COACHING/MENTORING

1. COACHING/MENTORING Marlene Battle Julie Poll Bethany Mickey Danielle Swords

2. Some Startling Statistics • In Clark County, approximately 1600 teachers are hired every year. • On average, 25% of the new hires do not return • 400 teachers per year • Of the 1600, within 5 years, 50% do not return • Coaching fosters teacher confidence, which in turn promotes student achievement.

3. Coaching/Mentoring The Purpose of coaching is not just to implement instructional innovations; its central purpose is to build strong collaborative work cultures that will develop the long-term capacity for change. Michael Fullan

4. Coaching/Mentoring “School-based coaching supports national priority for improving teacher quality. Best of all, school-based coaching benefits students through providing high-quality instruction.” -National Reading Technical Assistance Center “A Study of the Effectiveness of K-3 Literacy Coaches.”

5. Research on Instructional Coaching Recent research indicates that with classroom coaching,implementation rates rise…85% - 90% University of Kansas Center for Research on Learning

6. INSTRUCTIONAL COACHING/MENTORING • Builds capacity for effective instructional practices within specific content areas. • Creates a partnership approach with teachers. • “Customizes professional development to match each teacher’s needs and interests while they help the school establish a common understanding across all teachers.” (Sweeney, 2003)

7. COACHING/MENTORING Teacher autonomy Honor teachers’ skill As much as possible allow teachers to define when, where and how best to get their teaching done. Limiting autonomy is one of the main ways that we destroy teacher will. (Jackson 2013) Balance autonomy with accountability

8. COACHING/MENTORING Talk time With your table group discuss and write on chart paper what coaching and or mentoring looks like in your school, or what you would like it to look like.

9. What Does a Coach Really Do? Lesson demonstrations Give teachers support and guidance Give instructional strategies Aid in collaboration and planning Help strengthen confidence and expertise in the classroom Provide a wealth of resources, e.g. materials, information, ideas Recognize deficiencies and help find relevant professional development Observe and give feedback

10. Specialist vs. Coach • A specialist works directly with the struggling student • “Once pullout programs are established, the classroom teacher excuses herself from the responsibility.” • A coach provides ongoing training and support for teachers • “Shifting the role of…specialist to a mentoring and coaching role responsible for providing other teachers with support and guidance that improves…instruction can be a powerful step toward improving achievement at low-performing schools.” • SEDL “Literacy Coaches Roles and Responsibilities”

11. Specialist vs. Coach • “Shared vision, collaboration, and learning together provide the foundation for teachers to take collective responsibility for students’ success; the community’s interdependent work structure allows teachers to act on this vision…The learning of all students becomes the responsibility of all faculty, rather than individual teachers only…collective responsibility promotes collective growth.” • Milbery McLaughtlin & Joan Talbert, 2006

12. Article Read on your own Highlight something that resonated with you. Think - Pair - Share

13. “Great teachers never forget that it is people, not programs, that determine the quality of the school.” Todd Whitaker

14. How has coaching helped us? Getting us out of a “rut” Gaining insights that we didn’t see from our point of view Demonstrating new ways to teach lessons Providing a culture of collaboration Using data to drive our instructional methods Becoming “experts” on topics that we study together Providing an environment where learning occurs for both teachers and students

15. SHARING CORAL’S VISION Talking to administration Coaching as non-evaluative Envisioning the right “fit” Teacher input

16. Coaching/Mentoring at CASLV Send out a sign-up Google doc. For pre-observation “talk” and form Teacher fills out Pre-observation Coaching Form (very simple) Teacher and coach/mentor have a “let’s talk” meeting Teacher discusses the part of teaching he/she would like to focus on Schedule a time to visit class Coach/mentor focuses on teacher’s input After visit meet and talk again

18. SAMPLES

19. Coaching/Mentoring Form Find your cinnamon/synonym partner. Review the form Fill out the form Practice as teacher and coach/mentor Switch roles

20. Coaching Video Teaching Channel https://www.teachingchannel.org/videos/instructional-coaching

21. Coaching/Mentoring at CASLVPeer Observations Send out Peer Observation Form Ask teachers in the building to complete two peer observations and in turn allow other teachers to come and observe them teaching Give teachers a window of time to complete the peer observations Have teachers reflect on how the observation can impact or improve her/his own teaching Create a culture of collaboration and shared learning!

22. Coaching/Mentoring at CASLVStudy Groups Determine a meeting time where teachers can meet together to discuss and research a given topic. Allow teachers to share at the end of the study time what was learned. Ask teachers to share resources they found during the study time through email or Google drive. Create a master list as a reference for teachers to access to assist in lesson preparation and planning

23. Coaching/Mentoring at CASLVData Discussions Bring data reports to the meeting Have teachers analyze the data and determine areas where students are struggling Ask teachers to collaborate together to find ways to increase student learning and improve teaching methods Help teachers provide intervention for struggling students and enrichment for advanced students Use the DATA to measure how it is working!

24. Coaching/Mentoring at CASLVTeachers as Leaders Provide a mentor/mentee program for new teachers and veteran teachers Meet regularly with new teachers and help set up observations for new teachers to observe different teachers in the school Give teachers accountability for professional development and include their expertise in presentations Realize that you have a wealth of resources at your disposal (teachers in your own building) that can be brought together to aid in student growth!

25. PILLARS OF SUCCESS Communication Leadership Assessment

26. THANK YOU FOR ATTENDING! QUESTIONS

27. EXIT TICKET What can you take away that will benefit your school? Write it on your post-it note and leave on the table. Thank you!!!!!