PIIC Professional Development CAIU April 8, 2013 Elementary Coaches’ Network 1 Nancy Neusbaum PIIC Mentor/Curriculum Specialist CAIU

Why is it that during an ice-breaker, when the whole room has to go around and say their name and where they are from, I get so incredibly nervous? Like I know my name, I know where I’m from, this shouldn’t be a problem… Random Thoughts for Smart People

Introductions 1.Go to website 2.Enter your first name in search box 3.Discover one interesting fact about your name; is it true for you? 4.Introduce yourself to three different people, telling them your interesting fact.

Norms for Elementary Coaches’ Network Meetings Established February 14, 2013 Relevance Brain-storming At least one new learning Engagement Time for reflection – after the meeting Challenges thinking CAIU Coaching wiki:

5 Essential Questions How do the PIIC four quadrants help focus our work? How do the partnership principles help us in our work as coaches (revisited)?

PIIC’s 4 Quadrants One-on-One and Small Group Support Collecting Data for Student Learning Adolescent Literacy Across the Content Areas Reflective and Non-Evaluative Practices

Ten Roles of a Coach 1.Resource Provider 2.Data Coach 3.Curriculum Specialist 4.Instructional Specialist 5.Mentor 6.Classroom Supporter 7.Learning Facilitator 8.School Leader 9.Catalyst for Change 10.Learner Joellen Killion, Director of Special Projects, NSDC (now called LearningForward)

Closed Sort Joellen Killion’s Ten Roles of the Coach – Sort into four piles on the PIIC Four Quadrant paper. – Record an example for each role.

Blain Lee, The Power Principle “The principles you live by create the world you live in; if you change the principles you live by, you will change your world.”

Are you a writer? Think about a recent conversation you have had with a teacher you ‘coach’. Create a narrative of the conversation. – Where did the conversation take place? – What triggered the conversation? – Give a few exact quotes and/or questions you said or asked. – What was the resolution?

11 Partnership Principles Page 53 in Chapter 3 handout for summaries Equality Praxis Dialogue Choice Voice Reflection Reciprocity - Jim Knight, “Instructional Coaching”

Choose a Principle Which partnership principle do you think your conversation best illustrates? Why? Read the section of Chapter 3 that goes into detail about that principle. Talk to your friend sitting with you. Share your written conversation and comments. Ask questions of each other. Write a good summarizing statement for your principle. Include a direct quote from text.

Before/During/After Model of Instructional Coaching The PIIC model partners one-on-one instructional coaching with a targeted focus on literacy development across all content areas. 13

14 Before The BDA Coaching Cycle After During  offering feedback through reflection and questioning  co-teaching  modeling  observing  note taking  Pre-conference for planning successful instruction with individuals or team of teachers In which part of the cycle did your conversation take place?

15 Pre-Conference Planning (Before) Instructional Coach works collaboratively with the teacher to... identify the focus for the visitation review instructional goals and materials clarify the role of the coach during the classroom visitation identify what the teacher should watch for during a model lesson co-construct Observation/Visitation Form establish a time for debriefing

16 Classroom Visitation (During) Based on the pre-conference, the coach and the teacher agree to one of the following: Coach models a lesson/strategy Teacher and Coach co-teach Coach observes the lesson and collects data using co-constructed form

17 Extra Pair of Eyes Goal: To provide feedback for the teacher based on the teacher’s identified focus The coach- Uses the co-constructed data collection form to collect data related to the identified focus Respects the parameters of the visitation protocol Insures that the data collected is objective Reminds the teacher of the debriefing appointment

18 Debriefing (After) The debriefing is most effective when both parties have had an opportunity to reflect and prepare beforehand. The Instructional Coach designs questions to foster collaborative reflection on the lesson. The lesson is analyzed with respect to what went well and what might be done differently in the future. Issues related to student engagement and performance are identified and reviewed. The coach and the teacher plan next steps.

What are your next steps? Going back to your written conversation, what do you see as your next steps, if applicable? What goals can you set for the rest of the year? Next year? Another end-of-year meeting?

Where do we go from here? What do you want to talk about in future meetings? What trainings would help you? When can I visit? How can I support you and your administration as you support your teachers?