ROLES AND RESPONSIBILITIES OF THE INSTRUCTIONAL COACH

Overview

Your role as an instructional coach is to

…provide and communicate a rationale about why the

improvement of instruction is essential

Katherine Casey

The Craft of Coaching

Role of the Coach Qualifications Coach’s Compact

Responsibilities of the Coach Coaching Continuum Coach’s Schedule Collaborative Structures

Qualifications

Minimum of three years successful teaching experience in content area with appropriate certification (Reading, Mathematics, Science)

Reading/literacy coach must be endorsed or K-12 certified in the area of reading or working toward that status by completing a minimum of two (2) reading endorsement competencies of sixty (60) in-service hours each or six (6) semester hours of college coursework in reading per year (F.S. 6A-6.053)

Qualifications Ability to work with administrators and

faculties Ability to prepare and deliver presentations

and workshops to varying audiences, including content area teachers and administrators

Ability to provide coaching experiences in classrooms using the coaching model

Exhibit knowledge of content area Demonstrate special expertise in high quality

content instruction Ability to analyze data and use it to inform

instruction

Reading Coach Compact

Mathematics Coach Compact

2011-2012 MATHEMATICS COACH COMPACT To be completed for each mathematics coach regardless of funding source

Coach Name __________________________________ Employee # ____________ Position # __________ Years as a Mathematics Coach _______ Regional Center ______

School Name _________________________________ Work Location ________ Payroll Location (Itinerant Coach) ____________ Principal _________________________________

To build the capacity of the Mathematics Coach the Division of Mathematics, Science, and Advanced Academic Programs will provide the Mathematics Coach with: monthly targeted professional development on foundation and coaching skills; a medium for networking with other coaches through a coaches’ cadre; skills and strategies for making data-driven instructional decisions; and, support for implementation of core and supplemental mathematics materials.

In addition, the Division of Mathematics, Science, and Advanced Academic Programs will monitor: the professional learning of the coaches via the coaches cadre. The School Administrator will monitor: the appropriate use of the coach’s time as described; the reporting of the coach’s daily activities and Coaching Plans; the onsite support of the fidelity of the implementation of the mathematics program; and, the certification status of the coach.

The Mathematics Coach will carry out the following requirements:

Responsibilities Tasks Percentage of Time Coach and Conference with teachers Prepare and share research-based materials for departmental growth Provide professional development for mathematics personnel Monitor the progress of teachers in need of assistance

Pre-post conference with teachers Design lessons with teachers Model demonstration lessons

70%

Assist with administering student assessments Report and analyze data

25%

Attend monthly District sponsored professional development (knowledge building, coach conferences, networking)

Communicate progress of mathematics coaching efforts with administration and department chairs

Share the Coaching Plan 5%

To comply with the Class Size amendment, coaches who service a single school may be directed to teach only one class. If the coach is teaching a class, please provide the following information: Course Title Class Period How often does this class meet? Itinerant Coach should not be given a class assignment. Itinerant coach must submit one compact for EACH school serviced. Please attach a schedule that delineated daily location. Signatures

Mathematics Coach Date _______ _______________ Principal Date ________ _______________ District Administrator Date _________ _______________ Completed Forms must be sent to:

Work Location 9627, Attention: Avis Raines, no later than Friday, September 16, 2011

Science Coach Compact2011-2012 SCIENCE COACH COMPACT

To be completed for each science coach regardless of funding source Coach Name __________________________________ Employee # ____________ Position # __________ Years as a Science Coach __________ Regional Center ______

School Name _________________________________ Work Location ________ Payroll Location (Itinerant Coach) ____________ Principal _________________________________

To build the capacity of the Science Coach the Division of Mathematics, Science, and Advanced Academic Programs will provide the Science Coach with: monthly targeted professional development on foundation and coaching skills; a medium for networking with other coaches through a coaches’ cadre; skills and strategies for making data-driven instructional decisions; and, support for implementation of core and supplemental science materials.

In addition, the Division of Mathematics, Science, and Advanced Academic Programs will monitor: the professional learning of the coaches via the coaches cadre. The School Administrator will monitor: the appropriate use of the coach’s time as described; the reporting of the coach’s daily activities and Coaching Plans; the onsite support of the fidelity of the implementation of the science program; and, the certification status of the coach.

The Science Coach will carry out the following requirements:

Responsibilities Tasks Percentage of Time Coach and Conference with teachers Prepare and share research-based materials for departmental growth Provide professional development for science personnel Monitor the progress of teachers in need of assistance

Pre-post conference with teachers Design lessons with teachers Model demonstration lessons

70%

Assist with administering student assessments Report and analyzing data

25%

Attend monthly District sponsored professional development (knowledge building, coach conferences, networking)

Communicate progress of science coaching efforts with administration and department chairs

Share the Coaching Plan 5%

To comply with the Class Size amendment, coaches who service a single school may be directed to teach only one class. If the coach is teaching a class, please provide the following information: Course Title Class Period How often does this class meet? Itinerant Coach should not be given a class assignment. Itinerant coach must submit one compact for EACH school serviced. Please attach a schedule that delineated daily location. Signatures

Science Coach ____ Date _________ ____________ Principal Date ___________ ____________ District Administrator Date ________________________ Completed Forms must be sent to:

Work Location 9627, Attention: Avis Raines, no later than Friday, September 16, 2011

In an effort to make your job more

focused and more effective, youshould be moving from a “provider

of information” to a learning partner with teachers…

An Instructional Coach Serves as a professional development liaison

within the school to support, model, and continuously improve the instructional programs to assure academic improvement for ALL students.

as a stable resource at the school site to support high quality implementation of research-based instruction.

as a mentor in developing ideal content-rich classrooms

“A common goal guides a … coach to support the mathematics [science, reading] learning of all students by supporting teachers to improvetheir teaching of mathematics [science, reading].”

Marilyn Burns (2006)

A Coaching Continuum

Coaching duties take many forms including:

Facilitating Workshops

Providing Demonstration Lessons; Co-teaching; Observing, Conferencing, and Debriefing

Facilitating “teacher self-discovery”

The constant in all of these activities is that they lead to better instructional practices and higher student achievement…

A Coaching Continuum

The activities listed on the next slide range from providing information in order to improve instruction, to giving teachers actual “coaching” to improve what they are doing, and finally, to helping teachers examine what they need and facilitating their development as master teachers…

Facilitate aworkshopor sessionto improveinstruction

and studentachievement

Provide anobservation

lesson to improveinstruction and

studentachievement with

feedback andcollaborative

input.

Co-teach withcolleague to

improve instructionand student

achievement basedon mutually agreedupon learning goals

and successindicators.

Confer,observe, and

debrief toimprove

instructionand student

achievement.

Facilitate astudy group

to investigatecommoninterest topics

to improveinstruction

and studentachievement

.

Facilitateaction

research to seekResources after

reflection to improve

instruction andstudent

achievement.

Facilitate astudy group

to investigatecommoninterest topics

to improveinstruction

and studentachievemen

t

Facilitateaction

research toseek

resourcesafter

reflectionto improveinstruction

andstudent

achievement

Highly directive… Highly reflective…

Facilitate aworkshopor sessionto improveinstruction

and studentachievement

Provide anobservation

lesson to improve

instruction and

studentachievement

withfeedback andcollaborative

input

Co-teach withcolleague to

improve instruction

and studentachievement

basedon mutually

agreedupon learning

goalsand successindicators

Confer,observe,

anddebrief toimprove

instructionand

studentachieveme

nt

Coaching Continuum

Roles and Responsibilities Aligned to the Coaching Continuum Provide initial and ongoing professional

development for classroom teachers via study groups and daily support.

Planning, developing and/or preparing PD, lessons for modeling, coaching sessions, etc.

Model effective instructional strategies for teachers and co-teach in classrooms to increase instructional density to meet the needs of all learners.

Coach and mentor teachers in the classrooms which includes observing and providing feedback.

Roles and Responsibilities Aligned to the Coaching Continuum Conferencing with teachers regarding lesson

planning, grouping for instruction, and intervention strategies.

Coordinating, scheduling and facilitating student assessments.

Analyzing student data to assist teachers with informing instruction based on student needs.

Continue to increase your knowledge base of best practices in instruction and intervention.

Maintain, organize and facilitate use of instructional materials and resources.

Guiding Question

How do each of these categories affect student achievement and lead to better instructional practices?

Instructional Coach Schedule

The District Curriculum and Instruction Framework for Successful Schools requires all coaches:

maintain a daily/weekly schedule

have schedule accessible in an administrators office

Guiding Question

Does the data in your school justify

how you spend your time?

Opening the Door To Coaching

Administrative direction Troubleshooting or problem-solving Follow-up to professional development Grade-level or department planning

meetings Invitation or request

Collaborative Structures

The Challenge of Coaching

Creating a feedback mechanism

Clearly delineating outcomes

Planning follow-up based on outcomes

Successful Follow-Up Meetings

Start with what is working and has gone well. This helps people see their progress and focus on success.

Move to what has not worked so well by

framing concerns or road blocks as “How could I ……..? “

Ask the person being coached to generate ideas to move forward, then select specific ones to work on.

“. . . Follow-up is even more commonly missed when the coaching is about initiating alternatives. We are so relieved to have the meeting over with and the situation handled that we don’t give a second thought to a follow-up meeting and we are always surprised when the situation does not miraculously resolve itself. It is at this point that we often blame the person we are coaching.”

Kathy Jourdain

Follow-up Reflection

Characteristics of Coaching

Supportive rather than evaluative

Observation-based and focused

Collects data agreed upon with the classroom teacher

Shares ideas and practices

Conversations are based on professional dialogue and revolve around teaching and learning issues.

Interaction is collegial rather than competitive

Relationship is dynamic and should focus on the teacher’s need

Reduce isolation Transfer learning from

theory to practice Assure a high quality

implementation

Non-Negotiables

All instructional coaches must submit the Coach Compact to the appropriate subject area District office. 

Ensure coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers and do not teach more than 1 class. Exception being itinerant coaches who should not be given a class assignment.

Instructional coaches (Mathematics, reading, and science) must provide their daily/weekly schedule in writing to a school administrator. The schedule must be kept in a binder in the administrator’s office.

Non-Negotiables

A school administrator must attend the instructional coach meeting and monitor the implementation of the Coach Action Plan.

Instructional coaches must provide required Professional Development to school staff. Evidence should include agenda and attendance roster.

 Maintain fidelity to the Pacing Guides.