This document provides an agenda and overview for an instructional coaching training at Longhorn High School. The agenda includes sessions on the history and perceptions of instructional coaching, the impact cycle model, expectations for professional learning, and a question/answer period. The document also introduces the instructional coaching team for the 2019-2020 school year and discusses establishing relationships with teachers as a new instructional coach.
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
The third module in the education leadership programme for Principals in Nepalese primary schools. This one focuses on values and ethics and how a shared "set" can build commitment to change.
LXL Ideas is the new corporate identity of EduMedia India.
For over 18 years EduMedia has influenced learning in schools with path-breaking innovation in life skills training & development, events for students and publishing for educators.
This manual recounts the evolution of the new identity - LXL Ideas and how we look to impact learning with Lessons of Life.
Strategies for Effective Online Learning (July 15)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
EMS- Reshaping our thoughts on Adult EducationRobert Cole
This is a presentation I put together on 4 hours notice as part of a testing (hiring) process for an EMS education position I was awarded.
I use this in teaching new FTO\'s, supervisors, and other trainers to motivate them about a good education program. Needless to say there is a lot of passionate dialog that goes along with this....
Presentation on opening up a new school in pecha kucha style delivered at EduIgnite at Hobsonville Point School, June 2013.
Theme: Asking yourself the big questions...why do what you do, how will you achieve your vision through to what practice may look like.. sharing some of the journey from vision to operation.
Key Points:
Structuring curriculum to allow for development of dispositions/qualities and skills in your learners
Structuring a day to allow for students to self manage and engage in relevant, purposeful and personalised learning
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
The third module in the education leadership programme for Principals in Nepalese primary schools. This one focuses on values and ethics and how a shared "set" can build commitment to change.
LXL Ideas is the new corporate identity of EduMedia India.
For over 18 years EduMedia has influenced learning in schools with path-breaking innovation in life skills training & development, events for students and publishing for educators.
This manual recounts the evolution of the new identity - LXL Ideas and how we look to impact learning with Lessons of Life.
Strategies for Effective Online Learning (July 15)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
EMS- Reshaping our thoughts on Adult EducationRobert Cole
This is a presentation I put together on 4 hours notice as part of a testing (hiring) process for an EMS education position I was awarded.
I use this in teaching new FTO\'s, supervisors, and other trainers to motivate them about a good education program. Needless to say there is a lot of passionate dialog that goes along with this....
Presentation on opening up a new school in pecha kucha style delivered at EduIgnite at Hobsonville Point School, June 2013.
Theme: Asking yourself the big questions...why do what you do, how will you achieve your vision through to what practice may look like.. sharing some of the journey from vision to operation.
Key Points:
Structuring curriculum to allow for development of dispositions/qualities and skills in your learners
Structuring a day to allow for students to self manage and engage in relevant, purposeful and personalised learning
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
LEARNING ANALYTICS IN SCHOOLS
https://latte-analytics.sydney.edu.au/school/ for updates.
Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
The data and analytics revolutions are disrupting and already transforming many sectors in society: finance, health, shopping, politics. Data is not new to education, but for many, it is still challenging to articulate the connection between the potential of using data to support decision making, and the every day-to-day operations occurring in learning environments.
School leaders, teachers, data analysts, academics, policy makers and all other interested parties are invited to join a professional learning and development day focused on the practical applications of Learning Analytics in school (K-12) education.
Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding.
You will leave with a deeper understanding of:
The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
By Kevin Burns at ProductCamp Twin Cities 2016
We've heard of agile coaches but what about product coaches? We'll talk about what makes a great coach and how you might apply coaching concepts to leading product teams.
This talk will includes concepts related to:
• Child vs adult learning styles
• Four Types of Learners
• Socratic Method
• Scientific Management vs Servant Leadership
• The Zen Master, Phil Jackson
• Shu Ha Ri
• Edward Deming
Running Header: Philosophy 1
Running Header: Philosophy 2
Professional Philosophy
Ronald Taylor
EDU100: Issues in Education
Dr. John Richard Kay
Guided Response: You will respond to your classmates who gave you feedback on your draft post. In addition, post to two classmates on their draft, using the checklist on peer review/feedback to guide your critique. To ensure that everyone receives peer feedback, respond to classmates posts who have no or only one response. Be sure to focus on the thesis statement, topic sentences and paragraphs, research integration, fallacies, and the conclusion. Your initial posts to your classmates should be a minimum of 300-words.
Education has always been a passion of mine even when I was younger I always was trying to explain or solve something for someone. When I first thought about my future and what I was wanting to become I thought that I would stay in the special education department and work as a teacher in a classroom with moderate to severe behaviors. But as I started researching and dreaming about what I am really passionate about I started to realize that I would like to be someone who can help make the changes for education. So when thinking about the position I would like to have in education that I am very passionate about it would be principal or dean at a school.
When looking at an organization to work for I am looking into non-profit, public, private, and online places to work for. When thinking about my career goals and why they are a good fit for me I think about my character and personality but most important I think about why I want to do the job in the first place, which is because I want to make a difference in the world of education whether it be making a community safer for youth or being someone who helps thrive a school. Whether I am working in the community or at a school making sure that the students or youth makes positive choices and expanded their knowledge is why I am interested in this career path.
“The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.” -Martin Luther King (Curatedquotes.com) I believe that in order for a teacher to teach he/she must be willing to learn as well. A good teacher listens to the concerns and ideas that the students have and then helps them understand the question or answer. Critical thinking and being creative is a positive thing and students should never be afraid of exploring their imagination. “Education is wrapped up with who we are as learners and facilitators of learning – and how we are experienced by learners.” (Smith, 2015) Education is when knowledge that can be learned is gained and then that knowledge that is gained can be used to either enhance skills or to teach about skills. The purpose of education is to learn and grow and to become more creative and enhance the skills that we want to learn so that we can .
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. Plan For Today
8:30 - 9:00
Overview &
History of
Instructional
Coaching
9:00 - 9:45
Perceptions of
Coaching &
Adult Learning
9:45 - 10:00
Coffee &
Snack Break
10:15 - 11:00
The Impact Cycle
2
11:00 - 11:30
Expectations &
PL Preview
11:30 - 11:45
Questions &
Wrap Up
3. Meet The Team for 2019 - 2020
3
Tasha Young (Science)
Brittany Tigue (Science)
Dana Champion (Math)
Stephen Pate (Math)
Laura King (CTAE)
Allison Cochrane (WL)
Katie Eisner (Social Studies)
Rebecca Parker (Social Studies)
Joel Posey (Social Studies)
Lauren Watkins (Social Studies)
Erin Medved (Math/Special Ed)
Nancy Isham (Lit/Special Ed)
4. 1.A [Brief] History: Why Instructional Coaching?
Where did this idea come from? Does it really work?
5. • Instructional coaching began in the early 1980s as an approach to improve the quality of
implementation of new curriculum and instructional strategies (Joyce & Showers, 1996).
• Coaching was first proposed as an alternative to traditional professional development after
staff development evaluations revealed that fewer than 10 percent of teachers applied
what they learned (Garet, Porter, Desimone, Birman, & Yoon, 2001; Joyce & Showers, 1996).
• Early research showed that teachers who had a coaching relationship practiced new skills
and strategies more frequently and applied them more than those without coaching
experience (Harwell-Kee, 1999).
5
6. • Coaching has been adopted by many school districts as a means for professional
development (Driscoll, 2008).
• Coaching has become the means for striving school systems to provide training to improve
instructional delivery.
• Instructional coaching is being used to build communities of teachers who continuously
engage in the study of their profession.
• Over the last 20 years, great importance has been placed on professional development
because it is believed that student learning is directly linked to teachers “knowledge and
skills.” TAKE 20!
7. I’M A COACH, NOW WHAT?
➔ Be psychologically prepared!
➔ Connect with the staff as quickly as possible… HOW? IDEAS?
➔ YOUR FIRST YEAR AS A COACH, BUILD RELATIONSHIPS!
7
8. Traits Needed to Be an Instructional Coach
• Build Relationships
• Student Focused
• Data Informed Decisions
• Question Without Judgement
• Knowledge of High Impact Instructional Practices
• Take Risks
8
Thoughts? Why Are These Important? Any you Would Add?
10. 10
Exercise: Listen More ThAn Tell (What a Good Coach Does)
Pair Up. One person will be
answering a question and one person
will be listening.
The Goal? Can you listen for without
interrupting for 1 minute?
Round Two - the other partner talk
for 2 minutes!
What to talk about?
➔ Why you became a teacher.
➔ Your dream vacation.
➔ Your greatest fear and why.
➔ Your dream job.
➔ Your favorite movie, song,
concert, tv show, book,
game, sport, etc, etc
11. 2.Teacher Perceptions of Instructional Coaches
We can’t work with adults like we work with our students...
12. The Little Engine That Could:
Instructional Coaching At Lambert
12
2019 - 2020: Relaunch of the program.
2018 - 2019: Horns Board helps more teachers to get onboard.
2017 - 2018: A lull… Few observations. More Trained.
2016 - 2017: More Trained. Dr. Zapada presents. First observations happen.
2015 - 2016: More fully trained throughout the year. Brainstorming plans.
2014 - 2015: First Lambertians are trained through the Jim Knight Academy
13. Overheard About Instructional Coaching...
13
“I was teacher of the year - I Don’t Need An IC.”
“I’ve been teaching since before she graduated
college. Why should she tell me what to do?”
“He’s a spy
for the
Admin…”
“It is my Classroom, so It is My Business.”
“It is just
the next
new thing.
It will
Blow over
Soon.” “Why would I want his help? Students hate him.”
“I am too busy for one more thing to do.”
“They Don’t Know My Content.”
“It Is Just A Title To Get Her AHead.”
14. 14Rob’s Research…
Interview Questions for the end of the year:
1. What is the role of the instructional coach?
2. How does your instructional coach support you?
3. Describe the impact of having an instructional coach on the school?
4. How involved is the instructional coach in monitoring the progress of school goals?
5. How does the instructional coach assist with the academic performance of students?
6. What impact has the instructional coach had on fostering professional development?
7. How would you like the instructional coach to collaborate with you/your content team?
8. Why do you think teachers have been hesitant to participate in peer visitations (that have been set up by the
instructional coach)?
9. Research clearly indicates that the use of video is an effective practice for teachers to use in order for self reflection
and improving practice. Why do you think teachers have been hesitant to participate in using video for their professional
development?
10. What else would you like to share regarding instructional coaches in general or specifically about LHS instructional
coaches and the impact they have had on your school?
15. So - How Do We Get Coaching To Take Off at Lambert?
15
We MUST Change the Narrative!
❏ Explain why it is valuable to have a coach
❏ Learn how to best work with adults
❏ Show that it is valuable to have a coach
17. What careers have coaches? How does it (perceive to) help?
“I’ve been a surgeon for eight years.
For the past couple of them, my performance in the operating room has reached a plateau.
I’d like to think it’s a good thing—I’ve arrived at my professional peak.
But mainly it seems as if I’ve just stopped getting better.”
﹏
“The concept of a coach is slippery. Coaches are not teachers, but they teach.
They’re not your boss—in professional tennis, golf, and skating, the athlete hires and fires the coach—but they
can be bossy. They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela
Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.”
﹏
“Coaches are like editors, another slippery invention. Consider Maxwell Perkins, the great Scribner’s editor, who
found, nurtured, and published such writers as F. Scott Fitzgerald, Ernest Hemingway, and Thomas Wolfe.
“Perkins has the intangible faculty of giving you confidence in yourself and the book you are writing,” one of
his writers said in a New Yorker Profile from 1944. “He never tells you what to do,” another writer said.
“Instead, he suggests to you, in an extraordinarily inarticulate fashion, what you want to do yourself.
From The New Yorker “Personal Best” September 26, 2011
17
18. From August 29, 2018 We Are Teachers
“Why Even the Best Schools and Best Teachers Need Instructional
Coaches”
➔ Instructional Coaches can be sounding boards.
➔ Instructional Coaches can provide different perspectives.
➔ Instructional Coaches can be another set of hands in the classroom.
➔ Instructional Coaches can provide personalized Professional Development.
➔ Instructional Coaches can help teachers reflect and grow.
18
19. 19
WHAT JIM KNIGHT’S RESEARCH SAYS ABOUT TEACHER PERCEPTIONS WHEN
THEY CONSISTENTLY WORK WITH COACHES...
● Instructional coaches have become essential to teachers because they assist teachers with
collaboration, instructional delivery, and the implementation of research based practices to
improve classroom instruction (Knight, 2007).
● Instructional coaches provide an opportunity for teachers to work with colleagues in small
learning communities and focus on student learning. In addition, they assist teachers with
creating learning communities based on grade, content, vertical, and horizontal alignments
(Driscoll, 2008).
● According to Knight (2007), teachers believed that instructional coaches provided them with
consistent opportunities to work together, impart knowledge, plan, and reflect upon their
practice.
20. 20
● Teachers believed coaching helped them to stop teaching in isolation and meet the
needs of their students because they shared ideas and learning experiences. Teachers
became more satisfied with their positions and with their option of teaching as a
profession once they worked with a coach and collaborated with team members.
● Teachers also believed that collaboration helped build capacity and teacher
empowerment.
● Teachers also believe that instructional coaches assisted them with seeing
instructional delivery from a different viewpoint (Reiss, 2003). Instructional coaches
provided teachers with the knowledge to differentiate instruction based on the
multiple intelligences of their students.
22. Andragogy, also known as adult learning
theory, was proposed by Malcom Shepard
Knowles in 1968.
Previously, much research and attention had
been given to the concept of pedagogy –
teaching children. Knowles recognized that
there are many differences in the ways that
adults learn as opposed to children.
His thoughts surrounding andragogy sought
to capitalize on the unique learning styles
and strengths of adult learners.
22
ANDRAGOGY – ADULT LEARNING THEORY
23. Knowles’ Five Assumptions of Adult Learners
1. Self-Concept – Because adults are at a mature developmental stage, they have a more secure
self-concept than children. This allows them to take part in directing their own learning.
2. Past Learning Experience – Adults have a vast array of experiences to draw on as they learn,
as opposed to children who are in the process of gaining new experiences.
3. Readiness to Learn – Many adults have reached a point in which they see the value of
education and are ready to be serious about and focused on learning.
4. Practical Reasons to Learn – Adults are looking for practical, problem-centered approaches
to learning. Many adults return to continuing education for specific practical reasons, such
as entering a new field.
5. Driven by Internal Motivation – While many children are driven by external motivators –
such as punishment if they get bad grades or rewards if they get good grades – adults are
more internally motivated.
23
24. Knowles’ FoUR PRinCiPles of Adult Learners
1. Since adults are self-directed, they should have a say in the content and
process of their learning.
2. Because adults have so much experience to draw from, their learning should
focus on adding to what they have already learned in the past.
3. Since adults are looking for practical learning, content should focus on issues
related to their work or personal life.
4. Additionally, learning should be centered on solving problems instead of
memorizing content.
24
26. Change!
Most people don’t know what it looks like when they do what they
do.
Identity
People take it personally when we talk about their practice.
Thinking
When we do the thinking for other people, they resist.
Status
If people perceive we think we are better than them, they resist.
Motivation
Unless people care about a goal, they aren’t likely to achieve the goal.
26
27. Let’s Chat...
Knowing this about Adult Learners, what could we have done
better to bring instructional coaching to Lambert? What could
you personally do better as a leader in your department? How
should this affect Professional Development, at the school and at
the county level? How should it affect today’s training!?!
28. How Do I Show That it is Valuable
to Have an Instructional Coach?
28
30. 30
Equality: Instructional Coaches and Teachers Are Equal Partners.
Partnership involves relationships between equals. Thus, instructional coaches
recognize collaborating teachers as equal partners, and they truly believe that each
teacher’s thoughts and beliefs are valuable. Instructional coaches listen to teachers
with the intent to learn, to really understand, and then respond, rather than with
the intent to persuade.
31. 31
Choice: Teachers Should Have Choice Regarding What & How They Learn.
In a partnership, one individual does not make decisions for another. Because partners
are equal, they make their own individual choices and make decisions collaboratively.
For instructional coaches this means that teacher choice is implicit in every
communication of content and, to the greatest extent possible, the process used to
learn the content. Instructional coaches do not envision making teachers “think like
them” as the purpose of their job. Rather, an instructional coach’s goal is to meet
32. 32
Voice: Professional Learning Should Empower and Respect the Voices of Teachers.
All individuals in a partnership have opportunities to express their point of view. A
primary benefit of a partnership is that each individual has access to many
perspectives rather than the one perspective of a leader (Covey, 2004). Instructional
coaches who act on this principle encourage teachers to express their opinions about
content being learned. Instructional coaches view coaching as a process that helps
teachers find their voice, not a process determined to make teachers think a certain
way.
33. 33
Dialogue: Professional Learning Should Enable Authentic Dialogue.
To arrive at mutually acceptable decisions, partners engage in dialogue. In a
partnership, one individual does not impose, dominate, or control. Partners engage in
conversation, learning together as they explore ideas. For instructional coaches,
this means that they listen more than they tell. Instructional coaches avoid
manipulation, engage participants in conversation about content, and think and
learn with collaborating teachers.
34. 34
Reflection: Reflection Is an Integral Part of Professional Learning.
If we are creating a learning partnership, if our partners are equal with us, if they
are free to speak their own minds and free to make real, meaningful choices, it follows
that one of the most important choices our collaborating partners will make is how to
make sense of whatever we are proposing they learn. Partners don’t dictate to each
other what to believe; they respect their partners’ professionalism and provide them
with enough information, so that they can make their own decisions.
35. 35
Praxis: Teachers Should Apply Their Learning to Their Real-Life Practice as They Are Learning.
Partnership should enable individuals to have more meaningful experiences. In
partnership relationships, meaning arises when people reflect on ideas and then put those
actions into practice. A requirement for partnership is that each individual is free to
reconstruct and use content the way he or she considers it most useful. For IC’s this
means that in partnership with collaborating teachers they focus their attention on how
to use ideas in the classroom as those ideas are being learned.
36. 36
Reciprocity: Instructional Coaches Should Expect to Get as Much as They Give.
In a partnership, all partners benefit from the success, learning, or experience of
others—everyone is rewarded by what each individual contributes. For that reason,
one of an IC’s goals should be to learn alongside collaborating teachers. Learning
about each teacher’s strengths and weaknesses while implementing new teaching
practices will enhance a coach’s ability to collaborate with all other teachers and the
coach’s skill in using the new teaching practice.
37. 37
As a Team - How Can We Show Value To Our Staff?
Morning Group
• Get out there and
get into
classrooms (stop
talking and do it)
• Invite people in
(be vulnerable)
• Treat everyone as
an adult
• We aren’t going
away….
Afternoon Group
• Video yourself and
share (?)
• Make a
commercial
• Testimonials
• A platform to
share
Friday Group
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Identify
➔ Build off of your relationship
➔ Teacher picks the goal
➔ Goal should be student focused
“It isn’t that they can’t see the solution,
they can’t see the problem”
Jim Knight
43. 43
Learn
➔ Explain and modify how the new teaching practice will be taught.
➔ Meet the teacher one-one.
➔ Create a checklist to follow
➔ Construct an observation protocol
➔ Possibly model for teacher in classroom (in the teacher’s class or
another class)
46. 46
Improve
“SAD” FEEDBACK IS GOOD!” (Rob Meinberg, 2015)
SPECIFIC
ACTIONABLE/AUTHENTIC
DESCRIPTIVE
• Always talk about what you saw - non-attributive feedback, not
fluff (what your administrators are supposed to do on TKES
observations).
• Identify what went well and make adjustments if needed…
• Look at DATA...
49. Reality
49
What’s on your mind?
On a scale of 1–10, with one being the worst lesson you’ve taught and 10
being the best, how would you rank that lesson?
Why did you give it that number? Why didn’t you give it a lower number?
What pleased you? And what else?
50. Change
What would have to change to move the lesson closer to a 10?
If you woke up tomorrow, and a miracle happened so that your students were
doing exactly what you would like them to do, what would be different? What
would be the first signs be that the miracle occurred?”
(Solution-Focused Coaching) If this class was your dream class, what would
be different? What would your students be doing differently if your class was
a 10? Tell me more about what that would look like? How could you measure
that change? Do you want that to be your goal? If you could hit that goal,
would it really matter to you?
50
51. OPTIONS
What teaching strategy could you use to hit that goal?
Would you like some suggestions?
What advice would you give someone else if this was their problem? (John
Campbell)
Which option gives you the most energy? (John Campbell)
51
52. Next Steps
What are your next steps?
What can you accomplish this week to move closer to your goal?
And what else can you do?
When will you do that?
52
53. Video: Helpful Tool Or Torture Device
53
For You As A Coach For The Teacher You Coach
Are YOU willing to watch yourself
teach on video?
54. 54
Exercise: Roll Play Time
Watch…
The Instructional Coach...Rob
The Frustrated Teacher...Amanda
And Do…
First Time: Coach? Teacher?
Second Time: Switch!
Going Through The Coaching Cycle
55. 5.Expectations of a Lambert Instructional Coach
Helping to make Instructional Coaching part of the school culture
56. Professional Learning
Take 20
Presentations
Pair up to present to
the staff on a timely
topic with a practical
take-a-way. You will
have a sub for the day
in order to present
each period.
56
Completing the
Coaching Cycle with at
Least 3 Teachers
“Required” Staff
Members include NEO
Tier 1, 2, and 3 as well
as all department
chairs and co-chairs.
(Details to come at our
next meeting on
September 27th)
Meetings
for Learning and
Reflection
Monthly Instructional
Coach meetings,
additional professional
development
opportunities, and
reflection.
57. Additional Benefits
➔ Certificate after presenting PL Take 20 to staff
◆ Upload to itsLearning as evidence towards a TKES 4
➔ ½ Days to use for Instructional Coaching
◆ Sign Ups for late Oct/early Nov coming soon
57
59. The Breakdown
1. PL Take 20 Meetings
2. PLCs (Content Teams)
a. New PLC minutes and reflection
3. HORNS Board and Reflections
a. Preview and Help?!?
59
Samples of Measurable Goals:
90% of students are on task
Students talk 50% +
80% are proficient on formatives/summatives
Transition time to new task is less than 1 minute