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Coaching Continuum/Cycle

Coaching Continuum/Cycle. Education Transformation Office. Dwight Jones Curriculum Support Specialist Middle Science 6-8. Nikolai Vitti, Assistant Superintendent Miami-Dade County Public Schools. Objectives.

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Coaching Continuum/Cycle

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  1. Coaching Continuum/Cycle

  2. Education Transformation Office Dwight JonesCurriculum Support Specialist Middle Science 6-8 • Nikolai Vitti, Assistant Superintendent • Miami-Dade County Public Schools

  3. Objectives • Understand the Coaching Continuum and how to implement it with classroom teachers. • Comprehend the Coaching Cycle

  4. Essential Question What factors impact your ability to carry out the coaching continuum?

  5. Essential Question What factors impact your ability to carry out the coaching continuum?

  6. An effective Instructional Coach differentiates professional learning opportunities by thinking of coaching as a continuum.

  7. CONTINUUM OF COACHING Interactive coaching Intraactive coaching Increased external scaffolding Decreased external scaffolding Subject-centered pedagogy Solution-seeking andragogy Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence. adapted fromK. S. Froelich & E. A. Puig, 2010, p. 128 The Literacy Leadership Team: Sustaining and Expanding Success Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.

  8. CONTINUUM OF COACHING Interactive coaching Intraactive coaching Facilitate a workshopor session to improve learning and instruction Provide an observation lesson to improve learning and instruction Co-teach with a host teacher in an observation classroom to improve learning and instruction Confer, observe, and debrief to improve learning and instruction Facilitate a study group or literacy leadership team to investigate adaptive challenges to improve learning and instruction Facilitate action research to seek resources after reflection to improve learning and instruction Increased external scaffolding Decreased external scaffolding Subject-centered pedagogy Solution-seeking andragogy Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence. adapted fromK. S. Froelich & E. A. Puig, 2010, p. 128 The Literacy Leadership Team: Sustaining and Expanding Success Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.

  9. Gradual Release of the Coaching Model

  10. How will an Instructional Coach know when to shift on a continuum?

  11. Essential Question What factors impact your ability to carry out the coaching continuum?

  12. Considerations for Entry Points • Years of experience teaching • Comfort level with change • Exhibits self-directed behaviors • Background knowledge of specific content • Knowledge of student strengths and needs • Routines and procedures effectively established

  13. USING THE CONTINUUM Think of a real school scenario. Share with an “elbow-partner.” Consider a coaching point based on the scenario. Where on the continuum of coaching would you start and why? Be ready to share with whole group.

  14. Opportunities for Coaching • Differentiation is key! • Allow participants choice based on their own personal needs • Workshop • Observation Lesson • Co-teaching • Confer, Observe, Debrief • Study Group • Action Research

  15. Opportunities for Coaching

  16. Continuum of Coaching Facilitate a Workshop Professional development should reflect the needs of the school. Often, successful professional development is conducted by “in house” presenters. Faculty perception of “professional development” should be changed from something that the teacher “has” to attend to something they “get” to attend. Facilitate a Workshop

  17. Continuum of Coaching Observation lesson An observation lesson alone will not have much impact on learning unless it includes time to debrief. Co-teaching Conversation is the key. Observation Lesson Co-Teaching

  18. Demonstrating vs. Co-teaching Observation lesson Coach meets with the teacher prior to lesson Teacher is an observer during the lesson Coach and teacher debrief and discuss Co-teaching lesson Coach meets with the teacher prior to lesson Teacher leads the lesson alongside the coach Coach and teacher discuss the lesson and plan the next together

  19. Action Research Action Research Collaborative Research in practice Research seeking resources after reflection Goal is to improve teacher instruction and delivery Goal is to improve student achievement

  20. Continuum of Coaching Study Groups A study group is a small group of individuals who meet on a frequent and regular basis to explore the interests of the group based on the strengths and needs of the students. Study Group

  21. Coaching Continuum… Confer, Observe, Debrief

  22. Coaching Cycle

  23. Suggested Cycle at-a-glance

  24. Essential Question What factors impact your ability to carry out the coaching continuum?

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