The Coaching Cycle: Before, during, after Christina Steinbacher-Reed

What the Research Says full-time, site-based professional developer that works directly with teachers to help them incorporate research-based instructional practices (Knight, 2007).

Change Coach/Capacity Coach The big picture. . . Coaching Classroom Coach Literacy Coach Content Coach Instructional Coach Organizational Coach Reform Coach Change Coach/Capacity Coach

Continuum of Coaching Styles Directive Balanced Responsive

A Comparison of Styles (Brown, Stroh, Fouts, and Baker, 2005) Directive Coaching Responsive Coaching The Coach Outside expert Specific experiences and/or abilities Part of the team Broad background Varied abilities Sample Goals Address a specific problem Impart a specific skill Accomplish a specific task Adult development Environment for learning Climate for change Recipient Individuals or groups Teachers and coaches assigned Teachersvolunteers Examples Implementing a specific curriculum, program, or strategy Teaching how to use data Reflective discussions Facilitating meetings Providing resources

Where are you on the continuum? Remember, these types are not mutually exclusive Successful coaches can analyze the context and select a style that is most appropriate for the situation. Which style do you think is more effective with veteran teachers? How about with new teachers? How about working with a teacher from a content area in which you have little or no background?

How to Say it Like a Coach – Kathy Kee Review the NSRF protocol – Three Levels of Text Protocol Read the article and highlight short passages that really resonate with you Work with a small group and use the protocol to discuss the text

Questioning Strategies Meditative Question in a B-D-A context NSRF Probing Questions Demonstration Questions

Before Purpose of the lesson Instructional strategies that are going to be used PLN framework—the Five Critical Experiences and the Four Lenses of Learning or the school district’s adopted instructional model—as means for organizing the lesson Formative assessment strategies to be used Evidence of student engagement and learning Specific focus areas on which coach should concentrate

Let’s watch! Observation of a ‘Before’ conversation Note the questions the coach uses and how the teacher responds Discuss your thoughts with a partner

Your turn! With a partner, practice a before conversation. Think about something that you are currently a planning (lesson, PD, dinner, etc). One of you assume the role of the coach, the other as the coachee.

During Teacher’s purpose for the lesson Evidence of student engagement and learning Evidence of implementation of the literacy framework and/or core instruction model Evidence of formative assessment strategies Specific focus areas agreed upon during the pre- conference

Let’s watch! Observation of a ‘Before’ conversation Record notes as though you were the coach Discuss your notes with a partner How would you approach this teacher in the ‘after’ reflective conversation?

After Things that went well based on the teacher’s purpose of the lesson Evidence of student engagement and learning Other learning experiences for the teacher during this lesson as agreed upon during the preconference Things the teacher wants to continue working on Date for next pre-conference, classroom visitation, or follow-up conversation

Let’s watch! Observation of a ‘Before’ conversation Note the questions the coach uses and how the teacher responds Discuss your thoughts with a partner What might you do differently?

Your turn! With a partner, practice a reflective conversation. Think about something that you have just completed (a lesson, a project, a PD, dinner, etc.) One of you assume the role of the coach, the other as the coachee.

Reflection on the BDA Process How are you feeling about this process? Have you attempted a B,D, and/or A? How did it go? Benefits? Challenges?