September School Visits   School: _________________________ Date: ____________<br /><ul><li>What is formal coaching?
Workshop Wednesdays
Individual; small group; staff PD
Upcoming SlideShare
Loading in …5

Formal coaching contract


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Formal coaching contract

  1. 1. September School Visits School: _________________________ Date: ____________<br /><ul><li>What is formal coaching?
  2. 2. Workshop Wednesdays
  3. 3. Individual; small group; staff PD
  4. 4. Blog
  5. 5. Email communication</li></ul>How can we change and improve instruction, so that there is an increase in student learning and understanding?<br />How do you see my role as math coach working with your staff to improve student learning?<br />How do you feel about arranging preconference/post conference time when working with your teachers in a formal coaching setting?<br />Do you support a ½ day planning time before coaching begins?<br />Are you willing to be a host school during the Workshop Wednesdays?<br />What, if any, are weaker areas in mathematics and student achievement, would like to see improvement?<br />Requests/Follow-up<br />What is Formal Coaching?<br />Formal coaching takes place in schools, in the classroom. The coach works side by side with the classroom teacher. They are both accountable for effective student learning.<br />Depending on a teacher’s needs and backgrounds, a coach’s role may vary. The teacher and coach begin their journey by having a half day planning time to discuss goals and areas of need. The formal coaching is done in ‘blocks’ of time over a two or four week time-frame.<br />It can begin with the coach modeling lessons to show best practices. Having the classroom teacher observe, it helps the teacher to obtain a deeper understanding of the content or delivery of the lesson. Modeling from the coach can turn into co-teaching and then observing the classroom teacher to give effective feedback.<br />To be most effective the teacher and coach need a pre-conference; observe, teach or co-teach the lesson; and have a post lesson conference. Because this is new and we may need to be creative in how and where we find the time to conference, it may vary from school to school. This is where the support of the principal is needed.<br />Pre-lesson Conference<br />During the pre-lesson conference, the teacher explains the goals for the lesson. If the coach’s role is to model the lesson there has been prior communication and maybe the teacher and coach planned the lesson together. Teachers planning time is precious so the role of the coach could be to the ground work. The coach’s role is not to do the planning, but to assist and provide guidance during the planning process. It is important to always focus on the student learning and the curriculum outcomes of the lesson. During the pre-conference teacher and coach design or redesign the lesson to meet the needs of all learners. It is imperative that the lesson goals, content, strategies are clear.<br />The Lesson<br />A coach’s role during the lesson can vary as stated above. A coach’s role can begin by observing only, to co-teaching to modeling or in the reverse order.<br />Modeling is appropriate when a teacher wants to see or learn specific teaching strategies or methods. The goal of the modeling is for the teacher to build an understanding of best teaching practices.<br />When teachers work in a co-teaching setting the coach’s role is collaborative. The coach may intervene during a lesson only if this is discussed and agreed upon during the pre-conference. Intervention is never directly toward the teachers’ teaching but towards students’ understanding and learning.<br />The coach is a partner with the teacher. They work together toward a shared goal of student learning.<br />Post-conference<br />After the lesson, this may be during a recess, or lunch break, the teacher and coach talk about how the lesson went. How successful was it planned and implemented? Problems? Did the students achieve the outcomes? Often this is where teacher and coach look at student work and evaluation tools.<br />Post-conferences often lead into future planning of lessons.<br />I have read the above format of Formal Coaching. _______________________<br />Questions?<br /> This is new for all of us… the journey may change as needs arise.<br />How will I document the success and effectiveness of formal coaching?<br /><ul><li>1. Teacher Self Assessment
  6. 6. -a self assessment tool will be given to the classroom teacher prior to the ‘block’ of time
  7. 7. -the same assessment tool will be given at the end of our ‘block
  8. 8. 2. Student Assessment
  9. 9. -A selection of 4 students will be benchmarked at the beginning and end of the ‘block’</li></ul> 3. Coach’s Self Assessment <br />- Journal reflection of success and areas of needed change<br />- What worked and why? What didn’t work and why? <br />- Where do I /we go from here? Follow-up plans.<br />