1. Instructional Coaching Essentials
Presented by:
Education Transformation Office (ETO)

2. Clock Buddies
Insert picture
Christine Dahnke - Icebreaker

3. Each one of you holds the “KEY” to success.
Effective coaches have to care deeply about teachers and students, and they also clearly have to communicate to others that they care.
Each one of you holds the “KEY” to success.

4. Norms Silence cell phones, please no text messaging or internet use
Participate and share
Listen with an open mind
Ask questions
Work toward solutions
Use time effectively

5. Group Objectives:
Have a thorough understanding of coaching responsibilities
Develops a sense of instructional urgency school wide
Develop coaching calendar based on school needs
Understand the purpose and components of an effective log.
Become more comfortable with organization of the “Record of Services” binder.

6. Agenda At-a-Glance Time Frame Topics Activities 8:00-9:00
Registration and Welcome
Mr. Vitti – Greetings and introductions
9:00-10:00
Role of the Coach, Way of Work and Setting Expectations of an Instructional Coach
ETO Way of work, Coaches Role, Logs, etc.
10:00-11:00
The Coaching Continuum/Cycle
General Overview
11:00-12:00
Instructional Review Process and Elements Overview
12:00-1:00
LUNCH
1:00-2:15
Subject Area Breakout Sessions
ETO Instructional Supervisors/ETO Curriculum Support Specialists:
Subject Area teams will discuss challenges and concerns
Best Practices
Coaching Cycle
Goals
2:15-2:30
Break
2:30-3:30
Cross Curricular Strategic Planning and Next Steps
Coaches will have the opportunity of cross curricular planning by school.
Complete a sample coaching calendar for the upcoming week
Questions and Concerns

7. Role of the Coach, Way of Work and Setting Expectations of an Instructional Coach

8. Who is an Effective Instructional Coach?
An educator who has:
been a successful teacher in their subject area;
a proven track record of student achievement;
the ability to mentor, inspire and motivate adults;
a vision and is willing to change and adapt to the needs of the students and teachers;
pedagogical knowledge, content expertise interpersonal capabilities.
Think-Pair-Share: “Who is an effective Coach”. Articles to address the last bullet

9. What is an Instructional
Coach?

10. an on-site professional developer who partners with educators to identify and assist with implementation of proven teaching methods

11. An Instructional Coach…
The Instructional Coach:
Provides initial and ongoing professional development for classroom teachers via Professional Learning Communities (PLC’s) such as: study groups, Lesson Study and daily follow up support.
Plans, develops and/or prepares Professional Development, lessons for modeling, coaching sessions, etc…
Assists teachers in analyzing data and then models effective instructional strategies that target students’ needs.
Think-Pair-Share, pick one the these and discuss what is looks like at your school site.
transform schools into learning centers. The way they engage teachers through the lens of curiosity or inquiry can stimulate interest in exploring the complex and challenging work teachers do each day.
facilitate knowledge sharing and knowledge creation through their ongoing work with teachers.
engage teaches as professionals in the analysis of and reflection on their work.
acknowledge teachers’ struggles and join them in their struggles.
honor teachers as individuals and professionals and support them cognitively and emotionally.
work alongside their principals and colleagues to shape the very fiber of the school.

12. An Instructional Coach…
The Instructional Coach:
Co-teaches in classrooms to increase instructional density to meet the needs of all learners.
Mentors teachers in classrooms which includes observing and providing feedback.
Collaborates with teachers regarding lesson planning, grouping for instruction, intervention strategies, and other topics related to reading.
Think-Pair-Share, pick one the these and discuss what is looks like at your school site.
transform schools into learning centers. The way they engage teachers through the lens of curiosity or inquiry can stimulate interest in exploring the complex and challenging work teachers do each day.
facilitate knowledge sharing and knowledge creation through their ongoing work with teachers.
engage teaches as professionals in the analysis of and reflection on their work.
acknowledge teachers’ struggles and join them in their struggles.
honor teachers as individuals and professionals and support them cognitively and emotionally.
work alongside their principals and colleagues to shape the very fiber of the school.
The constant in all of these activities is that they lead to better instructional practices and higher student achievement…

13. Expectations of the Coach
Keeps a log of their work and develops a strategic weekly coaching log with the school’s leadership team
Keeps a “Record of Services Binder” documenting all support services

14. Instructional Coaches are not expected to…
be assigned as a regular classroom teacher;
perform administrative functions that would confuse his/her role for teachers;
spend a large portion of time administering or coordinating assessments, as these tasks prohibit the coach from impacting classroom instruction and therefore student achievement;
model in a class where the classroom teacher is NOT an active participant.

15. ACTIVE ROLE PASSIVE ROLE
Establishes a schedule for in-classroom coaching;
Coach waits to be “invited” into classrooms;
Keeps a log of coaching activities and asks principal to sign;
Keeps little documentation about the use of time;
Works with the principal to establish priorities for the use of coaching time.
The use of time is left to the coach’s sole discretion.
Regularly shares the coach’s monitoring notebook with principal;
No documentation of the coaching process is provided or shared;
Accepts resistance as normal and knows to work closely with resistant teachers;
Afraid of resistance and seeks to avoid resistant teachers; sees resistant teachers as the “principal’s problem”.
Analyzes data and student work with teachers to assist in planning instruction and professional development.
Coaching and professional development experiences are not tied to data and student work.
Activity

16. ACTIVE ROLE PASSIVE ROLE
Provides explicit explanations, and demonstrations of effective instruction on a regularly scheduled basis (cooperative learning, higher order questioning, varied instructional strategies, effective vocabulary instruction, etc.).
Little if any classroom modeling and demonstration are provided; prefers to be a ‘walkthrough’ expert and primarily observes classroom teachers.
Demonstrates superior questioning strategies for teachers as a lever for school wide change;
Demonstrates limited understanding of why questioning strategies are a critical component in teaching.
Builds capacity at the school by broadening leadership beyond the principal and the coach;
The principal and the coach provide most of the school’s leadership;
Helps teachers to globalize their learning to all contexts so professional learning becomes the norm.
Focuses upon ‘fixing’ broken lessons;

17. Successes & Challenges
Take a few minutes and share with your group:
the successes you have experienced
the challenges you have faced
the solutions you have implemented or suggested solutions
As a table group, write some of those thoughts on chart paper.
Chart paper needed

18. Way of Work for Instructional Coaches
Work with teachers to plan, implement and to reflect on literacy instruction using the Florida Continuous Improvement Model (FCIM)
Model best practices in professional development sessions
Meets regularly with the leadership team to analyze data and assists the team in developing strategic action plans and content based initiatives for the year to improve student achievement.
Assist teachers in interpreting formative and summative assessments

19. Way of Work for Instructional Coaches cont.
Work with teachers to ensure that research based programs and strategies are implemented with fidelity
Provide daily coaching and mentoring support to all content and/or reading teachers including ESOL and ESE
Implement/Facilitate the Lesson Study process
Attend bi-weekly professional development to aid in increasing knowledge in best practice strategies for content area instruction

20. Bi-weekly Coaches meetings will include…
powerful, proven practices
interventions & enrichments
coaching continuum
data analysis
job-embedded professional development
effective dialogue
reflections
networking
Lesson Study

21. Classroom Walk Through
What is it?
An observation technique that allows the observer to record “snapshot” information on the effective elements of a classroom including instructional strategies, standard-based objectives, aligned instructional materials, level of cognitive interaction, classroom displays and resources, student engagement, and more.

22. Classroom Walk Through continues…
Why do it?
The classroom walk through provides a powerful
tool for instructional leaders to gather information
for the purposes of coaching, program planning,
and professional development. The visit is to also
help teachers improve their instruction and
identify the best teaching practices at your school.

23. Use of a Coach’s time
How do we ensure the coach’s time is used for maximum benefit?
What do you believe are the most important ways coaches spend their time?
Think Pair Share

24. Appointment Time
What do you consider to be direct instructional support of teachers? What percentage of the coaches’ time will be spent providing direct support?
Activity clock appt

25. What percentage of the coaches’ time will be spent providing direct support?
Eighty percent of your time should be spent providing direct, instructional support to classroom teachers.
Activity clock appt

26. 80 20 Approximate Coaching Time Percentage Coaching Responsibilities
Coaches’ Recommended Time Allocation Percent Distribution What portion of the coaches’ time will be spent in each of these roles?
Consider Time Allocations
Coaching Responsibilities
Approximate Coaching Time Percentage
Professional Development
(Department, Grade Level) 80
Planning
Modeling Lessons
Coaching
Coach-Teacher Conferences
Data Reporting 20
Data Analysis
Meetings
Knowledge Building
Managing Materials
Other

27. Coaching Continuum/Cycle

28. Even though we have special hats that we have to wear each day…

29. An effective Instructional Coach differentiates professional learning opportunities by thinking of coaching as a continuum.

30. CONTINUUM OF COACHING Interactive coaching Intraactive coaching
Increased external scaffolding
Decreased external scaffolding
Explanation of 1-6 and what constitutes each
The continuum of coaching examines the gradual release of teacher’s supported role to an independent reflective practitioner. Reading coaches scaffold teachers and target independence in this process.
Look at the frame of the Continuum of Coaching. Notice at the top that the coaching moves from being inter-active with increased scaffolding to intra-active with decreased scaffolding. The coach is moving the teachers to be self-reflective and engaged in their own coaching process as they analyze and reflect on instruction and the craft of teaching.
Do: Create their own Continuum of Coaching. Ask participants look at the blank continuum on the slide to mentally place their own coaching activities (listed in the activity from slide 9 and/or the activities from slide 10) along the continuum based on the level of scaffolding provided by the coach.
Provide 3 minutes for the participants to create continuum. Encourage talk among colleagues.
Discuss whole group the conversations and decisions that were made in the creation of their own personal continuum of coaching.
Facilitator note: There is no right or wrong answer(s) to this activity. The goal is to engage in discussion about the activities the coaches engage in daily and that the support provided is differentiated to meet the needs of the teachers and the coaching opportunity at that time.
Subject-centered pedagogy
Solution-seeking andragogy
Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence.
adapted from K. S. Froelich & E. A. Puig, 2010, p. 128
The Literacy Leadership Team:
Sustaining and Expanding Success
Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.

31. CONTINUUM OF COACHING Interactive coaching Intraactive coaching
Facilitate a workshop or session to improve learning and instruction
Provide an observation lesson to improve learning and instruction
Co-teach with a host teacher in an observation classroom to improve learning and instruction
Confer, observe, and debrief to improve learning and instruction
Facilitate a study group or literacy leadership team to investigate adaptive challenges to improve learning and instruction
Facilitate action research to seek resources after reflection to improve learning and instruction
Increased external scaffolding
Decreased external scaffolding
If you have attended our trainings in the past, you are familiar with the Continuum of Coaching. One version of the Continuum of Coaching is found on the inside of the back cover of the Puig and Froelich text. An updated version is found on Page 128 of their The Literacy Leadership Team: Sustaining and Expanding Success book.
The Continuum of Coaching allows for differentiation in the coaching process. The entry points are decided on by the teacher and the coach. The activity that is selected should provide a learning experience for the teacher and allow for the teacher and the coach to be co-learners. It is important to consider that activities we engage in at the school site, demonstrate that we are a viable resource to the teachers and can support student achievement. On-site coaching is what supports the development of new skills in the classroom. We want to engage in the coaching activities that directly impact teaching and learning. While all pieces of the continuum are valuable, the observation and debrief are essential. When teachers apply knowledge in the context of teaching and are given an opportunity to debrief soon after implementation, they are more likely to make the practice their own.
The differentiated activities include:
Workshop
Observation lesson
Co-teach
Confer/Observe/Debrief
Study group or literacy leadership team
Collaborative action research
Idea for discussion: Ask the participants to share examples of how they differentiate their coaching using the Continuum of Coaching to guide.
Subject-centered pedagogy
Solution-seeking andragogy
Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence.
adapted from K. S. Froelich & E. A. Puig, 2010, p. 128
The Literacy Leadership Team:
Sustaining and Expanding Success
Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.

32. Gradual Release of the Coaching Model
Preconference; Observation with feedback; Modeling/Debrief
Co-planning; Co-teaching; Collaboration
Action Research; Book Studies; Lesson Study
Instruction is modeled through demonstration lessons, observations, videos, and professional reading/discussion
Guided practice includes co-teaching, observation with feedback, reading/discussion, and planning sessions.
Independence includes sharing successes with colleagues, receiving coaching to support next steps, fine-tuning, assuming new leadership roles, and determining where to begin new learning.

33. How will an Instructional Coach know when to shift on a continuum?
Focus support in math, science in tested grades.

34. USING THE CONTINUUM Think of a real school scenario.
Share with an “elbow-partner.”
Consider a coaching point based on the scenario.
Where on the continuum of coaching would you start and why?
Be ready to share with whole group.
Appointment

35. Opportunities for Coaching
Differentiation is key!
Allow participants choice based on their own personal needs
Workshop
Observation Lesson
Co-teaching
Confer, Observe, Debrief
Study Group
Action Research

36. Opportunities for Coaching
Facilitate a Workshop
Observation Lesson
Co-Teaching
Confer, Observe, Debrief
Study Group
Action Research
Variety is the spice of life… Differentiation is key! Facilitator:Discuss the varying entry points for coaching.
Allow participants choice based on their own personal needs Joyce and Showers research documented an implementation rate of 80-90% when feedback and coaching was provided along with theory, demonstrations, and practice. It is critical that on-site professional development is not a one shot effort. ( Discuss as a team to determine if we would like to share the Joyce and Showers) 37

37. Continuum of Coaching Facilitate a Workshop Facilitate a Workshop
Professional development should reflect the needs of the school.
Often, successful professional development is conducted by “in house” presenters.
Faculty perception of “professional development” should be changed from something that the teacher “has” to attend to something they “get” to attend.
Note to presenter: this slide and the following slides provide a brief overview of each entry point on the continuum.
Reading Leadership teams can help determine the needs of staff and students.
Take a minute and think about your own staff. What are the areas of expertise among staff members?
Remind participants that our goal is to engage teachers in quality professional development that can be differentiated and supports professional growth.
Facilitate a Workshop 38

38. Continuum of Coaching Observation lesson Co-teaching Co-Teaching
An observation lesson alone will not have much impact on learning unless it includes time to debrief.
Co-teaching
Conversation is the key.
This is the introduction to the second and third entry point on the continuum.
Observation Lesson
Co-Teaching 39

39. Demonstrating vs. Co-teaching
Observation lesson
Coach meets with the teacher prior to lesson
Teacher is an observer during the lesson
Coach and teacher debrief and discuss
Co-teaching lesson
Coach meets with the teacher prior to lesson
Teacher leads the lesson alongside the coach
Coach and teacher discuss the lesson and plan the next together
Question to ask:
How would a teacher decide when to enter into a co-teaching lesson as opposed to an Observation lesson. The point is to discuss the continuum as a fluid model.
Observation lessons can help teachers experience a strategy outside their paradigm. “For some teachers, seeing is believing.” Before the lesson the coach and the teacher talk about the students’ and teacher’s understanding of the lesson and again after the demonstration on that day to debrief. To establish and active role for the teacher as an observer, perhaps provide note-taking during the lesson or designating a student for the teacher to observe. This puts the teacher in the role of researcher, providing material that can serve as a springboard for discussion about specific aspects of the lesson during the follow-up conversation with the coach.
In co-teaching the teacher leads the lesson alongside the coach. The coach and the teacher meet before the lesson to plan together how to focus on the students learning goals, what questions and materials best support these goals, and on which aspect of the lesson the teacher would most like feedback. The coach provides as little or as much support to the teacher during the lesson as needed. After co-teaching, the coach and the teacher discuss the lesson. 40

40. Action Research Collaborative Research in practice
Research seeking resources after reflection
Goal is to improve teacher instruction and delivery
Goal is to improve student achievement
Action Group shares evidence
Research is the 6th piece of the coaching continuum.
Action Research 41

41. Continuum of Coaching Study Groups Study Group
A study group is a small group of individuals who meet on a frequent and regular basis to explore the interests of the group based on the strengths and needs of the students.
Study Group
This slide introduces the fifth entry point on the continuum. 42

42. Confer, Observe, Debrief
Coaching Continuum…
Confer, Observe, Debrief

43. Coaching Cycle Pre-Conference Post-Conference Observation
Plan/Model Lesson
Co-Teach
Post-Conference

44. Suggested Cycle at-a-glance
Day
Task 1
Pre-Conference/Coach observes the teacher 2
Coach models the entire instructional block using required components 3
Coach and teacher co-teach 4
Coach observes the teacher again/Debriefing

45. Calendars/Coaching Logs
Prioritizing Support
Teacher needs may be identified:
when analyzing data
from administrative walkthroughs
classroom visits
teacher request
Developing Calendars
consider time allocations
Coaching Cycle
what your week will look like
testing Calendar
holidays/Special Events
Modifying (be flexible)

46. Developing Calendars
Meet with the administration, discuss observations from walkthroughs.
Prioritize teachers based on observation and data points
Begin support with new teachers first.
Consider the coaching cycle and continuum while developing calendar.
Red Flags appear if only one part of the cycle is present.

47. Calendar to Logs
The calendar should be the starting point to strategically plan the work that will occur on a week by week basis
The Log is an actual record of the work that occurred.
The log becomes a reflection piece for the coach and a guide to move to next steps.

48. Calendar/Log Template
INSERT BLANK TEMPLATE
This will be used as a calendar and then expanded as a log of your work completed during the week.

49. Sample Calendar - Modified
INSERT TEMPLATE with CALENDAR FILLED

50. Completed Log (Sample)
Insert template with calendar and log completed

51. Logs : Each coach is required to complete an electronic
Logs : Each coach is required to complete an electronic bi-weekly coaching log that includes the following components: This is for Reading Coaches only (PMRN)
Category
Description
Professional Development
Providing or facilitating professional development sessions such as workshops, trainings, learning communities to increase educator’s mathematical knowledge
Planning
Planning, developing and/or preparing professional development sessions. Coaching Model
Modeling/Coaching/ Conferencing
Coaching (pre-conference, modeling/co-teaching/observation, and post conference) teachers in classrooms.
Data Analysis/Data Reporting
Assisting teacher in interpreting data including diagnostics test, embedded assessments and FCAT. Compiling Data Reports.
Meetings
Attending school, area and district meetings regarding mathematics issues.
Knowledge Building
Remaining current in trends of mathematic education through personal study or professional development sessions.
Other
List other duties as assigned.
Mention Reading Coaches have to do the PMRN and ETO log, although ETO log should assist with PMRN log
List successes that have occurred in the last reporting period.
Note any concerns that you would like to share with your principal.

52. Record of Services Binder
Components
Weekly Calendar/Log
Conference Forms
Professional Development Schedule, Agendas, Sign in sheets, etc.
Note Taking/Note Making
Lesson Study log
Coach Created Materials
Supplemental/Modified Curriculum
Focus Calendars (Secondary Benchmarks)
Data Chats
(Students/Teachers)
Portfolio of your work, discuss building a bench

53. Instructional Review Process and Elements

54. INSTRUCTIONAL REVIEW PROCESS
INSERT IR AGENDA

55. Instructional Review Elements
I. Classroom Culture and Environment II. Instructional Tools and Materials III. Lesson Planning and Delivery IV. Higher Order Questioning and Discourse V. Student Engagement

56. Instructional Review Elements
VI. Rigorous Tasks and Assessments VII. Differentiated Instruction VIII. Cross Content Reading and Writing Instruction IX. Florida’s Continuous Improvement Model (FCIM) X. School and District Leadership

57. Subject Area Breakout Sessions
Elem/Middle Reading/Writing
High School Reading/Writing
Elem/Middle Science
High School Science
Mathematics (Elem/Middle/High)

58. Cross Curricular Strategic Planning and Next Steps

59. Consider this….
People accomplish more together than in isolation; regular, collective dialogue about an agreed-upon focus sustains commitment and feeds purpose; effort thrives on concrete evidence of progress; and teachers learn best from other teachers. We must ensure that these concepts operate to produce results.
Schmoker, 1999, p. 44

60. Educational Transformation Office (ETO)
Elementary/Middle Reading
Vanessa De La Peña
Instructional Supervisor
Patty Vasseur Sosa
Curriculum Support Specialist
Chava Thomas
ELL Support
Christine Dahnke
Elementary/Middle Mathematics
Lena Anderson
Instructional Supervisor
Julian Davenport
Curriculum Support Specialist
Elementary/Middle Science
Daniela Simic
Lois Saunders
Thank you for all that you do for our students!

61. Educational Transformation Office (ETO)
High School Reading
Darliny Katz-Gonzalez
Instructional Supervisor
Cecelia Magrath
Ernesto Gonzalez
Curriculum Support Specialist
Roxana Hurtado
High School Mathematics
Ursula Garbutt
Instructional Supervisor
Ronald Marcelo
Curriculum Support Specialist
High School Science
Cristian Carranza
Gladys Barrios
Thank you for all that you do for our students!