ACET Fall 2013

1. ACET Fall 2013 INSTRUCTIONAL COACHING ON A BUDGET: Closing the Achievement Gap through Professional Development Why coaching? The Role of the Coach Implementation Monitoring and Evaluating Teacher and Student Progress The District Plan Budget Inspire. Achieve. Excel.

2. Your Mansfield Team • Travis Moore, Principal - Danny Jones Middle School – travismoore@misdmail.org • Elizabeth Hostin, Principal - Jobe Middle School elizabethhostin@misdmail.org • Toni Clarkson, Elementary Math Coordinator toniclarkson@misdmail.org • Staci Buck, Secondary ELA Coordinator stacibuck@misdmail.org • Dr. Sheila Saxton, Director Grants/Federal Progs. sheilasaxton@misdmail.org

3. Background • In Fall 2012 Mansfield ISD missed AYP, Stage 1 Year 1 SIP Designation • 10% of Title I Budget set aside for professional development • 3 major initiatives implemented based on needs assessment: RTI Reform, Co-Teaching for SPED, and Instructional Coaching (Math and Reading) • Fall 2013 – Year two of the initiatives • TEA Waiver Granted – Non-Title I schools continued with Title II funding

4. What does the research say about Instructional Coaching?

5. Study of Partnership Learning: • More powerful than traditional learning • 2 groups trained in visual imagery & self-questioning • More effective method for engaging participants, communicating content, building an expectation of implementation, and creating an enjoyable experience • Teachers chose partnership learning 3 to 1 over traditional learning

6. Training Components and Attainment of Outcomes in Terms of Percent of Participants - Joyce & Showers, 2002

7. Assumption is the poorest form of communication...

8. Collaborative cultures, which by definition have close relationships, are indeed powerful, but unless they are focusing on the right things they may end up being powerfully wrong. Michael Fullan

9. Key Happenings:Partnership Learning Proper partnership communication is the key to success from the instructional coach to the assigned teacher!!!

10. Key Happenings:Partnership Learning The 6 principles of Partnership Learning: • Equality • Choice • Voice • Reflection • Dialogue • Praxis

11. Key Happenings:Partnership Learning • Research suggests that the Partnership Learning Structures and principles can make a difference in the way we manage training sessions. What’s more, the six Learning Structures mentioned above are easy-to-use and simple to build into any learning session. Partnership Learning is a simple way to create a setting in which teachers can freely, openly and honestly explore, criticize, enthuse and grow as they learn about new and old ways to teach. However, at its core, Partnership Learning is meant to be something more basic than a training methodology. Essentially, Partnership Learning is a philosophy or simple belief about training. In truth, if you go into each session open and expecting to be delighted by what teachers will teach you, honestly believing that every teacher has good ideas to share, then you are most likely already using Partnership Learning. What is more, chances are that as you conduct your training sessions, as you learn with the teachers you are training, your life is enriched immeasurably by open and free conversations.

12. The book reminds coaches to listen to their assigned teachers “If we try to listen, we find it extraordinarily difficult, because we are always projecting our opinions and ideas, our prejudices, our background, our inclinations, our impulses; When they dominate, we hardly listen at all to what is being said.” By William Isaacs

13. What does the Coach look like? • Why were they chosen? • Who were they? • How were they trained?

14. Step 1 • Principals were asked to give the names of our outstanding teachers and who we believed would make a strong coach. • Our coaches were trained and given the opportunity to develop a relationship with their new “team members”.

15. Professional Development • Provided for the coach and their new team members. • Coaches visited their teachers in their classrooms three times. • First visit, the Coach modeled the lesson • Second visit, the coach and their team teacher co-taught a lesson • Third visit, the coach observed the teacher.

16. After the visits • Reflection on each visit (what worked and what might be done better). • The coach was a support system for the team and provided help in implementing the new professional development. • Strengthen the rapport between the coach and the team.

17. Team Member Comments • “I expected to be paired with someone that had experience in working with teachers to improve their instruction, but my coach was a peer and turned out to be a partner.” • “The coach approached his role as more of a partner and someone to collaborate with me to make it the best.”

18. Team Member Comments cont. • “I gained a colleague that I could work with and someone that I collaborate on future lessons.” • “I gained another perspective…we each bring our strengths to a lesson and it is great to be able to share it.” • “I wish we had more time together.” • “I wish that there was better communication about the role of the instructional coach.”

19. Video Interview

20. Coach Comments • “I want to help my team increase student motivation and student thinking by implementing strategies I learned from different professional development.” • “I worked on creating a bond with my team and I got to know them as a person. I found common interests and talked to them as a person prior to talking as a coach.”

21. Coach Comments cont. • “I would video tape a few of my lessons so my team could see some of the other strategies that I implemented.” • “I always kept in mind how I would like to be treated by any coach I dealt with.”

22. Video Clip

24. Coaching Continuum

25. Year 1 Math Timetable

26. Year 2 Math Timetable

27. Year 1 Reading Timetable

28. Year 2 Reading Timetable

29. Communication

30. Research on Instructional Coaching Recent Research Indicates That With Classroom Coaching,Implementation rates rise…85% - 90% University of Kansas Center for Research on Learning

31. Checklist of Strategies from PD

32. Communication

33. Success Story • Gainswere made for Targeted SEs (next slide) • Teacher comment: “My coach was a great teacher, the students loved her and she taught me a lot while I was observing her-pacing, ease with students, reinforcement. Would love to work with her again” • Coach comment: “I am so excited to be a part of this initiative. I truly believe that the right instructional strategies make a difference in the classroom. The team I worked with was very receptive and they are implementing strategies I modeled.

34. Closing Achievement Gap7th grade Targeted SEs • 7.3A  Estimate and find solutions involving • 7.3B  Estimate and find solutions involving proportional relationships • Will continue to support instructional practices to set goal of 70% in these SEs. • Will ask teachers to reflect on which strategies supported the successful growth.

35. Closing Achievement Gap8th grade Targeted SEs 8.3B  Estimate and find solutions to application problems involving percents and proportional relationships8.9B  Use proportional relationships in 2-D and 3-D figures• Will continue to support instruction and set goal of 70% for all campuses• Will ask teachers to reflect on which practices supported these Gains and further success Data does not include PreAtudents

36. Documenting Coaching in the DIP Objective: To demonstrate the connection to the District Improvement Plan and how it might be documented for funding by federal grant

37. Sample from CNA Comprehensive Needs Assessment Summary – Mansfield ISD (220908) School Year: 2012-2013

38. CNA – Cont.

39. Sample from District Plan

40. Sample Budget – Math Yr. 2

41. Questions • A copy of the presentation may be obtained by emailing Dr. Sheila Saxton, Director • SheilaSaxton@misdmail.org • 817-299-6358 office phone