ROLES AND RESPONSIBILITIES OF THE INSTRUCTIONAL COACH Overview.
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Transcript of 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
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
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
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.