Supporting and Coaching Classroom Facilitators Oudete Taylor August 13, 2015

Intros! Name Agency Why this work? One area your facilitators can improve on to make your curriculum even stronger?

Today’s Objectives Define the elements of effective delivery of your school-based programming, aligning them to the CIS Core Competencies Develop a professional development and observation feedback rubric based on essential skills and program elements Practice giving constructive feedback to classroom facilitators

Connection to CIS of Chicago Core Competencies What’s one way to align multiple facilitators, delivering a variety of sessions to different classrooms across the city? – Ground them in the Core Competencies and define what success looks like for your agency. – Provide examples and non-examples to ensure clarity. – Consider a rubric-type tool to help your facilitators self assess and be evaluated on to highlight strengths and areas of growth. This also helps to provide structure to the feedback conversation.

Core Competency: Instruction Structured Lessons – Lesson plans for each session include clear, measurable learning objectives and specific student outcomes. The lesson is designed around a lesson cycle: hook, lesson, student practice and assessment. Formative assessment is built into the lesson to gauge student understanding and topics for further study.

Align—Provide examples & non-examples Lesson plans for each session include clear, measurable learning objectives and specific student outcomes. The lesson is designed around a lesson cycle: hook, lesson, student practice and assessment. Formative assessment is built into the lesson to gauge student understanding and topics for further study. Basic Components EVERY session should have: Measurable Learning objectives – objectives are phrased in a way that allows for a facilitator to know if they have been met by the end of the session. What success looks like! Collect this data through a short & quick exit slip Check for understanding as you transition from one topic to another; restate or ask probing questions where necessary What does it NOT look like? Lecture style facilitation No eye contact Rushing to ‘get through’ the session Example: By the end of the session students will be able to Example: Exit Slip that capture objectives I understand how works. Think: Is the material appropriate for the grade level? Does my presentation consider different learning styles?

Do now! Identify what are must haves when a facilitator is preparing for a session What are some examples of success for your facilitators? What would you consider a non-example?

Core Competency: Instruction Engaging Lessons – Lessons are structured to engage students and help them make real-world connections through a variety of hands-on activities and through various learning styles. Literacy skills are a component of every lesson through reading, writing or verbally responding to content and the Common Core State Standards ground the curriculum. Students are encouraged to use higher-order thinking skills (Bloom’s Taxonomy). Content is scaffolded so that students can build on prior knowledge and experiences.

Align—Provide examples & non-examples Lessons are structured to engage students and help them make real-world connections through a variety of hands-on activities and through various learning styles. Literacy skills are a component of every lesson through reading, writing or verbally responding to content and the Common Core State Standards ground the curriculum. Students are encouraged to use higher- order thinking skills (Bloom’s Taxonomy). Content is scaffolded so that students can build on prior knowledge and experiences. Basic Components EVERY session should have: At least one activity or interactive opportunity Provides at least 1 opportunity for students to read, write or respond What success looks like! Provide engaging hand outs Use a projector and PowerPoint so students can be engaged and read aloud Bring hands on props when possible What does it NOT look like? Lecture style facilitation No hand outs or activities planned to provide tangible opportunity for students to understand materials Limited interaction between student and facilitator Example: Call on students to encourage discussion and interaction Example: Call on students to read from the hand out or PowerPoint Be fun and excited about the material you are presenting Think: What should the room look like to know students are engaged?

Do now! Of the core competencies, which do you think your facilitators need the most guidance to achieve? – Choose that competency! What are some examples of success for your facilitators? What would you consider a non-example?

Defining Success! Provide pre and post session evals Pre-session: will allow your facilitator to plan more effectively Post-session: will allow for your facilitator to reflect, celebrate and identify additional opportunities for growth Post-session: will provide framework for feedback from the observer

Questions! Questions Plus Delta

Thank You! Oudete Taylor