Coaching and Collaboration Danielle Franco dnfranco@miners.utep.edu 2011

Do Now: Pair up with someone. Select one of the article excerpts to read (1 per group) Read the article excerpt together Discuss how the excerpt relates to instructional mentoring and coaching Be prepared to share …

Objectives Participants will: Review of mentoring competencies Objectives Participants will: Understand the TExMaT format of domains and competencies Understand the professional development, mentoring and collaboration competencies specific to their content area and grade level Understand the skills and strategies for coaching and collaboration Use mentoring skills to strengthen collaborative partnerships with new teachers

Norms… Everyone has a voice No side conversations Active listening and participation Cell phones silenced Take care of your own needs

Article excerpts … Share out - How did your article excerpt relate to instructional mentoring and collaboration? Chart responses… The New Teacher Center

http://www.texes.ets.org/texmat/prepMaterials/

Descriptive statement TExMaT format Domain Competency 1 Competency statement Descriptive statement Competency 2

Organization of TExMaT format The test framework is based on the educator standards for this field. The content covered by this test is organized into broad areas of content called domains. Each domain covers one or more of the educator standards for this field. Within each domain, the contentis further defined by a set of competencies. Each competency is composed of two major parts: 1. the competency statement, which broadly defines what an initially certified Master Teacher in this field should know and be able to do, and 2. the descriptive statements, which describe in greater detail the knowledge and skills eligible for testing. The educator standards being assessed within each domain are listed for reference at the beginning of the test framework. These are followed by a complete set of the framework’s competencies and descriptive statements.

Technology EC-12

DOMAIN III—COLLABORATING AND MENTORING Competency 009 The Master Technology Teacher knows how to collaborate with colleagues to facilitate the implementation of appropriate, research-based, technology-enhanced instruction. The Master Technology Teacher: A. Knows the roles of the Master Technology Teacher as teacher, collaborator and mentor in the school community. B. Demonstrates an understanding of the leadership, communication and facilitation skills and strategies necessary for effecting positive change in the school technology program and technology instruction. C. Knows and understands principles, guidelines and ethical standards regarding collegial and professional collaborations, including issues related to confidentiality. D. Collaborates with administrators, colleagues, parents/guardians and other members of the school community to ensure ongoing communication related to technology enhanced teaching and learning. E. Collaborates with colleagues who have varying levels of skill, experience and/or diverse philosophical approaches related to technology integration.

F. Collaborates with colleagues to develop strategies for integrating technology enhanced instruction into diverse learning environments and for implementing a system for monitoring the effectiveness of integration efforts. G. Promotes interest, inquiry, analysis, collaboration and creativity for integrating evolving technologies that transform teaching and learning processes. H. Collaborates with members of the school community to evaluate, negotiate and establish priorities regarding the use of technology in the schools. I. Selects and applies strategies to facilitate the growth of the learning community in technology-enhanced instruction (e.g., current and emerging technologies, instructional strategies, educational issues).

Competency 010 The Master Technology Teacher knows how to provide professional development and support through mentoring, modeling, coaching and consulting. The Master Technology Teacher: A. Knows how to use formal and informal methods to assess educators’ technology proficiencies and instructional strategies. B. Addresses the various technology knowledge and skill levels of educators by applying appropriate research-based strategies and instructional methods. C. Knows learning processes and procedures for facilitating adult learning. D. Demonstrates knowledge of the ways in which technology-enhanced, student centered learning affects the role of the teacher (e.g., as mentor, facilitator, collaborator). E. Knows how to support educators’ assessment of technology-enhanced learning. F. Selects and applies strategies to maximize effectiveness as a Master Technology Teacher, such as applying principles of time management and engaging in continuous self- assessment. G. Knows how to support ongoing educator self-assessment in the use of technology enhanced instruction, including both process and product.

H. Knows strategies for facilitating classroom teachers’ acquisition and implementation of the knowledge and skills specified in the Technology Applications Standards I–V for all beginning teachers. I. Understands how to use mentoring, coaching and consulting skills and strategies to facilitate team building for promoting student and educator use of technology in the teaching and learning environment. J. Uses mentoring, coaching and consulting skills and strategies (e.g., observing, negotiating, providing feedback, problem solving) to support the use of technology in the teaching and learning environment. K. Uses consultation to engage in systematic problem solving for supporting effective student and educator use of technology. L. Promotes awareness of and support for technology-enhanced instruction in the learning community. M. Works with teachers, administrators and others to identify professional development needs, promote support for professional-development programs and advocate professional-development opportunities. N. Knows features of effective professional development that promote sustained application of technology-enhanced instruction in classroom practice (e.g., demonstration, modeling, guided practice, feedback, coaching, follow-up).

Science

DOMAIN VI—THE LEARNING AND TEACHING ENVIRONMENT, MENTORING, AND SHARED LEADERSHIP Competency 021 The Master Science Teacher 4–8 uses leadership skills and knows how to communicate and collaborate with educational stakeholders to facilitate implementation of standards-based science instruction. The Master Science Teacher: • Knows the dual role of the Master Science Teacher as teacher and mentor in the school community. • Demonstrates an understanding of leadership, communication, and facilitation skills and strategies. • Applies principles, guidelines, and professional ethical standards regarding collegial and professional collaborations, including issues related to confidentiality. • Understands the importance of collaborating with administrators, colleagues, parents/guardians, and other members of the school community to establish and implement the roles of the Master Science Teacher and ensure effective ongoing communication. • Knows strategies for building trust and a spirit of collaboration with other members of the school community to effect positive change in the school science program and science instruction.

Uses leadership skills to ensure the effectiveness and ongoing improvement of the school science program, encourage support for the program, and engage others in improving the program. • Collaborates with administrators to address the specific needs and concerns of novice teachers of science that contribute to attrition. • Applies learning processes and procedures that facilitate peer learning and self-learning and uses positive, constructive techniques for providing feedback to other teachers. • Cultivates shared leadership among teachers and students in the school system and community at large. • Advocates for scientific literacy in the community by discussing science- related issues with students, colleagues, administrators, parents/guardians, and the community

Science 8-12 Competency 022 The Master Science Teacher 8–12 knows how to provide professional development through mentoring, coaching, and consultation with colleagues, and makes instructional decisions based on research about science and science learning. The Master Science Teacher: • Knows and applies research-based skills and strategies for mentoring, coaching, and consulting in the development, implementation, and evaluation of an effective standards- based science program. • Knows the difference between collaborative consultation done by a mentor and evaluative supervision. • Knows and applies learning processes and procedures for facilitating adult learning. • Knows models and features of effective professional development programs that promote sustained application in classroom practice (e.g., demonstration, modeling, guided practice, feedback, coaching, follow-up). • Knows how to use mentoring, coaching, and consultation to facilitate team building for identifying needs related to science instruction, developing strategies for addressing those needs, and promoting science learning.

Uses consultation to work effectively with colleagues who have varying levels of skill and experience and/or different philosophical approaches to instruction to develop, implement, and monitor science programs based on the Texas Essential Knowledge and Skills (TEKS). • Knows how to select and use strategies to maximize effectiveness as a Master Science Teacher, such as applying principles of time management and engaging in continuous self-assessment. • Knows how to collaborate with teachers, administrators, and others to identify professional development needs, generate support for professional development programs, and ensure provision of effective professional development opportunities. • Recognizes the importance of being an active participant in professional science and science education organizations. • Knows sources for locating information about research on science and science learning and understands methods and criteria for reviewing research on science learning and selecting research for educational applications.

Math

Competency 027 The Master Mathematics Teacher knows how to provide professional development through mentoring, coaching, and consultation with colleagues to facilitate implementation of appropriate, standards-based mathematics instruction, and makes instructional decisions supported by established research. The Master Mathematics Teacher: • Knows and applies skills and strategies for mentoring, coaching, and consultation in the development, implementation, and evaluation of an effective mathematics program. • Knows learning processes and procedures for facilitating adult learning. • Knows strategies for facilitating positive change in instructional practices through professional development, mentoring, coaching, and consultation. • Knows models and features of effective professional development programs that promote sustained applications in classroom practice (e.g., modeling, coaching, follow-up). • Knows differences between consultation and supervision. • Knows how to use mentoring, coaching, and consultation to facilitate team building for promoting student development in mathematics.

Knows how to select and use strategies for collaborating with colleagues to identify needs related to mathematics instruction. • Knows strategies for collaborating effectively with colleagues with varying levels of skill and experience and/or diverse philosophical approaches to mathematics instruction to develop, implement, and monitor mathematics programs. • Knows how to select and use strategies to maximize effectiveness as a Master Mathematics Teacher, such as applying principles of time management and engaging in continuous self-assessment. • Knows sources for locating information about established research on mathematics learning and understands methods and criteria for reviewing research on mathematics learning. • Knows how to critically examine established research on mathematic learning, analyzes its usefulness for addressing instructional needs, and applies appropriate procedures for translating research on mathematics learning into practice.

Coaching … Develops a norm of collaboration in a professional community Promotes thoughtful decision making and reflection Develops a teacher’s efficacy and resourcefulness Structures data-based teacher learning opportunities that support the achievement of all students

Requirements for Coaching… A trusting, honest, respectful relationship between coach and teacher Time for preparation and reflection Clearly defined roles, responsibilities and expectations Effective listening skills (non-judgmental acceptance, paraphrasing, clarifying) Strategic questions that promote thinking Data collection (teacher/student behavior) and thoughtful feedback

Professional Teaching Standards Four purposes for using them: To provide a common language around classroom practice To identify areas for professional growth To guide the design and implementation of professional development experiences To link teacher preparation and on-going development

Professional Teaching Standards Activity Pair up and determine who will be partner A and partner B Pairs read the professional teaching standard Partner A will summarize the teaching standard Partner B will give an example of what this standard might look like in the classroom

One strategy of mentoring and coaching is … Conducting classroom observations Turn and Talk: Why are classroom observations important in mentoring? What data can you collect during classroom observations?

Classroom observations Develop a more accurate understanding of the teacher’s practice Collect data which gives insights into student learning Observation data helps teachers reflect Introduce teachers to the school climate and professional culture Links classroom observation to teachers’ professional learning goals

Conducting Classroom Observations Pre-observation planning conversation Data collection Post-observation reflecting conversation

Classroom Observations Video from The New Teacher Center Pre-Observation conversation using the Collaborative Assessment Log

Pre-Observation Planning Conversation (20-30 mins) Find an entry point An opening created when a teacher directly or indirectly expresses a need or asks for assistance. Explore lesson design Note the learning outcomes and focus points for the observation Document the conversation Use the Collaborative Assessment Log

Classroom Observations Video from The New Teacher Center Data collection using the Selective Scripting Sheet

Data Collection (20 mins) Re familiarize yourself with the lesson and observation focus determined Consider the types of behaviors or language you will be looking for Record evidence and not opinion Record time, exact language and objective descriptions of what is happening Position yourself in the classroom to avoid being disruptive Use the selective scripting sheet to record your observation

Classroom Observations Video from The New Teacher Center Post Conversation reflecting conversation using the data collected

Post-Observation Reflecting Conversation (20-30 mins) Summarize impressions of the observation and data collected Assess lesson’s effectiveness by analyzing observed data Have the teacher draw conclusions but have some in mind Identify specific next steps and implications for practice Schedule within 48 hours of observation

Giving Feedback… Be truthful Be specific rather than general (no jargon) Describe rather then evaluate Note impact of behavior upon others (students) Focus on changeable behavior Attend to the teacher’s needs/area of focus Be balanced Use the teachable moment Be well timed (address needs within 48 hrs)

Case study Each group will get a case study to analyze Take all observational data into account Be ready to discuss with the group

Seven issues activity Count off from 1-7 Identify the issue Discuss what could be the possible reasons for the behavior. Using the language of the teaching standards, identify an area of the practice that could be contributing to the problem Draft some questions or prompts that could help focus the teacher in on the issue or its causes Determine what data you might be ready to collect Identify a tool you might use for this purpose.