesCurriculum Support Specialist

Middle Science 6-8

Nikolai Vitti, Assistant SuperintendentMiami-Dade County Public Schools

Objectives

•Understand the Coaching Continuum and how to implement it with classroom teachers.

•Comprehend the Coaching Cycle

Essential Question

What factors impact your ability to carry out the coaching continuum?

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Essential Question

What factors impact your ability to carry out the coaching continuum?

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An effective Instructional Coach differentiates professional learning

opportunities by thinking of coaching as a

continuum.

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CONTINUUM OF COACHINGInteractive coaching Intraactive coaching

Increased external scaffolding Decreased external scaffolding

Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence.

Subject-centered pedagogy Solution-seeking andragogy

adapted fromK. S. Froelich & E. A. Puig, 2010, p. 128

The Literacy Leadership Team: Sustaining and Expanding Success

Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.

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CONTINUUM OF COACHING

Provide an observation lesson to improve learning and instruction

Co-teach with a host teacher in an observation classroom to improve learning and instruction

Confer, observe, and debrief to improve learning and instruction

Facilitate a study group or literacy leadership team to investigate adaptive challenges to improve learning and instruction

Facilitate action research to seek resources after reflection to improve learning and instruction

Interactive coaching Intraactive coaching

Increased external scaffolding Decreased external scaffolding

Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence.

Subject-centered pedagogy Solution-seeking andragogy

Facilitate a workshop or session to improve learning and instruction

adapted fromK. S. Froelich & E. A. Puig, 2010, p. 128

The Literacy Leadership Team: Sustaining and Expanding Success

Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.

Gradual Release of the Coaching Model10

Preconference; Observation with feedback; Modeling/Debrief

Co-planning; Co-teaching; Collaboration

Action Research; Book Studies; Lesson Study

How will an Instructional Coach know when to shift on a continuum?

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Essential Question

What factors impact your ability to carry out the coaching continuum?

Considerations for Entry Points

Years of experience teachingComfort level with changeExhibits self-directed behaviorsBackground knowledge of specific contentKnowledge of student strengths and needs Routines and procedures effectively

established

USING THE CONTINUUM14

Think of a real school scenario. Share with an “elbow-partner.” Consider a coaching point based on the scenario.

Where on the continuum of coaching would you start and why?

Be ready to share with whole group.

Opportunities for Coaching15

Differentiation is key! Allow participants choice based on their own

personal needs Workshop Observation Lesson Co-teaching Confer, Observe, Debrief Study Group Action Research

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Opportunities for Coaching

Facilitate a Workshop

Observation Lesson

Co-Teaching

Confer, Observe, Debrief

Study Group

Action Research

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Continuum of CoachingFacilitate a Workshop

Professional development should reflect the needs of the school.

Often, successful professional development is conducted by “in house” presenters.

Faculty perception of “professional development” should be changed from something that the teacher “has” to attend to something they “get” to attend.

Facilitate a Workshop

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Continuum of CoachingObservation lesson

An observation lesson alone will not have much impact on learning unless it includes time to debrief.

Co-teaching Conversation is the key.

Observation Lesson

Co-Teaching

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Demonstrating vs. Co-teaching

Observation lessonCoach meets with the

teacher prior to lessonTeacher is an observer

during the lessonCoach and teacher

debrief and discuss

Co-teaching lessonCoach meets with the

teacher prior to lessonTeacher leads the

lesson alongside the coach

Coach and teacher discuss the lesson and plan the next together

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Action Research Collaborative Research in practiceResearch seeking resources after reflectionGoal is to improve teacher instruction and

deliveryGoal is to improve student achievement

Action Research

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Continuum of Coaching

Study Groups A study group is a small group of individuals

who meet on a frequent and regular basis to explore the interests of the group based on the strengths and needs of the students.

Study Group

Coaching Continuum…22

Confer, Observe, Debrief

Coaching Cycle

Pre-Conferenc

eObservati

on

Plan/Model Lesson

Co-Teach

Observation

Post-Conferenc

e

Suggested Cycle at-a-glance

Day Task1 Pre-Conference/Coach observes

the teacher2 Coach models the entire

instructional block using required components

3 Coach and teacher co-teach

4 Coach observes the teacher again/Debriefing

Essential Question

What factors impact your ability to carry out the coaching continuum?