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Instructional Coaching at Westminster

Instructional Coaching at Westminster. Now and the Future. Current Job Description. Helping to incorporate technology Collaborate on lesson planning Feedback regarding intervention strategies Modeling R/W Workshop Lessons Create assessments & class materials Help with integrated studies

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Instructional Coaching at Westminster

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  1. Instructional Coaching at Westminster • Now and the Future

  2. Current Job Description • Helping to incorporate technology • Collaborate on lesson planning • Feedback regarding intervention strategies • Modeling R/W Workshop Lessons • Create assessments & class materials • Help with integrated studies • Individual and small group instruction - “plugging in” • Writing lesson plans & rubrics for teachers • Attend PLCs, GLMs, & Goal Meetings • Assist the administration (Admissions)

  3. Serving the Needs of Faculty & Students

  4. Survey Results: Job Description

  5. What is Instructional Coaching? • Instructional coaching involves two people: the classroom teacher and the coach • Coaches work one-on-one and in small groups with teachers • Coaches provide guidance, training, and other resources as needed. • Coaches focus on practical strategies teachers use to engage students and improve their learning • Coaches provide or arrange professional development activities for all teachers in a school

  6. Instructional Coaching Jim Knight, 2006

  7. Data on Effectiveness of Instructional Coaching Model • In 18 of 21 PAHSCI (Pennsylvania High School Coaching Initiative) schools, the percentage of 11th-graders reaching proficient or advanced levels in math on the Pennsylvania System of Student Assessment (PSSA) exceeded the statewide percentage of students reaching proficiency from 2004-2007. • In 15 of 21 PAHSCI schools, the percentage of 11th-graders reaching proficient or advanced levels in reading on the PSSA exceeded the statewide percentage of students reaching proficiency from 2004-2007. • 91% of teachers coached regularly stated that coaches helped them understand and use new teaching strategies. • 79% of teachers coached regularly said that their coach played a significant role in improving their classroom instruction and practice.

  8. New Job Description • Help teachers use data to make instructional decisions • Researching, modeling and facilitating workshops on new instructional strategies • Document & assess strategies we implement

  9. Goals of New Job Description • Develop robust co-teaching model • Develop robust co-planning model • Build a strong culture of differentiation • If these three goals are fulfilled your “professional tool box” will be enriched.

  10. Homeroom teachers’ roles in this coaching model • Collect & process student achievement data • Reflect on ways to meet ALL students’ needs • Seek professional guidance & support to address student needs

  11. What does this connect to?

  12. Learning for Life:Essential Skills • Communicate and Collaborate • Problem-find and Problem-solve • Create and Innovate • Reflect and Revise • Serve and Lead

  13. Learning for Life:Essential Attributes • Studies that integrate rather than separate • Problems that require critical thinking, creativity, and collaboration • Schedules and Spaces that fit learning • Teachers in teams supporting learning and innovation • Assessments and Feedback that promote learning and growth • Content and Relationships that connect us to the larger world and the world to us

  14. Timeline for our work as Instructional Coaches

  15. Coaches’ Professional Learning • Professional Learning Team • Facilitated by Center for Teaching • Three coaches, Laura Pattison, Sue Davenport • University of Kansas, Instructional Coaching Institute, Summer 2013 • Carol Ann Tomlinson, 3-day workshop on differentiated instruction at ASCD conference March 2013 • Auditing our own reservoir of strategies • Researching PD for co-teaching/differentiation • Lesson study • Explore coach’s role in PLCs

  16. Coaches continued support of teachers • Coaches work with grade-level team in GLM on implementing strategies • Support teachers that attend PBL workshop in Feb 2013 with Buck Institute • Collaborating with PLCs to address student learning problems through implementation of different instructional strategies • Pushing out PD to individual grade teams • Co-planning and modeling lessons

  17. Outcomes • All Westminster Elementary School students will reach their full potential as 21st Century Learners • All Westminster teachers become experts at Learning for Life teaching strategies • Build a robust model of co-teaching in the Elementary School. • Achieve the goal where ALL teachers see themselves as “learners” & “entrepreneurs”

  18. GOAL protocol to be updated by Faculty Meeting on Dec. 5th

  19. Questions?

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