1. The SIOP Coach & Cognitive Coaching Basics
Lenoir County Public Schools Leadership Retreat
The SIOP Coach & Cognitive Coaching Basics
Tools and Strategies to Promote and Guide Professional Collaboration and Growth
Cognitive Coaching: A Foundation for Renaissance Schools, by Arthur L. Costa and Robert J. Garmston
Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.
Professional Development - TGC/ August 6-7, 2008

2. LCPS Professional Development - 2010
Content Objectives
Participants will:
Discover the roles, skills, and knowledge of the SIOP Coach
Know which model is used for SIOP Coaching
Explain the relationship between the coach and the SIOP teacher
Identify the types of language used in coaching conversations
Know when to use each of the three types of coaching conversations
Language Objectives
Participants will be able to:
Brainstorm and write the roles of a SIOP Coach
Engage in coaching conversations to explain the SIOP Model
Reflect on and discuss the coaching conversation
Listen to coaching conversations to record coaching language used
Read to learn about the goals of Cognitive Coaching
LCPS Professional Development

3. SIOP Guidance for Leaders
In general, SIOP Teacher Leaders and District Leaders are expected to:
1. Support the SIOP Model in positive and productive ways
2. Attend school and district meetings to plan for, promote, implement, and sustain the SIOP Model 
3. Develop and deliver "mini" sessions for teachers in your building to facilitate a deeper understanding of the Model 
4. Visit classrooms to observe SIOP Lessons
5. Engage in meaningful and supportive coaching conversations with teachers, administrators, and district leaders related to SIOP implementation
6. Brainstorm and model strategies to sustain the use of the SIOP Model within your school.
7. Engage in continuous learning

4. District Outcomes Student Achievement Teaching and Learning
Target group (Think about which students you really want to see improvements in and how you want that improvement to look)
Plan to collect data (test scores and learning behaviors)
Teaching and Learning
Pre/ Post Implementation data about what teaching looks like in your room, hall/dept., school (teacher directed, lecture, hands-on)
What are students doing as they learn? (engagement)
Planning and Collaboration
What does planning look like? (lesson plans, interactions, sharing, peer observations, coaching conversations, professional maturity)
District-Level Support
Identify specific strategies to support based on specific needs of students

5. The SIOP Model Lesson Preparation Interaction Building Background
Comprehensible Input
Strategies
Interaction
Practice / Application
Lesson Delivery
Review / Assessment
8 components and 30 features under these components
See handout
Introduction BLM #10

6. What does SIOP stand for?
Sheltered Instruction Observation Protocol
LCPS Professional Development

7. What two types of objectives are required in SIOP Lessons?
Language Objectives & Content Objectives
LCPS Professional Development

8. Describe the rate at which second language acquisition occurs.
Language acquisition is a slow process.
LCPS Professional Development

9. What are three factors that impact second language acquisition?
Language Distance and Attitude
Access to the Language
First Language Development
Personality & Learning Style
Peers & Role Models
Age
Interest
Motivation
Quality of Instruction
Cultural Background
LCPS Professional Development

10. What is BICS? What is CALP?
Basic Interpersonal Communicative Skills
&
Cognitive Academic Language
LCPS Professional Development

11. Definition of Sheltered Instruction
A way to make grade-level academic content more accessible for English language learners and all learners while at the same time promoting their English language development.
Explicit teaching of academic English is crucial Students will not always just pick it up. Which comes first – the chicken or the egg? Same with academic learning; which comes first – academic content proficiency or academic language proficiency? Can you be proficient in content without being proficiency in the language of that content? Embedding language instruction in content enhances content knowledge and language proficiency.
LCPS Professional Development

12. Makes grade-level academic content more accessible
Attends to students’ language needs
Adapts content
Modifies text and assignments
Draws on student background experiences
Attends to students’ language needs
Wait time
Clarification in L1
Appropriate speech for proficiency level
Adapts content
Key vocabulary
Visual reinforcement
Modifies text and assignments:
Supplementary material
Draws on student background experiences
LCPS Professional Development

13. LCPS Professional Development - 2007
Why SIOP?
Framework vs. hierarchy
Room for creativity
Comprehensive
Connects any content with language skills
For all grades, K-12, and all language proficiency levels
Research-based
Room for creativity and the art of teaching
Comprehensive: Second language learning does not just HAPPEN in school. It is evoked by active teaching, careful presentation of materials, good input, and ample opportunities to hear and practice the new language in the context of meaningful and purposeful communication (Meyer, 1985; Urzua, 1981; Wong Fillmore, 1989) The practices in the SIOP Model are critical features for LEP students.
Research-based: In 2 studies comparing LEP student in classes whose teacher had been trained in implementing the SIOP to a high degree to a control group (taught by teachers not trained in the SIOP Model), the LEP student in classes whose teachers had been trained in the SIOP demonstrated significantly higher writing scores than the control group. This occurred in a prompt that required narrative writing and in a prompt requiring expository writing.
LCPS Professional Development

14. What is a SIOP Coach? Think about the word, “coach”…
What meaning does this word have to you?
Complete the Word Splash!
Coach

15. What is a SIOP Coach?
Word Splash!
________

16. Word Splash!
________

17. Selecting a SIOP Coach? Not an Evaluator District Level Coach
Site Facilitator
Not an Evaluator
Teacher Mentor
External Staff Developer
Peer Teacher
Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.

18. Knowledge Base for a SIOP Coach
Lenoir County Public Schools Leadership Retreat
Knowledge Base for a SIOP Coach
Deep Knowledge of the SIOP Model
Basic Understanding of Second Language Acquisition and Literacy Development for Children and Adolescents
Knowledge of ESL Methods
Experienced in Teaching
Basic Understanding Content Area Curricula
Leadership Skills
Coaching/ Mentoring Experience
The SIOP Coach must have or develop knowledge, skills, and experiences in a wide range of areas. The list above represents several important areas of expertise that will be helpful to a SIOP Coach.
Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.
Professional Development - TGC/ August 6-7, 2008

19. Attitude/ Disposition of the SIOP Coach
Encourage or facilitate teacher collaboration
Share a positive vision for teaching collaborative learning
Become a leader in the school
Serve others
Help as needed
Be willing to reflect and share openly
Be honest open and transparent to teachers
Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.

20. Lenoir County Public Schools Leadership Retreat - 2008
Your Approach
Cognitive Coaching
Lesson Study
Critical Friends
A Hybrid Approach
Trust, Respect,
Mutual desire to grow professionally
Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.
Professional Development - TGC/ August 6-7, 2008

21. What is Cognitive Coaching?
Cognitive Coaching is a form of mediation that may be applied to professional interactions in a variety of settings and situations with the intention of enhancing self-directed learning. The skills may also be used in classroom mediation to enhance students' self-directed learning. Unique to this coaching model are what Costa and Garmston call Five States of Mind - efficacy, flexibility, consciousness, craftsmanship and interdependence. These are internal resources used by the coach.
Source:

22. Purpose and Use
Cognitive Coaching has been implemented across six of the seven continents of the
Many districts have trained administrators and mentors to use the model as part of professional supervision processes
Teachers use the model to peer coach one another and with students in classroom settings
Cognitive Coaching provides a framework and tool kit for working with adults and students in a manner which supports their becoming self-monitoring, self-managing and self-modifying.

23. Use of Coaching Skills Planning Conversations
Problem-Solving Conversations
Reflective Conversations
Before and After Classroom Observations
During Lessons with students
Faculty Meetings
Team meetings
Parent Meetings/Conferences

24. Cognitive Coaching with SIOP
Lenoir County Public Schools Leadership Retreat
Cognitive Coaching with SIOP
Develops less dependence on the coach and develops expertise in the practitioner
It is not just about reflection, but it gets teachers to do independent thinking
The teacher begins to see that he/she can do this
Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.
Professional Development - TGC/ August 6-7, 2008

25. The Coaching Context Coaching without Observations
Team Planning
Lesson Demonstrations
Coaching with Observations
Walkthroughs
Full observations
Conference-Observation Cycle
Pre-observation: Planning Conference
Observation (collect data, record data)
Post Observation: Reflective Conference
Short, D, Vogt, M.E, & Echevarria, J. (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Boston, MA: Pearson/Allyn & Bacon.

26. Lenoir County Public Schools Leadership Retreat - 2008
Your SIOP Teachers
Ready-to-go Group
Eager to try new things
Will join in and try everything you suggest
Confident
May want all of your attention
Want to learn
Will soon become coaches themselves
SIOP
SIOP
SIOP Coach
Professional Development - TGC/ August 6-7, 2008

27. Your SIOP Teachers Wait-and-see Group…
Want to improve their teaching but cautious about change
Will want to start later or next year
Look for quick results
May be hesitant to stand out in front of others

28. Your SIOP Teachers Put – on –the-brakes Group
-Will avoid the SIOP Coach
-Want nothing to do with SIOP
-Have a history of resisting initiatives
-Will tell you why it won’t work

29. Types of Coaching Conversations
Lenoir County Public Schools Leadership Retreat
Types of Coaching Conversations
Planning
Clarify goals
Outlines strategies
Identify success indicators
Reflecting
Summarize outcomes
Recall supporting indicators
Analyze
Discuss new learning
Problem-Solving
Helps the person see the issues better
Helps the person to identify possible options
Allows the person to articulate what they really want the outcomes to be
When we engage in professional conversations there are basically three maps that these conversations follow. They are Planning, Reflecting, and Problem-solving. You have a summary of these that will help to guide you as you engage in each of these types.
Reflect on the Coaching Process at the end of each conversation.
Professional Development - TGC/ August 6-7, 2008

30. Lenoir County Public Schools Leadership Retreat - 2008
Maps for Coaching Conversations (Remember to: Pause, Paraphrase, Probe, Inquire, and Pay close attention ) Planning Reflection Problem-Solving
Clarify goals
Determine success indicators and plan for collecting evidence
Anticipate approaches, strategies, decisions, and how to monitor them
Identify personal learning focus and process for self-assessment
Reflect on the coaching process and explore refinement
Possible stems to get started:
Tell me about …
How do you plan to do this?
What strategies will you use?
What do you hope to accomplish by…
What will success look like?
How will you monitor…?
How has this conversation helped your thinking?
Summarize
Recall supporting information
Compare, analyze, infer, and determine cause-and-effect relationships
Construct new learning and applications
Tell me how you think it went…
What are some indicators that make you say that?
How does this compare to how you thought it would be ….?
What are some things that you did that might have caused this…?
What are some things you are learning from this?
How might you apply this to other settings?
Honor Existing State (The person explains the issue.) Listen & Paraphrase
Frame Desired State- (State the goal you believe they are working for.) “… and you are looking for a way to make that happen”
Locate and Amplify Resources
Check for congruence
What can you tell me about what’s going on?
So, you’re feeling… thinking…
Paraphrase… because
What is it that you want? How do you want things to be?
So, what you would like is…(paraphrase)
…and you are looking for a way to make that happen…
What are some ideas that you have?
The coaching sheet provides a way to document the conversation. Now let’s take a look at the stems and the “maps” for coaching. I have summarized these so that they will be handy for you to preview and begin using. In addition to the stems and protocols you will use the pause, paraphrase, Probe, you will use questioning techniques and you will learn to build rapport.
Cognitive Coaching: A Foundation for Renaissance Schools, by Arthur L. Costa and Robert J. Garmston
Professional Development - TGC/ August 6-7, 2008

31. Lenoir County Public Schools Leadership Retreat - 2008
What Are Some Benefits?
Specific skills will be enhanced in:
Developing trust and rapport in relationships
Questioning for mediation of teacher thought processes
Using effective response behaviors to enhance teacher cognitive processes
Using coaching skills to enhance collaborative relationships
Applying five states of mind to enhance teacher self-directedness
Developing teachers' autonomy and sense of community by increasing their efficacy, craftsmanship, consciousness, interdependence and flexibility
Distinguishing between coaching and evaluation
Promotes critical thinking, problem solving, and deep listening!
Professional Development - TGC/ August 6-7, 2008

32. LCPS Collaborative Conference Log Pre/ Post Observation or Other
Date:
Time:
Location:
Persons Involved:
Topic of Discussion:
Strengths/ What’s Working
Current Focus/ Challenge
Additional Notes:
Next Steps…
Support/ Resources
Date for follow up:
Initials: _____________________________
Staff: __________________________________

33. What’s Working? What’s Working? Current Focus/ Challenges? Next Steps?
Resources Needed?

34. Initial Coaching Conversation Guide
SIOP
Sheltered Instruction Observation Protocol
Greeting/ Introductions
My name is…
My responsibility/ Role
I am a School Leaders for SIOP. My role is to…
Purpose of our meeting
The purpose of our meeting today is …
Type of Conversation:
Planning
Reflection
Problem-Solving
Key points to address
Closing
How might I support you next?
How has this conversation helped you?
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice / Application
Lesson Delivery
Review / Assessment
Sheltered Instruction - A way to make grade-level academic content more accessible for English language learners and all learners while at the same time promoting their English language development.
Why SIOP ?
Framework vs. hierarchy
Room for creativity
Comprehensive
Connects any content with language skills
For all grades, K-12, and all language proficiency levels
Research-based
Role of the SIOP Coach
To Facilitate the implementation of the SIOP Model in Schools
To Encourage or facilitate teacher collaboration
To Share a positive vision for teaching and collaborative learning
To Help as needed
To guide reflection and share openly
To build and promote trust and professionalism in the profession
Designed by: TGC,PD Specialist, LCPS- 2010

35. Reflections
Keep a journal of your implementation of the NC Guide to the SIOP Model
Audiotape / videotape yourself and rate yourself using the SIOP protocol.