The SIOP Coach & Cognitive Coaching Basics Lenoir County Public Schools Leadership Retreat - 2008 The SIOP Coach & Cognitive Coaching Basics Tools and Strategies to Promote and Guide Professional Collaboration and Growth Cognitive Coaching: A Foundation for Renaissance Schools, by Arthur L. Costa and Robert J. Garmston Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon. Professional Development - TGC/ August 6-7, 2008

LCPS Professional Development - 2010 Content Objectives Participants will: Discover the roles, skills, and knowledge of the SIOP Coach Know which model is used for SIOP Coaching Explain the relationship between the coach and the SIOP teacher Identify the types of language used in coaching conversations Know when to use each of the three types of coaching conversations Language Objectives Participants will be able to: Brainstorm and write the roles of a SIOP Coach Engage in coaching conversations to explain the SIOP Model Reflect on and discuss the coaching conversation Listen to coaching conversations to record coaching language used Read to learn about the goals of Cognitive Coaching LCPS Professional Development - 2010

SIOP Guidance for Leaders In general, SIOP Teacher Leaders and District Leaders are expected to: 1. Support the SIOP Model in positive and productive ways 2. Attend school and district meetings to plan for, promote, implement, and sustain the SIOP Model  3. Develop and deliver "mini" sessions for teachers in your building to facilitate a deeper understanding of the Model  4. Visit classrooms to observe SIOP Lessons 5. Engage in meaningful and supportive coaching conversations with teachers, administrators, and district leaders related to SIOP implementation 6. Brainstorm and model strategies to sustain the use of the SIOP Model within your school. 7. Engage in continuous learning

District Outcomes Student Achievement Teaching and Learning Target group (Think about which students you really want to see improvements in and how you want that improvement to look) Plan to collect data (test scores and learning behaviors) Teaching and Learning Pre/ Post Implementation data about what teaching looks like in your room, hall/dept., school (teacher directed, lecture, hands-on) What are students doing as they learn? (engagement) Planning and Collaboration What does planning look like? (lesson plans, interactions, sharing, peer observations, coaching conversations, professional maturity) District-Level Support Identify specific strategies to support based on specific needs of students

The SIOP Model Lesson Preparation Interaction Building Background Comprehensible Input Strategies Interaction Practice / Application Lesson Delivery Review / Assessment 8 components and 30 features under these components See handout Introduction BLM #10

What does SIOP stand for? Sheltered Instruction Observation Protocol LCPS Professional Development - 2007

What two types of objectives are required in SIOP Lessons? Language Objectives & Content Objectives LCPS Professional Development - 2007

Describe the rate at which second language acquisition occurs. Language acquisition is a slow process. LCPS Professional Development - 2007

What are three factors that impact second language acquisition? Language Distance and Attitude Access to the Language First Language Development Personality & Learning Style Peers & Role Models Age Interest Motivation Quality of Instruction Cultural Background LCPS Professional Development - 2007

What is BICS? What is CALP? Basic Interpersonal Communicative Skills & Cognitive Academic Language LCPS Professional Development - 2007

Definition of Sheltered Instruction A way to make grade-level academic content more accessible for English language learners and all learners while at the same time promoting their English language development. Explicit teaching of academic English is crucial Students will not always just pick it up. Which comes first – the chicken or the egg? Same with academic learning; which comes first – academic content proficiency or academic language proficiency? Can you be proficient in content without being proficiency in the language of that content? Embedding language instruction in content enhances content knowledge and language proficiency. LCPS Professional Development - 2007

Makes grade-level academic content more accessible Attends to students’ language needs Adapts content Modifies text and assignments Draws on student background experiences Attends to students’ language needs Wait time Clarification in L1 Appropriate speech for proficiency level Adapts content Key vocabulary Visual reinforcement Modifies text and assignments: Supplementary material Draws on student background experiences LCPS Professional Development - 2007

LCPS Professional Development - 2007 Why SIOP? Framework vs. hierarchy Room for creativity Comprehensive Connects any content with language skills For all grades, K-12, and all language proficiency levels Research-based Room for creativity and the art of teaching Comprehensive: Second language learning does not just HAPPEN in school. It is evoked by active teaching, careful presentation of materials, good input, and ample opportunities to hear and practice the new language in the context of meaningful and purposeful communication (Meyer, 1985; Urzua, 1981; Wong Fillmore, 1989) The practices in the SIOP Model are critical features for LEP students. Research-based: In 2 studies comparing LEP student in classes whose teacher had been trained in implementing the SIOP to a high degree to a control group (taught by teachers not trained in the SIOP Model), the LEP student in classes whose teachers had been trained in the SIOP demonstrated significantly higher writing scores than the control group. This occurred in a prompt that required narrative writing and in a prompt requiring expository writing. LCPS Professional Development - 2007

What is a SIOP Coach? Think about the word, “coach”… What meaning does this word have to you? Complete the Word Splash! Coach

What is a SIOP Coach? Word Splash! ________

Word Splash! ________

Selecting a SIOP Coach? Not an Evaluator District Level Coach Site Facilitator Not an Evaluator Teacher Mentor External Staff Developer Peer Teacher Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.

Knowledge Base for a SIOP Coach Lenoir County Public Schools Leadership Retreat - 2008 Knowledge Base for a SIOP Coach Deep Knowledge of the SIOP Model Basic Understanding of Second Language Acquisition and Literacy Development for Children and Adolescents Knowledge of ESL Methods Experienced in Teaching Basic Understanding Content Area Curricula Leadership Skills Coaching/ Mentoring Experience The SIOP Coach must have or develop knowledge, skills, and experiences in a wide range of areas. The list above represents several important areas of expertise that will be helpful to a SIOP Coach. Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon. Professional Development - TGC/ August 6-7, 2008

Attitude/ Disposition of the SIOP Coach Encourage or facilitate teacher collaboration Share a positive vision for teaching collaborative learning Become a leader in the school Serve others Help as needed Be willing to reflect and share openly Be honest open and transparent to teachers Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.

Lenoir County Public Schools Leadership Retreat - 2008 Your Approach Cognitive Coaching Lesson Study Critical Friends A Hybrid Approach Trust, Respect, Mutual desire to grow professionally Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon. Professional Development - TGC/ August 6-7, 2008

What is Cognitive Coaching? Cognitive Coaching is a form of mediation that may be applied to professional interactions in a variety of settings and situations with the intention of enhancing self-directed learning. The skills may also be used in classroom mediation to enhance students' self-directed learning. Unique to this coaching model are what Costa and Garmston call Five States of Mind - efficacy, flexibility, consciousness, craftsmanship and interdependence. These are internal resources used by the coach. Source: http://www.cognitivecoaching.com/

Purpose and Use Cognitive Coaching has been implemented across six of the seven continents of the Many districts have trained administrators and mentors to use the model as part of professional supervision processes Teachers use the model to peer coach one another and with students in classroom settings Cognitive Coaching provides a framework and tool kit for working with adults and students in a manner which supports their becoming self-monitoring, self-managing and self-modifying.

Use of Coaching Skills Planning Conversations Problem-Solving Conversations Reflective Conversations Before and After Classroom Observations During Lessons with students Faculty Meetings Team meetings Parent Meetings/Conferences

Cognitive Coaching with SIOP Lenoir County Public Schools Leadership Retreat - 2008 Cognitive Coaching with SIOP Develops less dependence on the coach and develops expertise in the practitioner It is not just about reflection, but it gets teachers to do independent thinking The teacher begins to see that he/she can do this Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon. Professional Development - TGC/ August 6-7, 2008

The Coaching Context Coaching without Observations Team Planning Lesson Demonstrations Coaching with Observations Walkthroughs Full observations Conference-Observation Cycle Pre-observation: Planning Conference Observation (collect data, record data) Post Observation: Reflective Conference Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.

Lenoir County Public Schools Leadership Retreat - 2008 Your SIOP Teachers Ready-to-go Group Eager to try new things Will join in and try everything you suggest Confident May want all of your attention Want to learn Will soon become coaches themselves SIOP SIOP SIOP Coach Professional Development - TGC/ August 6-7, 2008

Your SIOP Teachers Wait-and-see Group… Want to improve their teaching but cautious about change Will want to start later or next year Look for quick results May be hesitant to stand out in front of others

Your SIOP Teachers Put – on –the-brakes Group -Will avoid the SIOP Coach -Want nothing to do with SIOP -Have a history of resisting initiatives -Will tell you why it won’t work

Types of Coaching Conversations Lenoir County Public Schools Leadership Retreat - 2008 Types of Coaching Conversations Planning Clarify goals Outlines strategies Identify success indicators Reflecting Summarize outcomes Recall supporting indicators Analyze Discuss new learning Problem-Solving Helps the person see the issues better Helps the person to identify possible options Allows the person to articulate what they really want the outcomes to be When we engage in professional conversations there are basically three maps that these conversations follow. They are Planning, Reflecting, and Problem-solving. You have a summary of these that will help to guide you as you engage in each of these types. Reflect on the Coaching Process at the end of each conversation. Professional Development - TGC/ August 6-7, 2008

Lenoir County Public Schools Leadership Retreat - 2008 Maps for Coaching Conversations (Remember to: Pause, Paraphrase, Probe, Inquire, and Pay close attention ) Planning Reflection Problem-Solving Clarify goals Determine success indicators and plan for collecting evidence Anticipate approaches, strategies, decisions, and how to monitor them Identify personal learning focus and process for self-assessment Reflect on the coaching process and explore refinement Possible stems to get started: Tell me about … How do you plan to do this? What strategies will you use? What do you hope to accomplish by… What will success look like? How will you monitor…? How has this conversation helped your thinking? Summarize Recall supporting information Compare, analyze, infer, and determine cause-and-effect relationships Construct new learning and applications Tell me how you think it went… What are some indicators that make you say that? How does this compare to how you thought it would be ….? What are some things that you did that might have caused this…? What are some things you are learning from this? How might you apply this to other settings? Honor Existing State (The person explains the issue.) Listen & Paraphrase Frame Desired State- (State the goal you believe they are working for.) “… and you are looking for a way to make that happen” Locate and Amplify Resources Check for congruence What can you tell me about what’s going on? So, you’re feeling… thinking… Paraphrase… because What is it that you want? How do you want things to be? So, what you would like is…(paraphrase) …and you are looking for a way to make that happen… What are some ideas that you have? The coaching sheet provides a way to document the conversation. Now let’s take a look at the stems and the “maps” for coaching. I have summarized these so that they will be handy for you to preview and begin using. In addition to the stems and protocols you will use the pause, paraphrase, Probe, you will use questioning techniques and you will learn to build rapport. Cognitive Coaching: A Foundation for Renaissance Schools, by Arthur L. Costa and Robert J. Garmston Professional Development - TGC/ August 6-7, 2008

Lenoir County Public Schools Leadership Retreat - 2008 What Are Some Benefits? Specific skills will be enhanced in: Developing trust and rapport in relationships Questioning for mediation of teacher thought processes Using effective response behaviors to enhance teacher cognitive processes Using coaching skills to enhance collaborative relationships Applying five states of mind to enhance teacher self-directedness Developing teachers' autonomy and sense of community by increasing their efficacy, craftsmanship, consciousness, interdependence and flexibility Distinguishing between coaching and evaluation Promotes critical thinking, problem solving, and deep listening! Professional Development - TGC/ August 6-7, 2008

LCPS Collaborative Conference Log Pre/ Post Observation or Other Date: Time: Location: Persons Involved: Topic of Discussion: Strengths/ What’s Working Current Focus/ Challenge Additional Notes: Next Steps… Support/ Resources Date for follow up: Initials: _____________________________ Staff: __________________________________

What’s Working? What’s Working? Current Focus/ Challenges? Next Steps? Resources Needed?

Initial Coaching Conversation Guide SIOP Sheltered Instruction Observation Protocol Greeting/ Introductions My name is… My responsibility/ Role I am a School Leaders for SIOP. My role is to… Purpose of our meeting The purpose of our meeting today is … Type of Conversation: Planning Reflection Problem-Solving Key points to address Closing How might I support you next? How has this conversation helped you? Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice / Application Lesson Delivery Review / Assessment Sheltered Instruction - A way to make grade-level academic content more accessible for English language learners and all learners while at the same time promoting their English language development. Why SIOP ? Framework vs. hierarchy Room for creativity Comprehensive Connects any content with language skills For all grades, K-12, and all language proficiency levels Research-based Role of the SIOP Coach To Facilitate the implementation of the SIOP Model in Schools To Encourage or facilitate teacher collaboration To Share a positive vision for teaching and collaborative learning To Help as needed To guide reflection and share openly To build and promote trust and professionalism in the profession Designed by: TGC,PD Specialist, LCPS- 2010

Reflections Keep a journal of your implementation of the NC Guide to the SIOP Model Audiotape / videotape yourself and rate yourself using the SIOP protocol.