1. Sebastian Oddone District Supervisor Division of Math, Science, and Advanced Academic Programs Instructional Discourse for Science Leaders: Coach

2. Goals for the Coach Session Explore the job description of the Science Coach Review classroom walkthroughs Discuss current instructional objectives Evaluate effectiveness of coaching

3. Ice Breaker Introduce yourself (Name, School) Brief History as an educator Successes and Challenges as a Coach

4. Norms We are all learners today We are all working towards the same goal We share discussion time We are respectful of each other We turn off all electronic devices It’s all about us!

5. The Role of the Science Coach Responsibilities Discuss what is the role of a Science Coach Peer Support Student Support Professional Development Analyze Data

6. Peer Support Work with teachers to plan, implement and to reflect on literacy instruction using the Florida Continuous Improvement Model (FCIM) Work with teachers to ensure that research based programs and strategies are implemented with fidelity Collaborates with teachers regarding lesson planning, differentiated instruction, and enrichment strategies

7. Student Support Co-teaches in classrooms to increase instructional effectiveness and address student needs Develop enrichment materials and assist delivery of content through push-ins and pull-outs

8. Professional Development Provide mini-PD sessions to subject area teachers during common planning Model best practices in professional development sessions with teachers

9. Analyze Data Assist teachers in interpreting formative and summative assessments Review student work and assess strength and weaknesses in classroom instruction Develop action plan to address student needs

10. Not the Role of a Coach The science coach should not Be a “classroom teacher” Be the testing chair/coordinator Perform administrative functions Model or assist with class instruction where the teacher is not an active participant.

11. ACTIVE ROLEPASSIVE ROLE Establishes a schedule for in- classroom coaching Coach waits to be “invited” into classrooms Keeps a log of coaching activities and maintains administration updated Keeps little documentation about the use of time and waits to be asked by administration Works with administration to establish priorities for the use of coaching time The use of time is left to the coach’s sole discretion 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

12. Continuous Coaching Model ObserveDebriefPlanModel Co- teach

13. Step #1: Observe Let’s think of a teacher at your school that you feel that is utilizing ineffective teaching practices. How do you think that you can assist him/her? The first step is to perform a good class-long observation

14. Step #2: Debrief You sit with the teacher and you establish an atmosphere of “Let’s do this together!” You ask the teacher: What do you feel is your strength as a teacher? What do you feel are your weaknesses? You provide feedback on his/her response I agree with you on this… I observe these good things I think that we may be able to improve on this by doing the following

15. Step #3: Plan Coach says: “Based on the topic that you are presently covering, I would like to model this lesson for you tomorrow (or shortly after). It is very important that you observe every part of the lesson!” Then you sit and plan with him/her what you are planning to do.

16. Step# 4: Model The coach needs to teach from the start to the end of class. Make sure that the teacher is observing and participating as an observer at all times.

17. Step #5: Co-teach During the next period, the coach invites the teachers to participate in the teaching process.

18. Back to Step #1: Observe

19. Back to Step #2: Debrief Coach says: “this is what I observed… Strengths… Weaknesses… How to Improve…” Repeat the process until you feel that the teacher has changed and improve his/her instructional practices

20. Why Coach: An in-depth look Instructional Coaching must support and facilitate teacher understanding of: Instructional skills and strategies Content Knowledge Student assessment Student Achievement Data So what does all this mean?

21. How to Coach Activity: Observe a “sample subject” teach a lesson/activity Design an action plan to assist the subject Discuss steps to provide assistance

22. How to Coach Describe in detail how to use: 1. Instructional skills and strategies 2. Content Knowledge 3. Student assessment 4. Student Achievement Data

23. Essential Uniform Resource Locators District Science Website Discuss and present content of a useful comprehensive science website http://science.dadeschools.net

26. Professional Development Make sure to check Weekly Briefings for specific information Name of Session, Dates, Location Name of Instructor/Facilitator Find Sessions under Instructor (if applicable)Instructor Check the status of your session and any related emails Sessions with less than 5 participants will be cancelled by 4 PM two days prior to the session.

29. Florida State Websites Florida Department of Education http://www.fldoe.org/educators http://www.fldoe.org/educators Assessment FCAT FCAT 2.0 EOC Test Design Summary 2011 Senate Bill 4 Florida Standards and Course Descriptions http://www.floridastandards.org/ http://www.floridastandards.org/ Essential Uniform Resource Locators

30. Summer PD Sessions Goals Effective Implementation of the 2010 Pacing Guides with an emphasis in hands-on learning Enhanced questioning strategy skills Explore hands-on activities designed to promote understanding of specific science content and the nature of science using an “explicit-reflective” approach. Unwrapping the Benchmarks

31. Unwrapping Benchmarks “Unwrapping” allows educators to: Know and understand the critical attributes of each standard Identify what prerequisite skills are needed to master the benchmark Present learning in a variety of contexts while differentiating for learning needs Implement the appropriate assessment to determine the level of achievement Integrate the understanding of benchmarks into the continuous improvement model (PDCA)

32. Why “Unwrap” Benchmarks To ensure that all students have an equal opportunity to learn To prioritize and discern which benchmarks are most important for academic instructional priorities To establish and drive instructional priorities To determine the rigor and relevance of student work: classwork, homework, interventions, and assessment To ensure clarity for instructional targets and what achievement looks like BEFORE instruction begins To have regular opportunities (Collaborative Debriefing Time) to discuss benchmarks, learning, and instruction

33. Unwrapping Benchmarks No-No’s A check-off list of benchmarks that you have “covered” An isolated activity unrelated to instruction or assessment A document for EVERY benchmark A one-time event

34. How to Unwrap Prerequisite Skills What knowledge, understanding, or reasoning will you require to achieve this benchmark? Vocabulary What vocabulary needs to be understood to achieve this benchmark? Achievement Criteria What performance skills or products will you require to demonstrate achievement of this benchmark? Extending Learning How will you differentiate instruction to extend the learning of the standard? How will you assess achievement? What test or performance will give you data about student progress toward achievement of this benchmark?

36. Unwrap (Topic 6) SC.B.1.4.1 The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth). (Also assesses B.1.4.2) - AA

37. Explicit Scientific Inquiry Complete the Unpacking Benchmarks Worksheet Design lesson addressing Pacing Guide topic content and objectives. Design questions that will address the objective of the lab and enhance the instruction of the topic content. Discuss lab activity: Questioning strategies before, during, and after activity. Benefits, constraints, limitations, modifications. Writing in Science. Appropriate technologies to enhance instruction.

38. Continuous Improvement Model Plan - Data Disaggregation Develop a school wide timeline that encompasses all tested benchmarks and that incorporates the M-DCPS Testing Calendar Create an instructional focus calendar Do – Instructional Focus Follow district pacing guides Implement explicit science instruction (Essential Labs) Check – Assessment Analyze assessment data to monitor trends in each core subject area Identify strong and weak areas Identify problems and/or errors and prioritize skills needing improvement Identify and share strategies that are/are not working Act – Enrichment Provide enrichment opportunities to address areas in need of improvement

39. Feedback What items in the professional development session were useful to your instructional practice? What information would you like to see in future professional development? How could this professional development be modified to address your specific needs? Additional question(s) or comment(s)