Coaching Continuum/Cycle

Education Transformation Office Dwight Jones Curriculum Support Specialist Middle Science 6-8 Nikolai Vitti, Assistant Superintendent Miami-Dade County Public Schools

Objectives Understand the Coaching Continuum and how to implement it with classroom teachers. Comprehend the Coaching Cycle

Essential Question What factors impact your ability to carry out the coaching continuum?

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

Essential Question What factors impact your ability to carry out the coaching continuum?

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.

Essential Question What factors impact your ability to carry out the coaching continuum?

Considerations for Entry Points Years of experience teaching Comfort level with change Exhibits self-directed behaviors Background knowledge of specific content Knowledge of student strengths and needs Routines and procedures effectively established The same teacher can be at different points in the continuum depending on the context (share a concrete example). The continuum allows for teachers to participate in professional development based on their individual needs. The considerations for entry points vary as you take into account the knowledge that you have of the teacher. The knowledge of the teacher drives the decisions for coaching activities. Considerations can include: Years of teaching experience. Comfort level with change. Exhibits self-directed behaviors. Self-reflective; analytical Background knowledge of specific content. Knowledge of student strengths and needs. Are the teachers collecting and using data? Routines and procedures effectively establish. Whether or not they are established and effective is key in the coaches decision for a coaching activity. This continuum is not intended to be viewed as a linear process. Once an entry point is determined and coaching activities are initiated a coach may determine that a teacher will go either direction on the continuum for further professional growth. For example, a coach may facilitate a study group on Isabel Beck’s Vocabulary book. From there, she may provide some observation lessons for a specific teacher. Then the teacher may try out the lesson in a co-teaching model. Or a coach may begin with confer, observe, debrief and then move to a study group based on the interaction with the teacher.

Think of a real school scenario. Share with an “elbow-partner.” 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) 16

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 17

Continuum of Coaching Co-Teaching Observation Lesson An observation lesson alone will not have much impact on learning unless it includes time to debrief. Co-teaching Conversation is the key. Co-Teaching Observation Lesson This is the introduction to the second and third entry point on the continuum. 18

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. 19

Action Research 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 Research Action Group shares evidence Research is the 6th piece of the coaching continuum. 20

Continuum of Coaching Study Group Study Groups 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. 21

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

Coaching Cycle Pre-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

Essential Question What factors impact your ability to carry out the coaching continuum?