Instructional Practice Guide: Coaching Tool Making the Shifts in Classroom Instruction Ignite 2015 San Diego, CA February 20, 2015

PAGE 2 Objectives for this Session Participate in a detailed walkthrough of the Instructional Practice Guide: Coaching Tool Practice with the Coaching Tool Plan how to use and share the Coaching Tool and this training with colleagues

PAGE 3 Student Achievement Partners – Who We Are A nonprofit organization founded by three of the lead authors of the Common Core State Standards Our mission is to design and take actions based on evidence that substantially improve student achievement Funded by multiple foundations and committed to the following three key principles: -We hold no intellectual property. Our goal is to disseminate high quality materials as widely as possible. All resources that we create are open source and available to teachers for free. -We do not compete for state, district or federal contracts. Ensuring that states and districts have excellent materials for teachers and students is our top priority. -We do not accept money from publishers. We have no financial interests with any publisher of education materials. Our independence is essential to our work.

PAGE 4 Getting Started: Guiding Principles for the Instructional Practice Guides The Standards require a shift in what happens in the classroom – CCSS-aligned teaching requires aligned content This work starts with a shared understanding of the expectations of the Standards and then specific descriptions of what these expectations look like in practice Professional development, coaching, feedback and professional learning community conversations must be focused and coherent to support these expectations

PAGE 5 Purpose of the Coaching Tool Designed to guide effective integration of the Common Core Shifts into instructional practice Intended to help teachers in developing their practice through: ‒ Teacher self-reflection ‒ Teacher-to-teacher learning in PLCs, grade-level meetings or other collaborative structures ‒ Feedback from instructional coaches and leaders Not designed for evaluative purposes All guides are available at achievethecore.org/instructional-practice.

PAGE 6 Coaching Tool: Versions The Coaching Tool exists for a single lesson and for over the course of the year Coaching Tools by subject and grade: -ELA/literacy (grades K-2; grades 3-12; History/Social Studies, Science & Technical Subjects) -Mathematics (K-8, HS)

PAGE 7 Coaching Tool: Actions and Indicators Each Coaching Tool for a single lesson has 3 Core Actions Each Core Action has 3-7 indicators (look-fors) -Each indicator has an area to note the evidence that has been observed or gathered -Indicators include a binary (yes/no) or 4-point scale that may be used to further focus the evidence collected

PAGE 8 The Shifts are the basis of the Coaching Tool 1.Regular practice with complex text and its academic language 2.Reading, writing and speaking grounded in evidence from text, both literary and informational 3.Building knowledge through content-rich nonfiction ELA/LITERACY 1.Focus: Focus strongly where the standards focus 2.Coherence: Think across grades, and link to major topics within grades 3.Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application MATHEMATICS

PAGE 9 A Contest! Find the Language of the Shifts Each table will be assigned a Shift. You will have three minutes to find as many references as possible to the Shift in the Summary Page of the Coaching Tool. Share out!

PAGE 10 Standards Aligned Instructional Practice in English Language Arts (Example Grades 3-12) 1.Focus each lesson on a high-quality text (or multiple texts). 2.Employ questions and tasks, both oral and written, that are text specific and reflect the standards. 3.Provide all students with opportunities to engage in the work of the lesson. When the Shifts in ELA/Literacy are effectively integrated into instructional practice, evidence of the following can typically be observed: EVIDENT IN EACH LESSON EVIDENT OVER THE COURSE OF THE YEAR 1.Students encounter an appropriate balance and sequence of texts. 2.Students are asked to practice the range of reading and writing tasks the Standards demand. 3.There is evidence of student mastery of grade level English Language Arts and Literacy Standards.

PAGE 11 Standards Aligned Instructional Practice in Mathematics (Example Grades K-8) 1.Ensure the work of the lesson reflects the Shifts required by the CCSS for Mathematics. 2.Employ instructional practices that allow all students to master the content of the lesson. 3.Provide all students with opportunities to exhibit mathematical practices in connection with the content of the lesson. When the Shifts in Mathematics are effectively integrated into instructional practice, evidence of the following can typically be observed: EVIDENT IN EACH LESSON EVIDENT OVER THE COURSE OF THE YEAR 1.The lessons and tasks students encounter reinforce focus and coherence across and within grades. 2.There is evidence of student mastery of the grade level Standards for Mathematical Content and student progress on the Standards for Mathematical Practice. 3.The teacher regularly and productively collaborates with other teachers to improve practice.

PAGE 12 Activity: Using the Coaching Tool to Observe Practice Task: Each person at a table selects one Core Action from the Coaching Tool to focus on while watching the video lesson (if there are more than three people, multiple people may choose the same Core Action). As you watch the video, use the Coaching Tool to gather specific evidence of the Indicators throughout the lesson. After you watch, discuss: 1.What evidence did you gather using the Coaching Tool? 2.How is the evidence that you gathered different from observations you’ve collected (or received) from other tools? 3.What kind of next steps would we want for this teacher, based on the feedback you’ve collected? Video: Ms. Eckhardt (Grade 9, ELA) – Symbolism in "The Lottery“

PAGE 13 Instructional Practice Guide: Coaching and Lesson Planning Tools The Instructional Practice Guide includes the Coaching Tool and the Lesson Planning Tool Lesson Planning Tool developed as a companion tool for teachers to use to prepare -The Shifts are the basis of both tools -The same Core Actions and Indicators facilitate meaningful discussion between teachers and coaches

PAGE 14 Closing Activity: Planning to Use the Coaching Tool Task: Pair up with someone at your table and choose to discuss ways you might use the Coaching Tool at the school, district or state level. Consider specific activities you might do with relevant audiences. Discuss the following: 1.What existing activities or initiatives relate to the use of the Coaching Tool? How would you adapt or replace these activities? 2.What supports or trainings might you need to facilitate your use of the Coaching Tool? 3.What other individuals or groups might be most relevant to your work with the Coaching Tool?

PAGE 15 Resources for teachers and instructional leaders – Achievethecore.org/instructional-practice – Achievethecore.org/PD – Achievethecore.org/materials-alignment-toolkit commoncore.americaachieves.org: Lesson videos and teacher reflection on the Shifts. commoncore.americaachieves.org Teaching the Core: Lesson videos annotated using the Coaching Tool, includes the lesson materials and teacher interviews. Coming Soon! Student Achievement Partners – Sandra Alberti: Additional Resources