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Maximizing the Impact of Instructional Coaching. From the Experts. No matter how well trained people are, few can sustain their best performance on their own. That’s where coaching comes in. - Atul Gawande. Three-Part O bjective.
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From the Experts No matter how well trained people are, few can sustain their best performance on their own. That’s where coaching comes in. -AtulGawande
Three-Part Objective Participants will identify ingredients of successful Instructional Coaching programs to implement at their district or home campus through discussion, sharing, note-taking, reflection, and questioning.
Cazilda Steele, Ed.D. Principal - Mayde Creek High School (2009 - present) 1 of 7 traditional High Schools in Katy ISD Approximately 2700 students Approximately 180 teachers 4 Instructional Coaches ELA and Math – full time Science and Social Studies – part –time – (shared with 2nd campus)
Dora Daniluk Instructional Coach Facilitator, Katy ISD 2012-2014 131 District Instructional Coaches for 2013-14 school year 35 elementary schools with 70 ICs (ELA/SS, Math/Science) 13 Junior Highs with 36 ICs (ELA/SS, Math, Science) 9 (7 traditional) High Schools with 25 ICs (ELA, Math, Science, Social Studies)
Principal? AP? Other?
District IC? Campus IC?
Recent Research Indicates That With Classroom Coaching,Implementation rates rise…85% - 90% Research on Instructional Coaching University of Kansas Center for Research on Learning
“Without coaches to provide precise instructions, to model in the classroom, to provide positive and motivating honest feedback, few new practices get implemented, and those that get implemented are usually implemented poorly.” (Cornett & Knight, Coaching: Approaches and Perspectives, 2009)
Objectives of the Coaching Model • Promote collaboration and communication to support the delivery of instruction • Assist teachers with district-promotedinstructional strategies by demonstrating and modeling • Analyze data and facilitate data discussions • Build campus & teacher capacity • Plan and Facilitate on-site professional learning • Participate in on-going and extensive professional development • Promote and model effective use of instructional technology
Major Responsibilities KatyISD Instructional Coach • Collaboration and Communication • Curriculum • Data • Professional Development • Technology • Other
Ingredient #1 The InstructionalCoach
“Coaching is all about helping transport someone from where he or she is to where he or she needs to be.” Gauthier & Giber, 2006
Percentage of Principals who considered the following criteria “to a great extent” when hiring an IC
The Role of the IC Does NOT Include • Evaluating Teachers or Providing information for evaluations • Serving as a substitute teacher • Taking primary responsibility for instruction of a specific student group • Disciplining students in an administrative capacity • Performing clerical duties outside job criteria
Ingredient #2 The Campus Principal
Instructional Leader • Supporting coaches and teachers • Implementing school/district initiatives • Meeting with ICs and leadership team on a regular basis • Advocating the use of data • to interpret strengths and weaknesses • to determine instructional focus • Sharing best practices
Communicator • Articulating the purpose and components of the coaching model to staff • Sharing building and district initiatives/expectations • Implementing district curriculum, i.e. unit plans • Maintaining the fidelity of the Instructional Coaching Model • Repeating expectations when needed
Facilitator • Promoting a safe, trusting environment • Sharing data is valued and transparent • Supporting collaboration and team work • Developing a community of learners
Learner • Promoting continued professional development for all stakeholders • Participating actively in campus PD • Walking the talk
Monitor – Growing the ICs • Setting personal goals • Prioritizing time commitments – weekly schedule • Promoting self-reflection • Supporting professional development • Providing IC support network
PD considerations for IC • Promoting Teamwork • Moving along the Continuum • Getting Into the Classroom • Revisiting Teams • Working with Resistant Teachers • Project CRISS Update/Review • Taking Review to the Next Level • Preparing for Next Year
From the Experts “Next to the principal, coaches are the most crucial change agent in a school. Without it, many comprehensive reform efforts will fall short of real improvement.” Michael Fullan
Ingredient #3 The Campus
Campus Vision • Belief that all students can succeed if opportunity is available • Student-centered learning • Building teacher capacity • Academics and learning are a priority
Campus Readiness • Data is understood and used to measure student success and plan for enrichment as well as intervention • Growth mindset • Time is available for process • Professional Learning Communities utilized
Campus Expectations • The coach and team leadership work closely together (DC and team lead) • Quality 1st Teach • Common assessment • On-going Professional Development • Positive, Supporting Relationships
Seasonings….can make the difference! Confidentiality Communication Relationships Confidentiality
Relationships IC-DC IC-IC
Communication Respect Equality Authentic Listening Honesty Empathy
The coach and principal’s communication is essential to implementing coaching effectively. -Coaching Matters, p. 104
From the Experts An Instructional Coach is someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders.
