Coaching Facilitation Institute 2009 Laney Howard:...

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Coaching Facilitation Institute 2009 Laney Howard: [email protected] Lauri Brandt: [email protected] im Watchorn: [email protected] Adapted from the: Instructional Coaching Institute from the Instructional Coaching Group and University of Kansas Center for Research on Learning

Transcript of Coaching Facilitation Institute 2009 Laney Howard:...

Coaching Facilitation Institute2009

Laney Howard: [email protected]

Lauri Brandt: [email protected]

Kim Watchorn: [email protected]

Adapted from the: Instructional Coaching Institute

from the Instructional Coaching Group and

University of Kansas Center for Research on Learning

Partnership Principles:

The theory behindinstructional coaching

Partnership Principles

EqualityPraxisDialogueChoiceVoiceReflectionReciprocity

www.instructionalcoach.org

Equality

Partnership carries the intention to balance power between ourselves and those around us.

--Peter Block

www.instructionalcoach.org

Equality

We all have equal value; Each opinion &/or idea counts

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Praxis

The act of applying new ideas to our own lives.

In short, when we learn, reflect, and act, we are engaged in praxis.

www.instructionalcoach.org

DialogueRespectful, energizing conversation;

suspend opinions & listen authentically; thinking together

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Choice

“Command” can cause resistance; whereas, Choice fosters internal commitment

Having the right to say “no”Treating teachers as

professionalswww.instructionalcoach.org

Voice

Build trust: allow for the teacher to share his/her “personal vision”

Give people words, concepts, and tools that help them express who they are--help them find their voice!

www.instructionalcoach.org

Reflection

For personal growth; allows to reject ideas or work

through them

Reflect: On action

Reflect: In action

Reflect: For actionwww.instructionalcoach.org

Reciprocity

Everyone benefits when one person learns

Teachers learn from students as much as students learn from teachers

Every learning situation is a chance for learning

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What Does An Instructional Coach Do?

Enroll teachersLarge-group

presentationSmall-group

presentationInterviewsInformal

conversationsPrincipal

(or other) referralwww.instructionalcoach.org

“The Interview Song” to the tune of “Row, Row, Row Your Boat”

Enroll your tea-ea-chers

With the Interview

Gather Info,

Educate,

Develop Relationshipswww.instructionalcoach.org

Identify what to do:

Through…Interviews or other conversationsCoach observationReferralTeacher initiativeModelingCo-Teaching

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Methods, Strategies, & Opportunities for Involvement; Consider the Big Four: A Framework for identifying what to do

Classroom ManagementContentInstructionFormative Assessment

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Explaining strategiesInstructional Coach

Breaks down the instructor’s materials Lays out the step-by-step proceduresSuggests what the teacher should watch for during

the model lessonsDoes everything possible to make it easier for

teachers to implementAsks about and addresses collaborating teacher’s

concernsCo-constructs Observation Form with teachers

See: Reference section for examples

www.instructionalcoach.org

Model Lessons: You watch me!

Goal: To show a teacher exactly how toimplement a particular strategy

Be fully aware of critical teaching practices you need to model

Ensure that teacher knows the purpose of the model lesson

Provide concrete description of what you’ll be doingClarify roles for behavioral managementCo-construct an observation formEnsure your collaborating teacher knows how to use the

formwww.instructionalcoach.org

Observe: “I watch you”

Coach uses the observation form to watch for data related to:Critical teaching behaviors Fidelity to scientifically proven practicesStudent behavior and performanceAdditional specific teacher concerns

{The Big Four}

www.instructionalcoach.org

Collaborative Exploration of Data

Based on the partnership principlesInvolves observations to open up dialogue,

rather than to state a single truthShould be

constructive, but provisionalempathetic and respectful

Coach and teacher identify what data will be gathered

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Support: On-going Collaboration

More modeling, observation, collaborative exploration of data, and dialogue

Each relationship is differentiated to fit the unique needs of each teacher

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Instructional Coaching Process: The Components of Coaching

Enroll Identify (strategies)Explain (strategies)Model (You watch me)Observe (I watch you)Explore (Collaborative

Exploration of Data)Support

Reflectwww.instructionalcoach.org

After-action ReviewWhat was supposed to happen?What happened?What accounts for the difference?What will I do differently next time?On your own: coaching form, notebook, computer

journal, tape or iPod oral historyWith your teamWith collaborating teacher

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Time to reflect

Final Thoughts…What do you feel?What do you think?What are you going to do?

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