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Effective Practice Based Coaching Model for Student-Teacher Interactions

Explore the Practice Based Coaching (PBC) model focusing on CLASS data, teacher observations, and student interactions for improving teaching practices and student development. Learn about criteria for selecting PBC participants and results from the field.

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Effective Practice Based Coaching Model for Student-Teacher Interactions

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  1. Coaching for Progress Creating and Sustaining a Quality Practice Based Coaching Model Sonia Fields Gutierrez, Ed.D. June 20, 2017

  2. AGENDA • Practice Based Coaching (PBC) Model • CLASS for Student-Teacher Interactions • Criteria for Selection of PBC Participants • Results from the Field

  3. AGENDA • Practice Based Coaching (PBC) Model • CLASS for Student-Teacher Interactions • Criteria for Selection of PBC Participants • Results from the Field

  4. What is Practice Based Coaching (PBC)? • Intensive, research based/one on one coaching • Specific, observable goals based on CLASS data • Reflection, sharing, feedback, based on mutual goals and respect

  5. Goals of Practice Based Coaching (PBC) • Observe the teacher’s use of activities to focus on the various domains to assess understanding of the ways activities contribute to the child’s development • Identify and apply examples of the developmental domains in selected activities • Increase teacher and student interactions while improving the quality of teaching practices

  6. AGENDA • Practice Based Coaching (PBC) Model • CLASS for Student-Teacher Interactions • Criteria for Selection of PBC Participants • Results from the Field

  7. Classroom Assessment Scoring System Three Domains for K-3 • Emotional Support • Classroom Organization • Instructional Support

  8. EMOTIONAL SUPPORT DOMAIN How teachers help students develop: • Warm, supportive relationships with teachers and peers • Enjoyment of and excitement about learning • Motivation to engage in learning activities • Feelings of comfort in the classroom • Willingness to accept academic and social challenges • Appropriate levels of autonomy

  9. CLASSROOM ORGANIZATION DOMAIN How teachers help students • Develop skills to regulate their own behavior • Get the most out of each school day • Maintain interest in learning activities

  10. INSTRUCTIONAL SUPPORT DOMAIN How teachers help students • Learn to solve problems, reason, and think • Use feedback to expand and deepen skills and knowledge • Develop more complex language skills

  11. Classroom Environment • Ensuring students have positive interactions between teachers as well as with peers • Promoting use of language by engaging in casual and purposeful conversations • Classroom is a warm, welcoming environment that is conducive to learning

  12. AGENDA • Practice Based Coaching (PBC) Model • CLASS for Student-Teacher Interactions • Criteria for Selection of PBC Participants • Results from the Field

  13. Criteria for Selection of PBC Participants • Newly Hired Staff • CLASS Observation Results • Staff Requests &/or Supervisor Requests

  14. AGENDA • Practice Based Coaching (PBC) Model • CLASS for Student-Teacher Interactions • Criteria for Selection of PBC Participants • Results from the Field

  15. Results from the Field • Using CLASS data to monitor progress between coaching sessions • Providing online support through MyTeachstone • Comparison of formal CLASS observation data from fall to spring • Anecdotal notes from coaches

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