Instructional Coaches Network Principals Meeting January 2015

“Any teacher can become a master teacher with the right kind of support and practice.” --Robyn Jackson

Why Instructional Coaching? 1.Coaching leads to implementation of effective school improvement practices when the right conditions are in place. 2.Coaching leads to increased fidelity of scientifically proven instructional practices. 3.Coaching promotes positive conversations in schools.

What is an Instructional Coach? An onsite professional developer who teaches educators how to use proven teaching methods. These are your instructional leaders who address the “what” and the “how” of teaching. They work to do that through:  Partnership Principles  Goal Setting  Strategic Conversations  Employing instructional strategies  Collecting Data

How is what ICs do different than your role as an instructional leader? To a teacher – your feedback could feel summative Just like we practice differentiated instruction with students, ICs approach their work with each coachee in a different way. The I.C.’s feedback is formative

How is what ICs do different than your role as an instructional leader? High Will Low Skill High Will High Skill Low Will Low Skill Low Will High Skill LevelDescriptionGoal NoviceHas minimal exposure, experience or expertiseAcquire ApprenticeIn the process of building proficiency and can perform routine tasks on their own. Often lacks intuitive “teacher sense.” Apply PractitionerProficient teaching practice; shows skill and economy. Can teach others but performance isn’t entirely seamless. Assimilate Master TeacherCan deal with tough and unusual cases. Empowers student ownership. Sets best practice. Adapt You do it as an evaluator; they do it as a coach

Turn and Talk Consider the benefits of having an Instructional Coach in your building…

The most effective change an Instructional Coach could make in my building would be…

“Thank you for helping my colleagues and me grow in our craft of teaching” Testimonials “Thank you for helping me communicate more clearly and in turn impact others’ teaching” “This really giving us what we can turn around and use the next day (literally) and better our own teaching!”

ISD’s Current Commitment It’s been 3 years in the making…  3 Professional Development Days in the summer  2 Professional Development Days during the school year  2 Days to meet with your fellow coaches/coachee  Provoking Articles, Discussions, , Networking  Substitute Cost Paid  Modest Stipend for summer training  SCECHs for training days

Your Commitment  Start thinking about your Master Teachers or those who want to be a Master Teacher LevelDescriptionGoal NoviceHas minimal exposure, experience or expertise Acquire ApprenticeIn the process of building proficiency and can perform routine tasks on their own. Often lacks intuitive “teacher sense.” Apply PractitionerProficient teaching practice; shows skill and economy. Can teach others but performance isn’t entirely seamless. Assimilate Master Teacher Can deal with tough and unusual cases. Empowers student ownership. Sets best practice. Adapt High Will Low Skill High Will High Skill Low Will Low Skill Low Will High Skill

Principal Main role: encourage teachers to work with the I.C. Instructional Coach Main role: shares routines and strategies In doing so, perspective on what’s happening in the school is shared. TOGETHER: Identify teachers who can benefit most from an I.C.

Our focus for next time… Putting it into practice… We will explore a short lesson and scenario from an Instructional Coaches PD Day

Questions?

 Rebecca Bush  Robyn Decker  Anne Thorp ISD ICN Team Thank You!!