Instructional Coaching Essentials Presented by: Education Transformation Office (ETO)

Clock Buddies Insert picture Christine Dahnke - Icebreaker

Each one of you holds the “KEY” to success. Effective coaches have to care deeply about teachers and students, and they also clearly have to communicate to others that they care. Each one of you holds the “KEY” to success.

Norms Silence cell phones, please no text messaging or internet use Participate and share Listen with an open mind Ask questions Work toward solutions Use time effectively

Group Objectives: Have a thorough understanding of coaching responsibilities Develops a sense of instructional urgency school wide Develop coaching calendar based on school needs Understand the purpose and components of an effective log. Become more comfortable with organization of the “Record of Services” binder.

Agenda At-a-Glance Time Frame Topics Activities 8:00-9:00 Registration and Welcome Mr. Vitti – Greetings and introductions 9:00-10:00 Role of the Coach, Way of Work and Setting Expectations of an Instructional Coach ETO Way of work, Coaches Role, Logs, etc. 10:00-11:00 The Coaching Continuum/Cycle General Overview 11:00-12:00 Instructional Review Process and Elements Overview 12:00-1:00 LUNCH 1:00-2:15 Subject Area Breakout Sessions ETO Instructional Supervisors/ETO Curriculum Support Specialists: Subject Area teams will discuss challenges and concerns Best Practices Coaching Cycle Goals 2:15-2:30 Break 2:30-3:30 Cross Curricular Strategic Planning and Next Steps Coaches will have the opportunity of cross curricular planning by school. Complete a sample coaching calendar for the upcoming week Questions and Concerns

Role of the Coach, Way of Work and Setting Expectations of an Instructional Coach

Who is an Effective Instructional Coach? An educator who has: been a successful teacher in their subject area; a proven track record of student achievement; the ability to mentor, inspire and motivate adults; a vision and is willing to change and adapt to the needs of the students and teachers; pedagogical knowledge, content expertise interpersonal capabilities. Think-Pair-Share: “Who is an effective Coach”. Articles to address the last bullet

What is an Instructional Coach?

an on-site professional developer who partners with educators to identify and assist with implementation of proven teaching methods

An Instructional Coach… The Instructional Coach: Provides initial and ongoing professional development for classroom teachers via Professional Learning Communities (PLC’s) such as: study groups, Lesson Study and daily follow up support. Plans, develops and/or prepares Professional Development, lessons for modeling, coaching sessions, etc… Assists teachers in analyzing data and then models effective instructional strategies that target students’ needs. Think-Pair-Share, pick one the these and discuss what is looks like at your school site. transform schools into learning centers. The way they engage teachers through the lens of curiosity or inquiry can stimulate interest in exploring the complex and challenging work teachers do each day. facilitate knowledge sharing and knowledge creation through their ongoing work with teachers. engage teaches as professionals in the analysis of and reflection on their work. acknowledge teachers’ struggles and join them in their struggles. honor teachers as individuals and professionals and support them cognitively and emotionally. work alongside their principals and colleagues to shape the very fiber of the school.

An Instructional Coach… The Instructional Coach: Co-teaches in classrooms to increase instructional density to meet the needs of all learners. Mentors teachers in classrooms which includes observing and providing feedback. Collaborates with teachers regarding lesson planning, grouping for instruction, intervention strategies, and other topics related to reading. Think-Pair-Share, pick one the these and discuss what is looks like at your school site. transform schools into learning centers. The way they engage teachers through the lens of curiosity or inquiry can stimulate interest in exploring the complex and challenging work teachers do each day. facilitate knowledge sharing and knowledge creation through their ongoing work with teachers. engage teaches as professionals in the analysis of and reflection on their work. acknowledge teachers’ struggles and join them in their struggles. honor teachers as individuals and professionals and support them cognitively and emotionally. work alongside their principals and colleagues to shape the very fiber of the school. The constant in all of these activities is that they lead to better instructional practices and higher student achievement…

Expectations of the Coach Keeps a log of their work and develops a strategic weekly coaching log with the school’s leadership team Keeps a “Record of Services Binder” documenting all support services

Instructional Coaches are not expected to… be assigned as a regular classroom teacher; perform administrative functions that would confuse his/her role for teachers; spend a large portion of time administering or coordinating assessments, as these tasks prohibit the coach from impacting classroom instruction and therefore student achievement; model in a class where the classroom teacher is NOT an active participant.

ACTIVE ROLE PASSIVE ROLE Establishes a schedule for in-classroom coaching; Coach waits to be “invited” into classrooms; Keeps a log of coaching activities and asks principal to sign; Keeps little documentation about the use of time; Works with the principal to establish priorities for the use of coaching time. The use of time is left to the coach’s sole discretion. Regularly shares the coach’s monitoring notebook with principal; No documentation of the coaching process is provided or shared; Accepts resistance as normal and knows to work closely with resistant teachers; Afraid of resistance and seeks to avoid resistant teachers; sees resistant teachers as the “principal’s problem”. Analyzes data and student work with teachers to assist in planning instruction and professional development. Coaching and professional development experiences are not tied to data and student work. Activity

ACTIVE ROLE PASSIVE ROLE Provides explicit explanations, and demonstrations of effective instruction on a regularly scheduled basis (cooperative learning, higher order questioning, varied instructional strategies, effective vocabulary instruction, etc.). Little if any classroom modeling and demonstration are provided; prefers to be a ‘walkthrough’ expert and primarily observes classroom teachers. Demonstrates superior questioning strategies for teachers as a lever for school wide change; Demonstrates limited understanding of why questioning strategies are a critical component in teaching. Builds capacity at the school by broadening leadership beyond the principal and the coach; The principal and the coach provide most of the school’s leadership; Helps teachers to globalize their learning to all contexts so professional learning becomes the norm. Focuses upon ‘fixing’ broken lessons;

Successes & Challenges Take a few minutes and share with your group: the successes you have experienced the challenges you have faced the solutions you have implemented or suggested solutions As a table group, write some of those thoughts on chart paper. Chart paper needed

Way of Work for Instructional Coaches Work with teachers to plan, implement and to reflect on literacy instruction using the Florida Continuous Improvement Model (FCIM) Model best practices in professional development sessions Meets regularly with the leadership team to analyze data and assists the team in developing strategic action plans and content based initiatives for the year to improve student achievement. Assist teachers in interpreting formative and summative assessments

Way of Work for Instructional Coaches cont. Work with teachers to ensure that research based programs and strategies are implemented with fidelity Provide daily coaching and mentoring support to all content and/or reading teachers including ESOL and ESE Implement/Facilitate the Lesson Study process Attend bi-weekly professional development to aid in increasing knowledge in best practice strategies for content area instruction

Bi-weekly Coaches meetings will include… powerful, proven practices interventions & enrichments coaching continuum data analysis job-embedded professional development effective dialogue reflections networking Lesson Study

Classroom Walk Through What is it? An observation technique that allows the observer to record “snapshot” information on the effective elements of a classroom including instructional strategies, standard-based objectives, aligned instructional materials, level of cognitive interaction, classroom displays and resources, student engagement, and more.

Classroom Walk Through continues… Why do it? The classroom walk through provides a powerful tool for instructional leaders to gather information for the purposes of coaching, program planning, and professional development. The visit is to also help teachers improve their instruction and identify the best teaching practices at your school.

Use of a Coach’s time How do we ensure the coach’s time is used for maximum benefit? What do you believe are the most important ways coaches spend their time? Think Pair Share

Appointment Time What do you consider to be direct instructional support of teachers? What percentage of the coaches’ time will be spent providing direct support? Activity clock appt

What percentage of the coaches’ time will be spent providing direct support? Eighty percent of your time should be spent providing direct, instructional support to classroom teachers. Activity clock appt

80 20 Approximate Coaching Time Percentage Coaching Responsibilities Coaches’ Recommended Time Allocation Percent Distribution What portion of the coaches’ time will be spent in each of these roles? Consider Time Allocations Coaching Responsibilities Approximate Coaching Time Percentage Professional Development (Department, Grade Level) 80 Planning Modeling Lessons Coaching Coach-Teacher Conferences Data Reporting 20 Data Analysis Meetings Knowledge Building Managing Materials Other

Coaching Continuum/Cycle

Even though we have special hats that we have to wear each day…

An effective Instructional Coach differentiates professional learning opportunities by thinking of coaching as a continuum.

CONTINUUM OF COACHING Interactive coaching Intraactive coaching Increased external scaffolding Decreased external scaffolding Explanation of 1-6 and what constitutes each The continuum of coaching examines the gradual release of teacher’s supported role to an independent reflective practitioner. Reading coaches scaffold teachers and target independence in this process. Look at the frame of the Continuum of Coaching. Notice at the top that the coaching moves from being inter-active with increased scaffolding to intra-active with decreased scaffolding. The coach is moving the teachers to be self-reflective and engaged in their own coaching process as they analyze and reflect on instruction and the craft of teaching. Do: Create their own Continuum of Coaching. Ask participants look at the blank continuum on the slide to mentally place their own coaching activities (listed in the activity from slide 9 and/or the activities from slide 10) along the continuum based on the level of scaffolding provided by the coach. Provide 3 minutes for the participants to create continuum. Encourage talk among colleagues. Discuss whole group the conversations and decisions that were made in the creation of their own personal continuum of coaching. Facilitator note: There is no right or wrong answer(s) to this activity. The goal is to engage in discussion about the activities the coaches engage in daily and that the support provided is differentiated to meet the needs of the teachers and the coaching opportunity at that time. Subject-centered pedagogy Solution-seeking andragogy Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence. adapted from K. S. Froelich & E. A. Puig, 2010, p. 128 The Literacy Leadership Team: Sustaining and Expanding Success Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.

CONTINUUM OF COACHING Interactive coaching Intraactive coaching Facilitate a workshop or session to improve learning and instruction Provide an observation lesson to improve learning and instruction Co-teach with a host teacher in an observation classroom to improve learning and instruction Confer, observe, and debrief to improve learning and instruction Facilitate a study group or literacy leadership team to investigate adaptive challenges to improve learning and instruction Facilitate action research to seek resources after reflection to improve learning and instruction Increased external scaffolding Decreased external scaffolding If you have attended our trainings in the past, you are familiar with the Continuum of Coaching. One version of the Continuum of Coaching is found on the inside of the back cover of the Puig and Froelich text. An updated version is found on Page 128 of their The Literacy Leadership Team: Sustaining and Expanding Success book. The Continuum of Coaching allows for differentiation in the coaching process. The entry points are decided on by the teacher and the coach. The activity that is selected should provide a learning experience for the teacher and allow for the teacher and the coach to be co-learners. It is important to consider that activities we engage in at the school site, demonstrate that we are a viable resource to the teachers and can support student achievement. On-site coaching is what supports the development of new skills in the classroom. We want to engage in the coaching activities that directly impact teaching and learning. While all pieces of the continuum are valuable, the observation and debrief are essential. When teachers apply knowledge in the context of teaching and are given an opportunity to debrief soon after implementation, they are more likely to make the practice their own. The differentiated activities include: Workshop Observation lesson Co-teach Confer/Observe/Debrief Study group or literacy leadership team Collaborative action research Idea for discussion: Ask the participants to share examples of how they differentiate their coaching using the Continuum of Coaching to guide. Subject-centered pedagogy Solution-seeking andragogy Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence. adapted from K. S. Froelich & E. A. Puig, 2010, p. 128 The Literacy Leadership Team: Sustaining and Expanding Success Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.

Gradual Release of the Coaching Model Preconference; Observation with feedback; Modeling/Debrief Co-planning; Co-teaching; Collaboration Action Research; Book Studies; Lesson Study Instruction is modeled through demonstration lessons, observations, videos, and professional reading/discussion Guided practice includes co-teaching, observation with feedback, reading/discussion, and planning sessions. Independence includes sharing successes with colleagues, receiving coaching to support next steps, fine-tuning, assuming new leadership roles, and determining where to begin new learning.

How will an Instructional Coach know when to shift on a continuum? Focus support in math, science in tested grades.

USING THE CONTINUUM Think of a real school scenario. Share with an “elbow-partner.” Consider a coaching point based on the scenario. Where on the continuum of coaching would you start and why? Be ready to share with whole group. Appointment

Opportunities for Coaching Differentiation is key! Allow participants choice based on their own personal needs Workshop Observation Lesson Co-teaching Confer, Observe, Debrief Study Group Action Research

Opportunities for Coaching Facilitate a Workshop Observation Lesson Co-Teaching Confer, Observe, Debrief Study Group Action Research Variety is the spice of life… Differentiation is key! Facilitator:Discuss the varying entry points for coaching. Allow participants choice based on their own personal needs Joyce and Showers research documented an implementation rate of 80-90% when feedback and coaching was provided along with theory, demonstrations, and practice. It is critical that on-site professional development is not a one shot effort. ( Discuss as a team to determine if we would like to share the Joyce and Showers) 37

Continuum of Coaching Facilitate a Workshop Facilitate a Workshop Professional development should reflect the needs of the school. Often, successful professional development is conducted by “in house” presenters. Faculty perception of “professional development” should be changed from something that the teacher “has” to attend to something they “get” to attend. Note to presenter: this slide and the following slides provide a brief overview of each entry point on the continuum. Reading Leadership teams can help determine the needs of staff and students. Take a minute and think about your own staff. What are the areas of expertise among staff members? Remind participants that our goal is to engage teachers in quality professional development that can be differentiated and supports professional growth. Facilitate a Workshop 38

Continuum of Coaching Observation lesson Co-teaching Co-Teaching An observation lesson alone will not have much impact on learning unless it includes time to debrief. Co-teaching Conversation is the key. This is the introduction to the second and third entry point on the continuum. Observation Lesson Co-Teaching 39

Demonstrating vs. Co-teaching Observation lesson Coach meets with the teacher prior to lesson Teacher is an observer during the lesson Coach and teacher debrief and discuss Co-teaching lesson Coach meets with the teacher prior to lesson Teacher leads the lesson alongside the coach Coach and teacher discuss the lesson and plan the next together Question to ask: How would a teacher decide when to enter into a co-teaching lesson as opposed to an Observation lesson. The point is to discuss the continuum as a fluid model. Observation lessons can help teachers experience a strategy outside their paradigm. “For some teachers, seeing is believing.” Before the lesson the coach and the teacher talk about the students’ and teacher’s understanding of the lesson and again after the demonstration on that day to debrief. To establish and active role for the teacher as an observer, perhaps provide note-taking during the lesson or designating a student for the teacher to observe. This puts the teacher in the role of researcher, providing material that can serve as a springboard for discussion about specific aspects of the lesson during the follow-up conversation with the coach. In co-teaching the teacher leads the lesson alongside the coach. The coach and the teacher meet before the lesson to plan together how to focus on the students learning goals, what questions and materials best support these goals, and on which aspect of the lesson the teacher would most like feedback. The coach provides as little or as much support to the teacher during the lesson as needed. After co-teaching, the coach and the teacher discuss the lesson. 40

Action Research Collaborative Research in practice Research seeking resources after reflection Goal is to improve teacher instruction and delivery Goal is to improve student achievement Action Group shares evidence Research is the 6th piece of the coaching continuum. Action Research 41

Continuum of Coaching Study Groups Study Group A study group is a small group of individuals who meet on a frequent and regular basis to explore the interests of the group based on the strengths and needs of the students. Study Group This slide introduces the fifth entry point on the continuum. 42

Confer, Observe, Debrief Coaching Continuum… Confer, Observe, Debrief

Coaching Cycle Pre-Conference Post-Conference Observation Plan/Model Lesson Co-Teach Post-Conference

Suggested Cycle at-a-glance Day Task 1 Pre-Conference/Coach observes the teacher 2 Coach models the entire instructional block using required components 3 Coach and teacher co-teach 4 Coach observes the teacher again/Debriefing

Calendars/Coaching Logs Prioritizing Support Teacher needs may be identified: when analyzing data from administrative walkthroughs classroom visits teacher request Developing Calendars consider time allocations Coaching Cycle what your week will look like testing Calendar holidays/Special Events Modifying (be flexible)

Developing Calendars Meet with the administration, discuss observations from walkthroughs. Prioritize teachers based on observation and data points Begin support with new teachers first. Consider the coaching cycle and continuum while developing calendar. Red Flags appear if only one part of the cycle is present.

Calendar to Logs The calendar should be the starting point to strategically plan the work that will occur on a week by week basis The Log is an actual record of the work that occurred. The log becomes a reflection piece for the coach and a guide to move to next steps.

Calendar/Log Template INSERT BLANK TEMPLATE This will be used as a calendar and then expanded as a log of your work completed during the week.

Sample Calendar - Modified INSERT TEMPLATE with CALENDAR FILLED

Completed Log (Sample) Insert template with calendar and log completed

Logs : Each coach is required to complete an electronic Logs : Each coach is required to complete an electronic bi-weekly coaching log that includes the following components: This is for Reading Coaches only (PMRN) Category Description Professional Development Providing or facilitating professional development sessions such as workshops, trainings, learning communities to increase educator’s mathematical knowledge Planning Planning, developing and/or preparing professional development sessions. Coaching Model Modeling/Coaching/ Conferencing Coaching (pre-conference, modeling/co-teaching/observation, and post conference) teachers in classrooms. Data Analysis/Data Reporting Assisting teacher in interpreting data including diagnostics test, embedded assessments and FCAT. Compiling Data Reports. Meetings Attending school, area and district meetings regarding mathematics issues. Knowledge Building Remaining current in trends of mathematic education through personal study or professional development sessions. Other List other duties as assigned. Mention Reading Coaches have to do the PMRN and ETO log, although ETO log should assist with PMRN log List successes that have occurred in the last reporting period. Note any concerns that you would like to share with your principal.

Record of Services Binder Components Weekly Calendar/Log Conference Forms Professional Development Schedule, Agendas, Sign in sheets, etc. Note Taking/Note Making Lesson Study log Coach Created Materials Supplemental/Modified Curriculum Focus Calendars (Secondary Benchmarks) Data Chats (Students/Teachers) Portfolio of your work, discuss building a bench

Instructional Review Process and Elements

INSTRUCTIONAL REVIEW PROCESS INSERT IR AGENDA

Instructional Review Elements I. Classroom Culture and Environment II. Instructional Tools and Materials III. Lesson Planning and Delivery IV. Higher Order Questioning and Discourse V. Student Engagement

Instructional Review Elements VI. Rigorous Tasks and Assessments VII. Differentiated Instruction VIII. Cross Content Reading and Writing Instruction IX. Florida’s Continuous Improvement Model (FCIM) X. School and District Leadership

Subject Area Breakout Sessions Elem/Middle Reading/Writing High School Reading/Writing Elem/Middle Science High School Science Mathematics (Elem/Middle/High)

Cross Curricular Strategic Planning and Next Steps

Consider this…. People accomplish more together than in isolation; regular, collective dialogue about an agreed-upon focus sustains commitment and feeds purpose; effort thrives on concrete evidence of progress; and teachers learn best from other teachers. We must ensure that these concepts operate to produce results. Schmoker, 1999, p. 44

Educational Transformation Office (ETO) Elementary/Middle Reading Vanessa De La Peña Instructional Supervisor vdelapena@dadeschools.net Patty Vasseur Sosa Curriculum Support Specialist pvsosa@dadeschools.net Chava Thomas thomasc3@dadeschools.net ELL Support Christine Dahnke dahnkechristinec@dadeschools.net Elementary/Middle Mathematics Lena Anderson Instructional Supervisor lenaanderson@dadeschools.net Julian Davenport Curriculum Support Specialist davenport_julian@dadeschools.net Elementary/Middle Science Daniela Simic daniela@dadeschools.net Lois Saunders lsaunders@dadeschools.net Thank you for all that you do for our students!

Educational Transformation Office (ETO) High School Reading Darliny Katz-Gonzalez Instructional Supervisor DarlinyKatz@dadeschools.net Cecelia Magrath cmagrath@dadeschools.net Ernesto Gonzalez Curriculum Support Specialist ernestogonzalez@dadeschools.net Roxana Hurtado 184735@dadeschools.net High School Mathematics Ursula Garbutt Instructional Supervisor garbuttu@dadeschools.net Ronald Marcelo Curriculum Support Specialist ronaldmarcelo@dadeschools.net High School Science Cristian Carranza ccarranza1@dadeschools.net Gladys Barrios gbarrio@dadeschools.net Thank you for all that you do for our students!