Instructional Coaching

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1 Instructional Coaching Creating Great Coaching Jim Knight The University of Kansas Center for Research on Learning

2 com

3 What we ll discuss Focus on instruction Understanding resistance What coaches do Keys to success

4 learning4 The Big Four Classroom management Content Enhancement Instruction Assessment for

5 Classroom Management

6

7

8

9

10

11 !"#$%&'$((((((((((((($!)*+((((((((((((((((((((((((((( (((((((((((((((((((((((((((((((( (((((((((((((((((((((((((((((((($ $ ",-.+(((((((((((((((((((((((((( (((((((((((((((((((((((((((((((( (((((((((((((((((((((((((((((((($ $ #&/0+((((((((((((((((((((((((( (((((((((((((((((((((((((((((((( (((((((((((((((((((((((((((((((($ $

12 Content

13 The Unit Organizer 2 LAST UNIT /Experience Growth of the Nation 4 BIGGER PICTURE The roots and consequences of civil unrest. NAME DATE 1 CURRENT CURRENT UNIT UNIT 3 The Causes of the Civil War Elida Cordora 1/22 NEXT UNIT /Experience The Civil War 8 UNIT SCHEDULE 5 UNIT MAP is about... 1/22 Cooperative groups - over pp /28 Quiz 1/29 Cooperative groups - over pp "Influential Personalities" projectdue 1/30 Quiz 2/2 Cooperative groups - over pp Areas of the U.S. was based on Sectionalism pp emerged because of became greater with Differences between the areas Events in the U.S. was influenced by Leaders across the U.S. 2/6 Review for test 2/7 Review for test 2/6 Test UNIT SELF-TEST QUESTIONS 7 What was sectionalism as it existed in the U. S. of 1860? How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War? What examples of sectionalism exist in the world today? descriptive compare/contrast cause/effect 6 UNIT RELATIONSHIPS 13

14 The Unit Organizer 9 Expanded Unit Map The Causes of the Civil War is about... NAME DATE Elida Cordora 1/22 North which included the Areas of the U.S. which included the South which included the West was based on the developed because of Social Differences Sectionalism Political Differences pp Differences between the areas Economic Differences became greater with and included such as and included and included Events in the U.S. was influenced by Missouri Compromise Mexican War Compromise of Fugitive Slave Law of Uncle Tom's Cabin Kansas-Nebraska Act Republican Party formed Bleeding Kansas Dred Scott Case Lincoln Douglas Debates John Brown's Raid Lincoln Elected South Carolina Secedes Confederacy formed Leaders of change such as -Henry Clay -Stephen Douglas -Zachary Taylor -Harriet Beecher Stowe -Douglas Filmore -John Brown -Jefferson Davis -Abraham Lincoln 10 NEW UNIT SELF-TEST QUESTIONS How did national events and leaders pull the different sections of the U.S. apart? 14

15 Critical Questions Checklist Questions about Critical Questions Are the questions written in a form that requires an extended verbal explanation? Yes or No? Have I written how or why questions rather than objectives or commands? Do the questions identify ways in which students should understand the information to be learned? Do the questions communicate how students should learn the content? Do the questions help students think not only about the content but also about how the content is meaningful or important? Do my questions prompt students to relate learning to their lives or other learning? Do my questions help students organize information to be learned? Do my questions include expectations for learning how to use the content as well as what content to learn? Do my questions help students identify the critical content structures, concepts, or ideas to be learned? Have I limited my number of questions to ten or fewer? 15

16 Instruction

17 Mechanical vs. Metaphorical Instruction

18 Metaphorical Cooperative Learning Stories Experiential/discovery learning Dialogical questioning High-level questioning Thinking Devices

19 Mechanical Advance organizers Explicit instruction Intensive instruction Modeling Assessment for learning Generalization

20 Writing Strategies Sentence Fundamentals Sentence Proficiency Paragraph Writing Error Monitoring Theme Writing

21 Assessment for Learning

22 What is the structure of happiness? Goals and feedback Challenge and skills

23 Assessment for Learning Identify course, unit, lesson questions Write the answers as propositions Create checks for understanding Involve the students Carefully monitor and communicate student progress

24 Understanding Resistance

25 Do they think they can do it? Is it worth it? Are they getting an experience? Do I respect them as artists? Am I letting them do the thinking? Am I ignoring history?

26 Do they think they can do it?

27 Is it worth it?

28 Powerful

29

30 Are they getting an experience?

31 Do I respect them as artists?

32 Am I letting them do the thinking?

33 Am I ignoring history?

34 What do coaches do?

35 Coaching Components Enroll Identify Explain Model (You watch me) Observe (I watch you) Explore (Collaborative Exploration of Data) Refine Reflect

36 Enroll

37 Identify

38 learning4 The Big Four Classroom management Content Enhancement Instruction Assessment for

39 Explain

40 Cue, Do, Review Checklist Teacher: Unit Content: Date: Teacher ID #: School: Module: CUE TEACHING BEHAVIOR OBS. COMMENTS Name the device Explain how it will help them learn Specify what they need to do DO: LINKING STEPS Walk through the device Involve students Shape student responses Evaluate student understanding Re-instruct if necessary REVIEW: Ask questions about information Ask questions about how the device works

41 OBSERVATION FORM Teacher: Unit/Content: Date: School: Module: TEACHING PRACTICE OBS. COMMENTS

42 Model

43 Observe

44 Explore

45 What do you think of these comments? Lynn, you did a great job with that class yesterday. You re great! I d like to especially recognize Tricia s contributions this year. Ric, you re a patient man. I appreciate how patient you are.

46 Ongoing regard Kegan & Lahey (2001) How the way we talk can change the way we work positive comments fail when they are (a) indirect, (b) general, (c) attributive

47 Nearly every organization or work team we ve spent time with astonishingly undercommunicates the genuinely positive, appreciative, and admiring experiences of its members. This is a terrible deprivation of the vitality of a work setting. Kegan & Lahey (2001)

48 Constructive Feedback Coach Uses data to shape Teacher

49 Partnership Feedback Data Teacher Dialogue Coach

50 Refine Observations, data, feedback may turn the collaboration in a new direction Coach s goal is to provide as much support as necessary, but no more

51 Reflect

52 What are the keys to successful coaching programs?

53 #1 Sufficient Time

54 Time flies Too many things need to be done Coaches have a flexible schedule Their job descriptions are vague

55 If coaches do not focus on instruction, how will they move the school forward?

56

57 #2 Proven Interventions

58 # 3 Professional Development for coaches

59 #4 Protecting the coaching relationship

60 We see coaching as a partnership activity

61 The principal must be the instructional leader

62 To protect the coaching relationship The principal, or other administrators, evaluate, direct, enforce when necessary The coach should be perceived as a peer always be a lifeline, never a punishment The coach needs to work with the strong and the weak teachers

63 # 5 Ensuring that coaches and principals work together

64 Coach & principal Need to be on the same page Do the coach and principal Understand all of the interventions? Have a shared understanding of all teachers needs? Have a shared vision about school improvement?

65 Weekly meeting agenda 1. Principal concerns 2. Problem solving regarding those concerns 3. What the coach has done since last meeting 4. Discussion of interventions

66 # 6 Hiring the right coaches

67 Quality coaches need to be Excellent teachers Engaging personalities Flexible Quick learners Ambitious for the school and students Personally modest

68 Our hiring practices include Interview questions that address these attributes Model lessons

69 # 7 Evaluating coaches and programs

70 Evaluating programs 1. Participants reactions 2. Participants learning 3. Organizational support & change 4. Participant s use of new knowledge & skills 5. Student learning outcomes

71 Evaluating coaches Evaluation needs to address at least three issues Coaching skills (communication, personal management, leadership) Use of time Interventions knowledge (the Big Four)

72 What we ve discussed Focus on instruction Understanding resistance What coaches do Keys to success

73

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