“Planning to Coach”

1. “Planning to Coach” Cedric Gerald, M.Ed.Central Secondary Zone Title I Literacy Specialist Charlotte-Mecklenburg Schools 704-241-4853Cedric.gerald@cms.k12.nc.us

2. PD Focus: Coaching Stances Agenda • Introduction & Overview of Session • Morning Session • Planning to Coach • Afternoon Session • Coaching to Plan • Small Group Sessions • Closure

3. Goals of the PD Opportunity • Know and Discuss the role of an Instructional coach • Explore the role of the Coach in guiding instructional planning • Collaborate in small-groups to Do a close reading of a standard

4. K-W-L Activity Description • On the post-it notes provided, write down what you know about instructional coaching practices and how you currently use these practices in your work as a facilitator. • Then paste the sticky notes on the poster-board on the wall. Debriefing Process • After reviewing the Post-It display, the facilitator will ask the participants to share comment in an open forum.

5. “The ultimate purpose of improving instructional practice is to improve student achievement.” Jim Knight

6. What is an Instructional Coach? • ICs are on-site professional developers who teach educators how to use proven teaching methods. They: • use effective instructional practices for teacher collaboration, • identify practices that will effectively address teacher needs, and • help teachers Implement instructional practices.

7. ICs hold one-to-one or small-group meetings so they can: • Prepare materials for teachers prior to instruction. • Model instructional practices in teachers’ classrooms. • Observe teachers to know when to use interventions. • Provide feedback to teachers. • Identify how to address the most pressing concerns. • Guide teachers through instructional manuals, checklists, and other curriculum materials. • Plan collaboratively with teachers to identify when and how to implement effective instruction practices.

8. Why is Instructional Coaching Needed for School Improvement? • Coaching leads to implementation of effective instructional practices with follow-up when the right conditions are in place. • Coaching can increase the level of fidelity when teachers implement scientifically proven instructional practices. • Coaching promotes positive conversations in schools.

9. What Should Coaches Teach? • They must focus on high-leverage interventions that are likely to have a significant positive effect on classroom instruction. • Coaches must carefully choose the changes they initiate.

10. How Should Coaches Go About Their Work? • Continually communicate a deep, honest belief in the teachers’ ability, even when talking about specific ways that they need to improve their instructional practices. • Work to identify the teachers who can most benefit from the coaching support. • Make it as easy as possible for teachers to implement a given intervention.

11. Steps to Success

12. The Motivated Classroom

13. work with people: help them be self-motivated focus on causes: why people are de-motivated find out what solutions will work for them and how do things to or for people to motivate them focus on the symptoms of de-motivation fix the undesirable behavior Shifting ideas about motivation

14. Focus on our own thoughts feelings and behaviors and what we can change Focus on children’s thoughts, feelings and behaviors and what they can change Two strategies

15. What students say makes a good day at school • fun • a sense of achievement • doing something well • being given credit or praise for doing something well • everyone getting along well together • being with friends • feeling good about yourself

16. Teachers can motivate their pupils by meeting their needs for the three ‘As’: affiliation, agency and autonomy.

17. Emotions Make You Cry Sometimes! • The main function of our emotions is to tell us how we’re coping and so motivate us to adapt to the context in which we find ourselves. Emotions are crucial in the development of pro-social behavior. This is particularly true of empathy, the ability to understand another person’s emotional state.

18. REMEMBER Motivational resilience is not a quality of the learner but of the transaction between the learner and the learning climate. The three ‘As’ are not so much personal qualities of learners as acquired states that are more likely when certain conditions obtain in the classroom.

19. You get feedback that is Two dimensions

20. value humid classroom sunny classroom restrict our need for control empower our need for connection cold classroom stormy classroom reject Alan McLean ‘The Motivated Classroom’

21. value sunny classroom tight becoming looser gradually supporting autonomy discipline of community assertive humidclassroom tight restricted autonomy discipline of benevolence manipulative restrict our need for control empower our need for connection stormy classroom loose distorted autonomy lack of discipline passive cold classroom tight crushed autonomy discipline of fear authoritarian reject Alan McLean ‘The Motivated Classroom’

22. value The self-motivating classroom: allowing a measure of self determination 3 The humid classroom The sharing classroom: encouraging and enabling student autonomy 2 The secure classroom: setting clear limits 1 enable restrict The cold classroom The stormy classroom reject Alan McLean ‘The Motivated Classroom’

23. What will be the environments we work to move toward in our classroom tomorrow?

24. The best form of motivation is self-motivation. Pupils need to connect with teachers if they are to achieve this. Alan McLean

25. Energizers vs. Drainers • Energizers create a motivating learning climate. • Drainers are things that create a demotivating learning climate.

26. Drainer What Kind of Teacher are You? Really? Yippee! Energizer

27. The energizers provide the ingredients of the classroom climate that are needed to wet pupils’ appetites for learning. The energizers effectively engage most pupils and are accessible to most teachers: • Engagement – how teachers show they are interested in and value pupils. • Structure – provides clear pathways towards the learning goals and boundaries that let pupils know what is expected of them. • Stimulation – comes from a curriculum that highlights the relevance of activities and sets achievable goals. • Feedback – provides information that lets pupils know how they are doing, guiding them from where they are to where they need to be. Energizers

28. Drainers expose pupils to painful and unpleasant experiences that they will want to avoid: • Engagement – showing they are disinterested in their pupils by embarrassing them, threatening them or voicing comparisons between them. • Structure – dictating the agenda and denying pupil participation by, for example, setting too many rules and refusing any choice. • Stimulation – leaving pupils confused as to the purpose and relevance of activities, setting goals that are too easy or too difficult and generally failing to create enthusiasm. • Feedback – undermining confidence through personalized blame, judgmental criticism and feedback that is generally highly evaluative and emotion-laden. Drainers

29. Top eight factors teachers say motivates them • enthusiastic • encouraging • supportive • approachable • gives you direction • high expectations • believes in you • respects you

30. inconsistent over-critical bullying intimidating judgemental sarcastic being shouted at Obsessive fear Top eight factors teachers say de-motivates them

31. Who is the most… • demotivating person you have ever known? • motivating person you have ever known?

32. Topics Discussed from Our Morning Session • What is an Instructional Coach? • ICs are on-site professional developers who teach educators how to use proven teaching methods. • Why Instructional Coaching is needed for school improvement? • Coaching facilitates the instructional and cultural changes for school in need of improvement whenthe right conditions are in place. • What should coaches teach? • Coaches must choose the changes that focus on high-leverage interventions that are likely to have a significant positive effect on classroom instruction. • How should coaches go about their work? • Continually communicate a belief in teacher’s abilities, identify teachers who need coaching, and ensure that interventions are feasible.

33. Reflecting on Progress How would you rate your progress in your experiences as an instructional coach so far this year? Opening Activity- 4 Corners 1.DirtTrail (little progress) 2.Gravel Road (moderate progress) 3.Paved Road (a lot of progress) 4.Highway (in the passing lane!) Directions- Move to the corner that best fits you! “We do not learn from experience…we learn from reflecting on experience.” --John Dewey

34. Coaching to PlanCollaborative Planning to Support Common Core Cedric Gerald, M.Ed.CSZ Title Literacy SpecialistCedric.gerald@cms.k12.nc.us

35. Steps to Success

36. The Coach is an instructional change agent who provides coaching to increase the skills and knowledge of teachers and enhance their ability to work effectively with all students to improve academic achievement.

37. How is this true? Our modern society is faster paced, globally networked, technologically oriented, and requires workers who can problem solve and think critically.

38. 1 Our modern society is 1)faster paced, 2)globally networked, 3)technologically oriented, and requires workers who can 4)problem solve and think critically. 3 4 2

39. Learned Helplessness Vs. Self-Efficacy

40. How does this reflect the current reality of your planning sessions? Turn and Talk

41. As an instructional coach, you must … • emphasize the importance of true collaboration. • hold all teachers accountable for a shared and deep understanding of the content. • ensure that every member has a vested interest in the success of all children. • insist that all planning sessions end with a quality work plan that is fully aligned to the Common Core.

42. A Missed Opportunity for Coaching Where Is a Coach When You Need One? • How important is modeling? • What happens when expectations are vague? • How do you gauge the right pace for progress to occur? • Is success likely without collaboration? • Why is a plan needed to promote growth?

43. Doing the work • You must establish yourself as a visible and knowledgeable resource. This does not mean you have all the solutions; it means you work to help teachers navigate through instructional barriers. For example, bringing a new teacher or new-hire up to date on the difference between internal and external alignment. “Assessment & Instructional Alignment, An Online Tutorial for Faculty.”

44. Doing the work • You must establish yourself as a visible and knowledgeable resource. This does not mean you have all the solutions; it means you work to help teachers navigate through instructional barriers. For example, bringing a new teacher or new-hire up to date on the Common Core. Common Core State Standard Self-Study

45. Facilitating A Planning Session • Teachers must engage in a close reading of the standard(s) that will be taught. Let’s try it! • ELA and Math Unpacking Standards • Essential Standards Unpacking For Other Content Areas • Agree on the non-negotiables that the standards demand of teachers and students. • Decide what assessment(s) will be used to measure student mastery. • How will we teach the standard, and what prior knowledge, skills and/or vocabulary is needed for a student to demonstrate mastery? • What instructional tools will be used to teach the standards and what will the differentiation or scaffolding look like?

46. What does it matter? Why is this standard important What does it say? What does it not say? A Close Reading of a Standard 1 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (RI.9-10.8) 3 How does the unpacking contribute to my understanding? How can the anchor standard add to my understanding? What does it mean? What are skills that students need to know and be able to do in order to master this standard? 4 2 Directions: As a table, choose what number your team will begin with between 1 & 4. Then rotate to the next number when you hear the “Music Stop.”

47. What is it we expect students to learn? • What is the Common Core Standard to be learned? • What does proficient student work look like? • What prior knowledge, skills, and/or vocabulary is needed for a student to master this standard? • What assessment(s) will be used to measure student mastery? • When will this standard be taught? • What will we do when students have learned the standard?

48. How Should We Teach? Teachers must focus on high-leverage interventions that are likely to have a significant positive effect on students’ lives.

49. Conclusion • There is no quick fix. • Teaching the Common Core and Essential Standards involves dedicated, persistent, meaningful collaboration among teachers, parents, students, coaches, and principals.

50. What, if any, are the relationships between these themes? Turn and Talk