3. QUADRANT PARTNERS

5. VIDEO

7. SUCCESSFUL COACHING Know contemporary views & standards Model & demonstrate effective instructional behaviors Provide practice & reflection Coach performance Share constructive feedback (Podsen, 2000)

9. SUCCESSFUL COACHING TABLE ACTIVITY At each table number off from 1 to 2 All “1’s” read Exhibit 5.1, all “2’s” read Exhibit 5.2 Decide and take notes on what’s important in this information for your work with teachers In number-like groups at your table put your ideas on paper in preferred format: graphics, words, visuals… When finished present this information to other group at your table

10. THE BRAIN 100 million brain cells Each brain is different and powerful Use 1-5% of brain Needs multi-sensory environment Needs water & oxygen Learn in different ways Intelligence is not fixed at birth Brain is plastic – changes/grows

12. CROSS TABLE PROTOCOL THE BRAIN Read over the Triune brain information Take notes on key ideas for your work Share insights and implications for your work with table mates Discuss any different perspectives and similarities Ask a “recorder” to take notes Prepare a different person to be the “reporter” who will share your group’s key ideas with a neighboring table group.

13. WHY CLASSROOM OBSERVATIONS? Understanding of practice Insight into student learning Builds professional culture Preparation for formal evaluation Understanding of teacher development and growth

14. THE COACHING CYCLE Three Components 1.The Planning Conference 2.A Classroom Observation 3.The Reflecting Conference

15. PLAN

17. VIDEO

20. PARTNER PRACTICE PLANNING CONFERENCE Find Quadrant Partner #2 Using the case study provided or a scenario of your own practice a Pre- Observation Planning Conversation Protocol One partner is the teacher, one partner is the coach Use your Mentor Language

21. OBSERVE

25. PARTNER ACTIVITY EVIDENCE vs. OPINION With Quadrant Partner #1 review each statement on the worksheet Mark those that meet the criteria for evidence with an “E” Mark those that do not meet the criteria for evidence with an “O” How could you revise the statements marked with an “O” that represents opinion(s) to make them statements of evidence?

26. Evidence/Standards Activity With Quadrant Partner #3 review the standards for Engaging & Supporting All Students in Learning Jot down 2-3 examples of teacher behavior and student behavior that you might observe in a classroom where the teacher is effectively meeting this standard Exchange your paper with another pair of Quadrant partners and add to their examples

27. EVIDENCE/OPINION STANDARDS ACTIVITY With your same Partner from the last activity exchange your last worksheet with another set of partners Review the behaviors noted Highlight those that meet the criteria for evidence Revise those behaviors that represent or include opinion(s) of evidence

28. “Without data, all anyone has are opinions. Data elevates the probability that you’ll make the right decision.” W. Edwards Deming TQM

29. “Data provides the power to make good decisions, work intelligently, work effectively and efficiently, change things in better ways, know the impact of our hard work, help us prepare for the future, and know how to make our work benefit all children.” Victoria L. Bernhardt

30. USING DATA Collect specific observation data to provide objective information about teaching and student learning Select an observation tool that will capture the data accurately Use observation data to focus the reflective conversation and surface issues of concern authentically

31. OBSERVATION TOOLS Selective Scripting Seating Chart Content, Strategies, Alignment Videotaping

32. SELECTIVE SCRIPTING Selective observations Dialogue Descriptions of teaching practice, student behavior & room environment Track elapsed time Use codes

33. SEATING CHART Graphic data Use codes Student & teacher’s behaviors Language, on/off-task, behavior management, feedback, questioning strategies Relationships Inequities

34. CONTENT, STRATEGIES, AND ALIGNMENT What students are learning How students are learning Learning outcomes & concepts Teaching methodologies Student engagement Analysis of lesson

35. VIDEOTAPING Strong tool for improving performance Review lesson together Stop to reinforce strengths and problem spots Can be viewed privately

36. VIDEO

38. 3 x 5 REFLECTIONS Individually jot down today’s ONE most significant learning, insight, or reaffirmation of existing knowledge and skills on a 3”x5” index card. Process for SILENT sharing Stand up and silently exchange your index card with another participant Simply say “thank you!” Read the new card quietly and keep it. Move to another participant and repeat the process Once you have exchanged 3 or 4 times, return to your home table.