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Instructional Coaching Presentation (Sessions 1 and 2)

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EARCOS Leadership Conference 2010 ...

EARCOS Leadership Conference 2010
1. What is an instructional coach?
2. Why should I have an instructional coach at my school?
3. What does research say about the impact on student learning and cost benefits?
4. What does an instructional coach do?
5. What are the keys to successful coaching programs?
6. Which leadership skills enable coaches to lead reform efforts in school?
7. What qualities should I look for in a coach?

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  • Improving the quality of instruction is directly linked to positively impacting student achievement. <br />
  • The instructional coach should be an exemplary teachers with a deep understanding of the interventions they are sharing with teachers. They should be able to pull a repertoire of strategies from their &#x201C;tool box&#x201D; as needed to meet the diverse needs of the teachers they work with. <br />
  • Coaches are effective relationship builders. Teachers see them as a peer. <br /> ...... create safe environments that promote open and reflective professional conversations. <br />
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  • Top Down Feedback: Coach uses data to shape the teacher <br /> Partnership Feedback: Circular - data -- coach--dialogue---teacher--data <br />
  • The Big Four Framework is used as a guide to incorporate research-based interventions. Identify and assist with implementation of proven teaching methods. <br />
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  • Equality <br />
  • Trust is essential <br />
  • Brainstorm some reasons arguing why a school shouldn&#x2019;t... <br />
  • The pressure to improve instruction is greater today than at any other time in history. Instructional coaching, helps schools respond to the pressure. <br />
  • Usually getting no better than a 10 % implementation rate. Quick fixes or one-shot programs (weekend workshops) fail to address practical concerns or lack follow-up. <br />
  • Typical workshops....Instructional Coaches understand change as a process. Sometimes you need to through the cycle 3-4 times. It&#x2019;s normal that teachers will &#x201C;drop the ball&#x201D; after a few weeks. This is where instructional coaches can support change as a process. <br />
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  • Through healthy, empathetic conversation, ICs help teachers move away from regressive interactions in which personal responsibility is reflected most through blaming external factors such as parents and administrators to progressive interactions that involve &#x201C;effective knowledge processing. <br />
  • <br /> Natalie Gilbert, a 13 year-old, began singing the National Anthem before a basketball game between the Trail Blazers and the Dallas Mavericks on April 25, 2003. When Gilbert struggled to find the correct words for the song and became flustered, Trail Blazers&#x2019; Coach Maurice Cheeks came to her side. <br />
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  • Reflections from Father Guido <br />
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  • Getting teachers onboard. Interviews, small-group teams, large group meetings (workshop style - with follow-up, principal referral (big 4 walk-through) as a choice (video, books/articles...IC), informal conversations <br />
  • The interview is a powerful way to get to know the teacher, learn about their professional goals and narrow our focus. <br />
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  • hold one-to-one or small group meetings <br /> <br />
  • Breaks down teaching strategy, lays out step-by-step procedures, suggests what teacher should observe during the model lesson, does everything possible to make it easier for teachers to implement, <br />
  • asks about and addresses collaborating teacher&#x2019;s concerns, co-constructs observation form with teacher <br />
  • Coach makes herself vulnerable <br />
  • provide concrete description of what you&#x2019;ll be doing, clarify roles for behavioral management <br />
  • Safe, encouraging, direct praise <br />
  • Critical teaching behaviors, fidelity to scientifically proven practices, student behavior and performance, additional teacher concerns <br />
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  • Dialogue and reflections, rather than stating a single truth, should be constructive, but provisional, empathetic and respectful. Coach and teacher identify what data will be gathered. <br />
  • collaboratively plan with teachers to identify when and how to implement effective <br /> <br />
  • More modeling, observation, collaborative exploration of data and professional dialogue. <br /> <br />
  • Can be tied into school initiative, small group book studies, etc. <br />
  • What was supposed to happen? <br />
  • What happened? What accounts for the difference? <br /> <br />
  • What will I do differently this time? <br />
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  • Too many things need to be done... coaches have a flexible schedule... job descriptions are vague.... Coaches must spend the bulk of their time working with teachers on instruction.. .collaborating with teachers, preparing lessons or modeling/observing in the classroom. <br />
  • repertoire of tools; deep understanding of scientifically proven practices they can share with teachers to help them improve in any or all of the &#x201C;Big Four&#x201D; areas of behavior, content knowledge, instruction and formative assessment. <br />
  • Without their own professional development, instructional coaches run the risk of being ineffective, wasting time and money or even misinforming teachers. <br />
  • How to deepen their knowledge and employ powerful, proven practices and improve their professional skills in areas such as communication, relationship building, change management and leadership. <br />
  • This come back to the partnership philosophy. a) coaches and teachers are equal partners b) teachers should have a choice about what and how they learn c) teachers should reflect and apply learning to their real-life practice as they are learning d) pro d should be authentic dialogue e) coaches should respect and enable the voices of teachers. <br />
  • In most cases, if the principal does not support the coach, the coach will not be effective. <br />
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Instructional Coaching Presentation (Sessions 1 and 2) Instructional Coaching Presentation (Sessions 1 and 2) Presentation Transcript

  • Instructional Coaching Onsite Professional Development Proven to make a difference! EARCOS Leadership Conference October 31, 2010 Kota Kinabalu, Malaysia Huguette Lewis Concordia International School Shanghai huguette.lewis@ciss.com.cn 1
  • My principal loves me! Confessions of an Instructional Coach... 2
  • NEGATIVE ENERGY DIMINISHES INFLUENCE STEPHEN COVEY - 7 HABITS OF HIGHLY EFFECTIVE PEOPLE (HABIT 1: BE PROACTIVE) 3
  • POSITIVE ENERGY - AGENT OF CHANGE STEPHEN COVEY - 7 HABITS OF HIGHLY EFFECTIVE PEOPLE (HABIT 1: BE PROACTIVE) 4
  • Session 1: Informational What is an instructional coach? Why should I consider having an instructional coach at my school? What does research say about the impact on student learning and cost benefits ? 5
  • Session 2: Taking Action What does an instructional coach do? What are the keys to successful coaching programs ? Which leadership skills enable coaches to lead reform efforts in their schools? Which qualities am I looking for in a coach? 6
  • THE BIG FOUR BEHAVIOR is about ASSESSMENT Classroom Management FOR LEARNING create Formative learning High-leverage teaching engage communities practices that... • Teaching targets identified* • Enable students to see and • Articulate & teach expectations* monitor their progress* • Use effective praise statements* • Provide immediate and • Correct behavior fluently* constructive feedback* • Opportunities to respond* • Inform instruction for following • Active Engagement (time on teach and lessons. task) differentiate emphasize key learning through DIRECT CONTENT INSTRUCTION KNOWLEDGE • High-level questions* • Access Curriculum Standards* • Model thinking* • Translate standards into lesson plans • Advance organizers* • Essential Questions (UbD model)* • Frequent opportunities • Curriculum Maps* to respond • Create course & unit plan organizers* 7
  • What is an instructional coach? 8
  • Instructional Coach: an on-site professional developer who partners with educators to identify and assist with implementation of proven teaching methods 9
  • IMPROVING THE QUALITY OF INSTRUCTION... IS DIRECTLY LINKED TO POSITIVELY IMPACTING STUDENT ACHIEVEMENT. 10
  • ON-SITE PROFESSIONAL DEVELOPER RESEARCH SUPPORTS JOB-EMBEDDED, ONGOING PROFESSIONAL DIALOGUE 11
  • PARTNERS WITH EDUCATORS PEOPLE LEARN AND LIVE BEST WHEN THEY COME TOGETHER AS PARTNERS. 12
  • Partnership Principles Recognizing Equality Enacting Praxis Engaging in Dialogue Respecting Choice Encouraging Voice Encouraging Reflection Experiencing Reciprocity 13
  • Partnership Feedback Data Teacher Coach Dialogue 14
  • The Big Four Classroom Management Content Knowledge Direct Instruction Formative Assessment 15
  • Classroom Management 16
  • 17
  • Content 18
  • The Unit Organizer NAME Elida Cordora 4 BIGGER PICTURE DATE 1/22 The roots and consequences of civil unrest. 2 LAST UNIT /Experience 1 CURRENT UNIT 3 NEXT UNIT /Experience !"##$%&'"%(& Growth of the Nation The Causes of the Civil War The Civil War is ab 8 UNIT SCHEDULE 5 UNIT MAP out... 1/22 Cooperative groups - over pp. 201-210 was based on Sectionalism was influenced by 1/28 Quiz 1/29 Cooperative groups - pp. 201-236 over pp. 210-225 Leaders Areas of emerged because of became greater with across the "Influential Personalities" the U.S. U.S. projectdue 1/30 Quiz Differences Events in between the U.S. 2/2 Cooperative groups - the areas over pp. 228-234 2/6 Review for test 2/7 Review for test 2/6 Test 6 What was sectionalism as it existed in the U. S. of 1860? descriptive UNIT SELF-TEST RELATIONSHIPS QUESTIONS compare/contrast How did the differences in the sections of the U.S. in 1860 contribute to the start UNIT of the Civil War? cause/effect 7 What examples of sectionalism exist in the world today? !" 19
  • Instruction 20
  • Metaphorical • Cooperative Learning • Stories • Experiential/discovery learning • Dialogical questioning • High-level questioning • Thinking Devices 21
  • Mechanical • Advance organizers • Explicit instruction • Intensive instruction • Modeling • Assessment for learning • Generalization 22
  • Assessment for Learning 23
  • Assessment for Learning • Identify course, unit, lesson questions • Write the answers as propositions • Create checks for understanding • Involve the students • Carefully monitor and communicate student progress 24
  • 6 Strategies for AFL • Learning Intentions • Criteria • Questioning • Descriptive Feedback • Self and Peer Evaluation • Ownership
  • What an instructional coach is NOT... The Expert 26
  • What an instructional coach is NOT... The Supervisor 27
  • What an instructional coach is NOT... The Spy 28
  • Why should I consider having an instructional coach at my school? 29
  • PROFESSIONAL DEVELOPMENT DOLLARS WHY INVEST IN INSTRUCTIONAL COACHING? 30
  • RESEARCH HAS SHOWN FOR YEARS... THAT TRADITIONAL FORMS OF PROFESSIONAL DEVELOPMENT ARE NOT EFFECTIVE. 31
  • Attempt, Attack, Abandon Cycle Attempt Abandon Attack “AS THE NUMBER OF CHANGES MULTIPLIES, AND AS THE TIME DEMANDS INCREASE, PEOPLE APPROACH A DYSFUNCTION THRESHOLD, A POINT WHERE THEY LOSE THE CAPACITY TO IMPLEMENT THE CHANGES” - DARRYL CONNER, MANAGING THE SPEED OF CHANGE 32
  • Three Important Reasons why coaching can be a good option for your school improvement efforts 33
  • Benefit # 1 Coaching leads to implementation when the right conditions are in place. It has been proven (Pathways to Success and Passport to Success), that well-constructed coaching programs have consistently generated implementation rates of at least 85% with schools frequently getting every teacher to use several effective instructional practices. In contrast, Showers and Joyce suggest that traditional inservice with no-follow up is likely to have no better than a 10% implementation rate. 34
  • Benefit # 2 Teachers state that watching an Instructional Coach do a model lesson made it easier for them to implement a given teaching practice, increased their fidelity to the instructional model, increased their confidence, and enabled them to learn other teaching techniques. Watching a coach in the classroom was an important part of professional learning. 35
  • Benefit # 3 Promotes positive conversations in schools. By providing support to teachers and changing the type of conversations that take place in schools, Instructional Coaches make an important contribution to school reform. As Perkins (2003) has observed, encouraging positive, or what he refers to as “progressive,” conversations in schools is difficult but very important. 36
  • NATALIE GILBERT SINGING THE NATIONAL ANTHEM BASKETBALL GAME BETWEEN THE TRAIL BLAZERS AND THE DALLAS MAVERICKS 37
  • In what ways is the role of an athletic coach similar to the role of an instructional coach? 38
  • Instructional Coaching Onsite Professional Development Proven to make a difference! EARCOS Leadership Conference October 31, 2010 Kota Kinabalu, Malaysia Huguette Lewis Concordia International School Shanghai huguette.lewis@ciss.com.cn 39
  • My principal loves me! Confessions of an Instructional Coach... 40
  • Session 1: Informational What is an instructional coach? Why should I consider having an instructional coach at my school? What does research say about the impact on student learning and cost benefits ? 41
  • Session 2: Taking Action What does an instructional coach do? What are the keys to successful coaching programs ? Which leadership skills enable coaches to lead reform efforts in their schools? Which qualities am I looking for in a coach? 42
  • The 5 Minute University Lessons from Father Guido 43
  • What lessons can we learn from Father Guido? 44
  • What does an instructional coach do? 45
  • Coaching Components Enroll Identify Explain Model (You watch me) Observe (I watch you) Explore (Collaborative Exploration of Data) Refine Reflect 46
  • Enroll 47
  • ENROLL TEACHERS INTERVIEWS 48
  • Identify 49
  • THE BIG FOUR BEHAVIOR is about ASSESSMENT Classroom Management FOR LEARNING create Formative learning High-leverage teaching engage communities practices that... • Teaching targets identified* • Enable students to see and • Articulate & teach expectations* monitor their progress* • Use effective praise statements* • Provide immediate and • Correct behavior fluently* constructive feedback* • Opportunities to respond* • Inform instruction for following • Active Engagement (time on teach and lessons. task) differentiate emphasize key learning through DIRECT CONTENT INSTRUCTION KNOWLEDGE • High-level questions* • Access Curriculum Standards* • Model thinking* • Translate standards into lesson plans • Advance organizers* • Essential Questions (UbD model)* • Frequent opportunities • Curriculum Maps* to respond • Create course & unit plan organizers* 50
  • IDENTIFY INTERVENTIONS BASED ON REFLECTIONS OF COLLECTED DATA 51
  • Explain 52
  • EXPLAIN INTERVENTIONS CO-CONSTRUCT OBSERVATION FORM 53
  • Model 54
  • MODEL LESSONS SHOULD SHOW EXACTLY HOW TO IMPLEMENT A PARTICULAR INTERVENTION 55
  • Observe 56
  • OBSERVE OBSERVATIONS SHOULD BE ALIGNED WITH THE TARGETED INTERVENTION 57
  • PRINCIPAL WALK-THROUGHS OBSERVATIONS BASED ON THE BIG FOUR FRAMEWORK - COMMON LANGUAGE 58
  • Explore 59
  • COLLABORATIVELY EXPLORE DATA BASED ON PARTNERSHIP PRINCIPLES 60
  • SUPPORT ONGOING COLLABORATION 61
  • SUPPORT ONGOING COLLABORATION 62
  • Reflect 63
  • REFLECT: AFTER-ACTION REVIEW 64
  • REFLECT AFTER-ACTION REVIEW 65
  • What are the keys to successful coaching programs? 66
  • #1 Sufficient Time In order to move the school forward, coaches need to focus their time on improving instruction. 67
  • #2 Proven Interventions Proven research-based interventions 68
  • #3 PROFESSIONAL DEVELOPMENT FOR COACHES WWW.INSTRUCTIONALCOACHING.ORG 69
  • #3 PROFESSIONAL DEVELOPMENT FOR COACHES WWW.INSTRUCTIONALCOACHING.ORG 70
  • #4 Protecting the coaching relationship 71
  • #5 Ensuring that coaches and principals work together 72
  • 1. The coach and principal meet frequently. 73
  • 2.The coach’s roles and responsibilities are clearly defined. 74
  • 3.The principal attends coaching professional development sessions. 75
  • 4. The principal understands the teaching practices the coach shares. 76
  • 5. The principal believes that the coach’s ongoing professional growth is an important part of effective coaching 77
  • 6.The principal frequently and publically communicates his/her recognition of the value of the coach. 78
  • 7. The organization does not interfere with the ability of the coach to have an impact on teachers. 79
  • 8. The coach has sufficient time to be effective. 80
  • 9. The coaching relationship is confidential. 81
  • 10. Teachers feel they can trust the coach. 82
  • # 6 Hiring the right coaches 83
  • Which leadership skills enable coaches to lead reform efforts in their schools? 84
  • Quality coaches need to be … ! Excellent teachers ! Engaging personalities ! Flexible ! Quick learners ! Ambitious for the school and students ! Personally modest 85
  • Evaluating coaches ! Evaluation needs to address at least three issues ! Coachingskills (communication, personal management, leadership) ! Use of time ! Interventions knowledge (the Big Four) 86
  • Who says you can’t teach an old dog new tricks? 87
  • Let’s Review: What is an instructional coach? Why should I consider having an instructional coach at my school? What does an instructional coach do? What are the keys to successful coaching programs ? Which leadership skills enable coaches to lead reform efforts in their schools? 88