Instructional Coaching: Differentiating Professional Development and District Leadership

1. Instructional Coaching:DifferentiatingProfessional Development and District Leadership Debbie Behling, M.Ed. Education Specialist, Region 4 NSSSA, November 13, 2008

2. Today’s Objectives • How can professional development and leadership capacity be built with tight schedules, inadequate budgets, and limited travel opportunities? One solution is Instructional Coaching. Explore the Instructional Coaching model and plan for implementation. • Participate in hands-on and research-based training and listen to one district’s journey into Instructional Coaching.

3. Today’s Format • Participate in activities used with instructional coaches to build their capacities while exploring instructional coaching as a professional model • Analyze ways to interact with teachers as an instructional coach

4. What is it like? Properties What is it? Category Instructional Coaching Comparison What are some Examples? Illustrations Project CRISSSM 2004

5. IC FAQs • Teachers serving as coaches alongside fellow teachers • Provision of just-in-time support and training onsite • Sustainability of professional development over time • Development of campus/district leaders in content areas

6. You as anEducator of Adults • Complete the handout “Assessing Your Qualities as an Adult Educator.” • Be prepared to share with a partner.

7. Quadrant Partners Choose four different partners and record their names on your handout. • QP1-3: Choose people whoare not sitting with you now. • QP4 should be someonewith the same content area. • Sit down when you arefinished. • Come up to the dugout in the front if you still need a partner. • You will sit with your QP1 partner first.

8. Characteristics ofAdult Learners • What do you think is different about children and adults as learners? • What do you think is the same about children and adults as learners? • What evidence do you have to support your opinions?

9. Characteristics ofAdult Learners • Move to meet with QP2. • Read article. • Discuss implications for working with teachers in your role as instructional coach.

10. Designing Instructionfor Adult Learners • Determine Needs • Yourself • Content • Learner • Context • Describe Educational Goalsand Objectives • Needed • Wanted

11. Designing Instructionfor Adult Learners • Develop Evaluations • Formative • Summative • Design Learner Objectives • Process • Product

12. Too much structure Too little structure Stifle independent/ sophisticated learners Frustrate dependent/ unsophisticated learners Balancing Structure in Adult Learning Situations

13. Characteristics ofEducators of Adults • Review the handout “Characteristics of Educators of Adults.” • Discuss the information with QP3. • Relate to your own abilities and skills as an educators ofadults.

14. You as an Educatorof Adults - Reflection • Read and respond to item 5 and 6 on the handout “Assessing Your Qualities as an Adult Educator.” • Share with table group.

15. Ticket Out for Lunch • Take four sticky notes. • On each, write one of the following: • ! Something that resonated with you • - Something you would have liked to have been done differently • ? A question you still have • + Something that will be practical for you to use • Stick them to the chart paperas you leave for lunch.

16. InstructionalCoaching Roles

17. Revisit InstructionalCoaching Definition What is it like? Properties What is it? Category Instructional Coaching Comparison What are some Examples? Illustrations Project CRISSSM 2004

18. Closing • Tools • References Thank you for all you do to help our teachers and students in social studies education.