CAPACITY BUILDING

1. CAPACITY BUILDING Picture goes here. DAY ONE

2. Theory of Change

3. History of Instructional Facilitation in Arkansas • Barkley – Quality Teaching in a Culture of Coaching • Killion – Taking the Lead • Knight - Instructional Coaching

4. Quality Teaching in a Culture of Coaching Stephen G. Barkley Executive Vice President Performance Learning Systems 888.424.9700 sbarkley@plsweb.com blogs.plsweb.com www.plsweb.com stevebarkley/twitter.com

5. Taking the Lead Joellen Killion http://www.learningforward.org/news/authors/killion.cfm • Roles • Tools

6. www.arkansasideas.org

7. Instructional Coaching http://www.Instructionalcoach.org http://thebigfour.ning.com/ http://www.radicallearners.com/ Jim Knight Jim Knight Kansas Coaching Project University of Kansas jimknight@mac.com

8. Instructional Facilitating is . S = structure for success T = teach expectations O = observe & monitor I = interact positively C = correct fluently • Mechanical • Metaphorical . Using the Big Four to insure student engagement and mastery through Instruction To enable a positive , safe learning environment through Classroom Management To show connections and focus on essential content through by motivating students and monitoring progress through Critical Variables 1. Thinking Devices 2. Effective Questions 3. Stories 4. Cooperative Learning 5. Challenging Assignments 6. Experiential Learning 1. Time on Task 2. Opportunities to Respond 3. Ration of Interactions 4. Disruptions 5. Alignment with Expectations Assessment for Learning Content Planning 1. Develop questions 2. Answer questions 3. Specific proficiencies 4. Mini assessments 5. Teach effectively 6. Revisit, reflect, revise 1. Guiding Questions 2. Learning Maps

9. Eight Coaching Components • Enroll • Identify • Explain • Model Picture goes here. • Observe • Explore • Support/Refine • Reflect

10. Diane Sweeney 65 South Ulster Street
Denver, Colorado 80230

303-332-6791 (phone)
302-380-1854 (fax)

diane@sparkinnovate.com

11. Professional Development = Student Achievement “In most cases, program effectiveness is judged by an index of participants’ satisfaction with the program or some indication of change in their professional knowledge. Rarely is change in professional practice considered, and rarer still is any assessment of impact on student learning.” Thomas Guskey, 1995

12. Core Practices for Student-Centered Coaching What goes here? Students are here Students need to be here

13. Core Practices for Student-Centered Coaching • Set a goal for student learning. • Assess students’ needs in relationship to the goal. • Use student evidence to drive the decision-making. • Plan and deliver instruction. • Monitor and adjust instruction based on student evidence. • Refine instruction through coaching support. • Keep lines of communication open between teachers, instructional facilitators, principals, and district office. Students are here Students need to be here

14. School Change Change in PLC and Peer Coaching Change in Leadership Behavior Change in Student Behavior Student Achievement Change in Teaching Behavior Source: Model developed by Steven Barkley

15. Theory of Change

16. Student-Centered Coaching Diane Sweeney, Student-Centered Coaching

17. Theory of Change Student-Centered Coaching

18. STUDENT-CENTERED COACHING Read pages 10-14 As you read these pages, think about how student-centered coaching is similar or different to your current practice.

19. “…when crafting a culture of learning, we reinforce the concept that each and every member of our community has room for new knowledge and growth.” Sweeney, 2011, p. 50

20. Responsibilities for Crafting a Culture of Learning Picture goes here. Sweeney, 2011

21. Getting a Student-Centered Coaching Culture Up and Running • Clarify role with principal • Enroll • Define student-centered coaching for teachers • Enroll • Assess school culture • Use Prochaska’s Stages of Change • Collaborate with teachers to identify a focus • Identify and Explain

22. Student-Centered Coaching with Data • It moves the coaching conversation away from what a teacher thinks and focuses on student evidence. • The richer the array of student evidence we use, the better our decision making and instruction. Sweeney, 2011, pp.63-64

23. Pre-Assessment Picture goes here. Assessment of Learning • Post-Assessment • Picture goes here.

24. Meanwhile … in the Principal’s Office • Make time for conversations about data. • Participate in conversations about data and hold others accountable to do so as well. • Craft a culture of trust and collaboration. Sweeney, 2011, pp.80-81

25. Why Coaching Cycles? “Organizing coaching into cycles helps coaches create a structure for their time in a way that drills down to impact student learning.” Sweeney, 2011, p. 31

26. TYPES OF COACHING CYCLES One-to-One Coaching Cycle Small Group Coaching Cycle Focus – 3-6 weeks Shared student learning goal Formal/informal student data Group planning session Variety of activities led by instructional facilitator • Focus - 6-9 Weeks • Student learning goal • Formal/informal student data • Planning session • 1-3 times per week in classroom

27. Student-Centered Coaching

28. The Instructional Facilitator • Coaching cycles with one-to-one and/or small groups (4-6 at a time) • Planning • Pre-brief, observation, post-brief • Facilitating professional development • Managing data and assessment • Gathering resources • Mentoring • Facilitating informal planning sessions • Assisting teachers in organizing materials • Working with PLCs Sweeney, 2011, pp. 31

29. Meanwhile … in the Principal’s Office The work of an instructional facilitator can be optimized by the principal: • Being in classrooms • Providing teachers with options for participation • Determining a school-wide focus for teacher and student learning • Committing to weekly or bi-weekly meetings with the coach Sweeney, 2011, pp. 36-38

30. Beginning Student-Centered Coaching End During

31. Quiz/Quiz – Trade/Trade • Write a question on the front of your card concerning the information you have learned so far. • Write the answer to your question on the back of the card. • At the signal find a partner and read your question. (Coach him/her if needed.) Take turns. • Switch cards and at the signal find another partner. Repeat.

32. Sweeney, 2011, p. 88 Diane Sweeney, p. 88

33. Beginning of Coaching Cycle Sweeney, 2011, p. 88

34. S.M.A.R.T. GOALS • Specific • Measurable • Achievable • Results-oriented • Time-bound Killion, 2008

36. During the Coaching Cycle Sweeney, 2011, p. 88

37. At the End of the Coaching Cycle Sweeney, 2011, p. 88

38. School Change Change in PLC and Peer Coaching Change in Leadership Behavior Change in Student Behavior Student Achievement Change in Teaching Behavior Source: Model developed by Steven Barkley

39. Next Steps • Share today’s information with principal • Develop and post schedule • Enroll teacher(s) in a coaching cycle - Use Results-Based Coaching Tool

40. CAPACITY BUILDING Picture goes here. DAY TWO

41. Learning Labs/Coaching Labs Small–Group Coaching Stude One-to-One Coaching Target

42. Student-Centered Coaching Opportunities • One-To-One – one teacher at a time with instructional facilitator • Small Groups – small group of teachers with common student need with instructional facilitator • Learning Lab – creates a framework for teachers to observe in each other’s classrooms • Coaching Lab – focuses on coaching practices

43. SMALL GROUP COACHING CYCLES • Involve three to six teachers • Use a Results-Based Coaching Tool Sweeney, 2011, p. 96

44. Beginning of Small Group Coaching Cycle Sweeney, 2011, p.97

45. During Small Group Coaching Cycle Sweeney, 2011, p.97

46. End of Small Group Coaching Cycle Sweeney, 2011, p.97

47. Learning Labs • Model Classrooms Picture goes here. • Peer Learning Labs • Student-Centered Learning Labs How can Student-Centered Learning Labs optimally meet teachers’ professional development needs? Sweeney, 2011, p. 108-112

48. Instructional Facilitator’s Role/Responsibilities for Learning Labs • Facilitates lab • Supports host teacher • Structures follow-up • Enlists lab participants in coaching cycle • Collaborates with principal to ensure shared focus Sweeney, 2011, p. 115-117

49. Meanwhile … in the Principal’s Office • Creates collaborative network focused on student learning and teacher practice • Provides time for collaboration and reflection • Ensures trained facilitator is provided for managing learning labs Sweeney, 2011, p. 117-118

50. Developing a Learning Lab • Determine purpose • Identify lab host • Work intensively for extended period of time with lab host • Develop protocol and norms • Pre-brief • Observation • Debrief • Follow-up