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Instructional Coaching. February 1, 2013. Welcome!. Please Do Now: Take 2 minutes to write 3 lines: How would you define Instructional Coaching? What is your experience with Instructional Coaching?. Turn and share with a partner. The Role of the Coach.
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Instructional Coaching February 1, 2013
Welcome! Please Do Now: Take 2 minutes to write 3 lines: How would you define Instructional Coaching? What is your experience with Instructional Coaching?
The Role of the Coach Instructional coaching is emerging as an important approach to helping teachers improve their practice. It is, however, much more. Coaching is part of a whole-school improvement strategy that fosters collective problem solving and offers highly targeted professional development embedded in teachers’ daily work. It is a structure designed to enhance practice, build collaborative cultures and improve student learning.
The Role of the Coach Instructional coaches team with teachers and provide one-on-one, side-by-side assistance, working together on specific needs in their classrooms. They provide professional development for teachers and school leaders with real-time support focused on changing practice, increasing student engagement, and improving student achievement. Coaches offerprofessional learning opportunities focused on both content and process, and they play a broader role: nurturing a learning community in their schools to ensure that teaching improvements are shared, ongoing, and focused directly on identified needs in that school.
The Role of the Coach • What roles do you have in the schools you work with? • How can these relate to coaching?
Pre-Conference Planning (Before) An instructional coach works collaborativelywith the teacher to . . . • identify the focus for the visitation • review instructional goals and materials • clarify the role of the coach during the classroom visitation • identify what the teacher should watch for during a model lesson • co-construct visitation form • establish a time for debriefing
Classroom Visitation (During) Based on the pre-conference, the coachand the teacher agree to one of thefollowing: • Coach models a lesson/strategy with anidentified area of focus for the teacher • Teacher and Coach co-teach • Coach watches the teacher and collects data using the co-constructed form
The coach provides feedback for the teacherbased on the teacher’s identified focus. Thecoach… • Uses the co-constructed observation form to collect data related to the identified focus areas • Respects the parameters of the visitationprotocol • Ensures that data collected are objective andnon-evaluative • Reminds the teacher of the debriefingappointment
Debriefing (After) • The debriefing is most effective when both partieshave had an opportunity to reflect and prepare theirthoughts • The lesson is reviewed by discussing the areas of focus agreed upon in the “before” or planning stage • The instructional coach and teacher discuss studentengagement and how students responded to thelesson • The coach helps the teacher recognize theareas of strength and areas of needin that lesson
Have a game plan Watch the tape It doesn’t all happen on the field!
How do we build relationships with teachers? • What are we doing now? • What can we do? • What should we not do?
Do’s and Don’ts for Coaching • Jigsaw activity • The article is on Key Learning • As you read, please summarize your section in 1-2 sentences. • Prepare to share-out.
Levels of Intensity • How much time do you typically spend at each level? • What parts of your role are found at each level
Thinking about Thinking about Thinking
Dr. Derek Cabrera –How Thinking Works 3-2-1 • As you watch this video, please jot down: • 3 powerful moments or ideas • 2 things you question, or have questions about • 1 way these ideas could affect your teaching
Ticket Out the Door Thinking about today’s session, prepare to share ONE way this information reaffirms what you alreadydo, and ONE new thing you will take from today.
