I NSTRUCTIONAL C OACHING P ROGRAM O VERVIEW FOR T ITLE I A DMINISTRATORS C OORDINATORS ’ A CADEMY J ULY 2015 Kim Richardson, Coordinator Hampton City Public Schools

Hampton City Schools ❖ In collaboration with our community, Hampton City Schools ensures academic excellence for every child, every day, whatever it takes. V ISION Instructional Coach ❖ The instructional coaches will support teachers in the challenging work of advancing student achievement.

I NSTRUCTIONAL C OACH M ISSION ❖ To work collaboratively within Professional Learning Communities to assist instructional staff in developing and sustaining strategies, skills, tools and techniques, and capacity to effectively instruct all students.

Professional Learning and Communication Culture of Coaching is a bi-product of a Professional Learning Community Division communication to Administrators Administrators communication to Staff Communication to Administrators On-going training on coaching and professional learning, service delivery focus areas, comparison of coach and evaluation Communication to Teachers Roles of Administrator, Coach, Teacher in Coaching Coaching Cycle, Effectiveness continuum, Goals, outcomes

Professional Learning Community Professional Learning Communities (PLC) An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by Doing: A Handbook for Professional Learning Communities at Work™, pp. 2–4. Retrieved from Professional Learning Community Professional Learning Instructional Coaching Collaborative Learning Teams

Professional Learning Community Professional Learning “Professional learning within communities requires continuous improvement, promotes collective responsibility, and supports alignment of individual, team, school, and school system goals.” Learning Forward (2014). Standards for professional learning. Retrieved from Professional Learning Instructional Coaching Collaborative Learning Teams

Professional Learning Community Instructional Coaching “When a coach empathetically listens to another person’s ideas thoughts and concerns, the coach communicates that the other person’s life is important and meaningful. This may be the most important service that a coach can provide.” -Jim Knight Culture of coaching is a bi- product of a Professional Learning Community; however it must be created, made effective, then sustainable. Creating a Coaching Culture for Professional Learning Communities by Jane A.G. Kane Professional Learning Instructional Coaching Collaborative Learning Teams

Professional Learning Community Collaborative Learning Teams PLCs foster collaboration and the sharing of best practices. By joining together, there is potential to impact great changes in students and the school. Professional Learning Instructional Coaching Collaborative Learning Teams Learning by Doing (2010). The PLC Guidebook. Retrieved from: /THEPLCGUIDEBOOK.pdf

Culture of Coaching

Coordinator: Instructional Coaching

C OORDINATOR OF I NSTRUCTIONAL C OACHING ❖ Reports to Dr. Johnson: Deputy Superintendent ❖ Directly supervises coaches and monitors all school and coach activities ❖ Conducts site visits and observations ❖ Supports coaches in coaches’ Collaborative Learning Teams ❖ Works collaboratively with central office, building administrators, and coaches regarding program services ❖ Attends monthly School Focus meetings with coaches and principals ❖ Provides professional learning for all instructional coaches

CURRICULUM LEADERS ❖ Conduct coach observations and provide feedback ❖ Support coaches in coach content forums and professional development

S TAKEHOLDER R OLES PrincipalTeacherCoach CommunicatorInstructorClassroom / Instructional Support FacilitatorLearnerCurriculum or Content Support Instructional LeaderLearning PartnerData Facilitator LearnerAssessorJob-Embedded Professional Learning Facilitator Taking the Lead: New Roles for Teachers and School-based Coaches, 2006 by Joellen KillionJoellen Killion

Teacher

ROLES OF THE TEACHER ❖ Instructor Reflect, refine and implement effective instructional practices to increase student achievement ❖ Learner To engage in continuous learning ❖ Learning Partner To engage in professional collaborative relationships ❖ Assessor To participate in data conversations that influence instructional decisions Taking the Lead: New Roles for Teachers and School-based Coaches, 2006 by Joellen KillionJoellen Killion

Principal / Administrator

ROLES OF THE PRINCIPAL ❖ Communicator To build understanding of the interconnectedness of PLC, professional learning, instructional coaching, teacher growth plans, and district initiatives ❖ Facilitator To collaboratively plan and coordinate professional learning ❖ Instructional Leader To support coaches and teachers in the coaching model ❖ Learner To promote and model professional learning Taking the Lead: New Roles for Teachers and School-based Coaches, 2006 by Joellen KillionJoellen Killion

PURPOSE: Principal/Administrator, Instructional Coaching Coordinator*, and Coaches attend 30-minute Focus meetings to review progress and action plan ❖ Meetings will begin in Aug.; schedule to follow M ONTHLY C OACH F OCUS M EETING Sample Agenda ❖ Connect & Check-In (5 min) ❖ Discussion (15 min) Clarify roles, goals, vision Review coach work &data Discuss teachers’ and teams’ professional growth activities Celebrate success ❖ Review (5 min) ❖ Next Steps (5 min)

COMMUNICATION MODEL

Coach

❖ A division-level professional development facilitator serving multiple schools ❖ A colleague who co-teaches or co-models a lesson ❖ A colleague who co-plans with teachers ❖ A colleague who observes teachers and offers feedback to improve teaching ❖ School staff member assigned to a specific building ❖ An interventionist or specialist who works with assigned kids ❖ A paraprofessional who takes attendance or conducts other non-instructional duties ❖ An administrator who evaluates teachers A Coach is… A Coach is not…

❖ A colleague who assists teachers in looking at ways to use data to drive instruction ❖ A colleague who facilitates professional development or provides training for staff ❖ A colleague who supports classroom instruction by providing resources ❖ A proctor who administers assessments or covers classes for testing ❖ A substitute who covers classes/substitutes ❖ A fixer who will take over classroom instruction A Coach is… A Coach is not…

Coach Work Coach work will be based on division initiatives for Professional Learning, not Principal referral; working with a coach should not be punitive but an opportunity for growth and learning. Principals based on the focus areas will prioritize that work based on the amount of school time the coach will work. Coach

F OCUS OF W ORK WITH T EACHERS The principal referral method will not be utilized for SY Support will be focused in three areas: ❖ Novice Teachers Year 1, Year 2, Year 3 ongoing support ❖ Curriculum and Instruction Initiatives Target grades with new initiatives (Ex: 4th grade Word Study, 3rd grade Math new text ❖ Job-Embedded Professional Development Provide coaching services (modeling, CLT support, etc.) to increase teachers’ curriculum implementation and strategies to effective and sustainable levels.

❖ School Activities (60%) 50% of Coach time: Direct Teacher Work (Individuals and Teams) 10% set aside for partner work and administrative meetings Classroom instruction CLTs/Planning Approximate times for school activities will be provided each month. If in Title I elementary building, half of the 60% will be in each building C OACH R ESPONSIBILITIES ❖ Coach Activities (40%) Attending professional development Planning CLTs with coaches Meetings with supervisor and other departments ❖ 1st and 3rd Fridays are reserved for coaches’ professional development.

❖ TEAMS: Planning Content Support Resources and curriculum Job-embedded professional development Data driven targeted support Providing resources Lesson study and consult C OACH A UDIENCE ❖ Individual: Coaching Cycle Observation with non- evaluative feedback Modeling Co-planning Co-teaching Pre and post conferences Coaching Conversations

LEVELS OF INTENSITY Bean, R.M. (2004). Promoting effective literacy instruction: Thechallenge for literacy coaches. The California Reader, 37 (3), 58–63.

GLICKMAN MODEL OF SUPERVISION/SKILL WILL MATRIX Sources: Never Underestimate Your Teachers, By: Robyn Jackson and Supervision of Instruction, By: Carl Glickman

Contact Information Kim Richardson Coordinator Instructional Coaching Hampton City Schools One Franklin Street Hampton, VA Phone: (757)