1. Linda Bragg Office of Title II, III and System Support Division of Educator Quality and System Support

2. Evidence-Based Approach to Effective Resource Allocation – consider how academic coaching might serve to support: a.The District’s Continuous Improvement Plan b.The District’s Professional Development Plan c.The District’s Highly-Qualified Plan 1.Retention 2.Retraining

3. Finance Choices that significantly impact learning but are within the Guidelines of Title Programs Must be based on needs of the school district listed within the 5 year plan for continuous improvement Must be targeted first at schools identified for improvement Must focus on increasing student achievement Must be supplemental positions and not supplant state or local funds

4. Title II Expenditures: FY 2011 $2,980,760 $4,771,486 $13,462,821 (Note: Estimate Excludes Administrative, Indirect, and Parental Involvement Expenditures)

5. Interpretation of the Data West Virginia spends an average of three (3) dollars on “workshop” professional development for every dollar spent on coaching or classroom size reduction. (Title II) The trend indicates that districts are reducing the practice of classroom size reduction in favor of hiring coaches

7. High Impact Areas to Consider in a District’s Plan for Continuous Improvement New Teacher Retention Building Capacity for Collaborative Teaming o Teams focused on the 4 critical questions of learning o Job-embedded Professional Learning (data- based & team-identified) Technical Assistance for Educators who need to improve performance (retraining) & for implementation of programs or strategies

8. Collaborate About What? Focus on Student Learning If we want our efforts to have a significant impact, we should focus on the factors that significantly impact learning—to do that we must look very intentionally at student learning.

9. Highly Effective Collaborative Teams Focus on 4 Critical Questions 1.What is it we expect students to learn? 2.How will we know when they have learned it? 3.How will we respond when they don’t? 4.How will we respond when students do learn it or already know it?

10. In what ways could coaches assist teachers or teacher teams with focusing on the Four Critical Questions? Let’s Ponder Would utilizing coaches as part of job-embedded PD be more effective for translating learning into practice than a workshop?

11. High Impact Areas to Address in a District’s Plan for Continuous Improvement New Teacher Retention Collaborative Teaming Processes o Focus on Student Learning o Professional Learning (data-based & team-identified) Technical Assistance for Educators who need to improve performance (retraining) & for implementation of programs or strategies

12. The Work of Coaches according to Task Force 1. Support the Continuous Improvement Process 2. Build Capacity for Site-based Collaborative Teaming and Peer Coaching 3. Support for Beginning Teachers (and Mentors) Professional Development Staff development is not just to implement isolated instructional innovations; its central purpose is to build strong collaborative work cultures that will develop the long- term capacity for change. Michael Fullan

13. “Embedded professional development is a continuous cycle of improvement that fosters collective responsibility; primarily occurs several times per week; and must be supported—by job-embedded coaching or external assistance.” Learning Forward (formerly NSDC)

14. Guiding Principles for Effective Job- Embedded Professional Development Establish teams Create an environment of shared responsibility for student learning; Provide opportunities for them to share Engage in active learning that is sustained over time through job-embedded action research; Encourage to become exemplars of change;

15. Guiding Principles for Effective Job- Embedded Professional Development Provide a risk-free setting for transparency of practice, collective work and reflection; Provide support (coaches) to serve as role models for effective leadership and professionalism; and Provide opportunities for contribution to meaningful work; Provide sufficient time for integration of learning into practice.

16. Professional Training and Translating the Learning into Practice

17. Effective Professional Development Why? How? What? Peer Support

18. Data / Evidence Collaborative Conversations Collective Commitment Collective Efficacy Instructional/Engagement Change Kids See Their Learning Is Different/Better “Student Sees Success” Student Self Efficacy IMPACTS STUDENT ACADEMIC SUCCESS TRUST Organizational Learning Instructional Best Practices (CAI) Psychology of Learning

19. Data / Evidence Collaborative Conversations Collective Commitment Collective Efficacy Instructional/Engagement Change Kids See Their Learning Is Different/Better “Student Sees Success” Student Self Efficacy IMPACTS STUDENT ACADEMIC SUCCESS TRUST Organizational Learning Instructional Best Practices (CAI) Psychology of Learning What happens when we go directly here?

20. Coaching can provide the support that teachers need to improve the quality of their instruction that results in increased student learning. Educational Leadership, Jan. 2012

21. Let’s Ponder As part of the District’s Professional Development Plan, would funding coaches to support job-embedded PD be more effective for translating learning into practice than “the same workshop everyone”?

22. High Impact Areas to Address in a District’s Plan for Continuous Improvement New Teacher Retention Collaborative Teaming Processes o Focus on Student Learning o Professional Learning (data-based & team-identified) Technical Assistance for Educators who need to improve performance (retraining) & for implementation of programs or strategies

23. Roles of WV Coaches

24. Coaching Roles that Could Support Collaborative Teaming Processes Resource Provider Data Coach Curriculum Specialist Instructional Specialist Support Mentors of Beginning Teachers (or mentor themselves) Supporter of Collaborative Teams Classroom Supporter Learning Facilitator Supporter of School Leadership Teams Implementation Coach Learner

25. Coach as a Supporter of Struggling Teachers Resource Provider Data Coach Curriculum Specialist Instructional Specialist Support Mentors of Beginning Teachers (or mentor themselves) Supporter of Collaborative Teams Classroom Supporter Learning Facilitator Supporter of School Leadership Teams Implementation Coach Learner

26. Beginning Teacher Mentor Learning Facilitator Continuous Improvement Curriculum and Instruction Data Coach Collaborative Teaming Coach Technology Integration

27. The Work of Coaches according to Task Force 1. Support the Continuous Improvement Process 2. Build Capacity for Site-based Collaborative Teaming and Peer Coaching 3. Support for Beginning Teachers (and Mentors) Funding Sources for Coaches Federal: Title I Title II, Parts A and D Title III Title VI IDEA State: Step 7 State Local: Levy

28. Is Professional Development in your district primarily based on…. Teacher preferences? Grant determinants? Various district offices’ control? OR Let’s Ponder

29. Is Professional Development in your District …. Aligned to performance goals & capacity- building? Accessible to integrated budgets? Based upon staff needs, determined by data? Connected to district policies for teacher recruitment, retention or support? Measured for effectiveness of the investment?

30. What Strategic Finance Choices Will your District Make for: Professional Learning? Continuous Improvement (Student Learning)? Building Capacity for Collaborative Teaming? The District’s Highly-Qualified Plan… Retention? Retraining?

31. Task Force Recommendations for supporting coaches and mentors Policy Support (teacher induction) Strategic Resource Allocation Professional Development

32. WVDE’s Professional Learning Structure of Support for West Virginia Coaches

33. Coaching for School Growth Supporting All Educators A. Coaching Team Processes (collaborative and leadership teams) B. Coaching for Professional Performance (individual educators) 1.Specific Technical Assistance for Individual Teachers 2. Induction: Mentorship and/or Coaching of Beginning Teachers The Work of Coaches—a Snapshot

34. Year-long blended delivery: Face-to-Face and Online Modules & Networking Based on the levers of the West Virginia Continuous Improvement Process & Learning-by-Doing Model Access to specialized training Graduate credit State level and regional support Possible future plans: WV coaching standards and evaluation that may eventually lead to an advanced credential or endorsement for academic coaches

35. Coaches support teachers and teacher teams as professionals and students benefit!

36. Contact Information Linda Bragg lnbragg@access.k12.wv.us Phone: 304-558-3199 Coaching for Learning Web Site will be launched during the May 29-31 training.