Barbara L. Howard Cheryl Agrawal Donna Glassman-Sommer Kim Uebelhardt

Transcription

1 COACHING FOR IMPACT Barbara L. Howard, Executive Director, Center for Teacher Innovation, Riverside County Office of Education Cheryl Agrawal, Director, Administrator Beginning Teacher Services, San Mateo County Office of Education Donna Glassman-Sommer, Program Manager for New Teacher Development Teacher Induction Programs, Tulare County Office of Education Kim Uebelhardt, Executive Director, Teacher Support Services, Ventura County Office of Education

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3 Best Practices in Instructional Coaching The primary goal of an instructional coach is to improve classroom instruction and increase student achievement. In daily practice, instructional coaches are responsible for helping teachers adopt new instructional practices, and ensuring effective and consistent implementation of these practices in the classroom...growing consensus that creating more distinct and focused roles and responsibilities may benefit both the coach and his or her teachers. Best Practices in Instructional Coaching Hanover, Sept. 2014

4 Outcomes Participants will: Explore and discuss the range of job responsibilities expected of instructional coaches Examine the research around best practices for Instructional Coaching Compare and contrast their current coaching models with the research recommendations and explore ideas for strengthening the impact of their coaching model. Identify how to gauge the effectiveness of a District s Coaching Model and explore tools for measuring the impact of specific elements of coaching. Identify ways to include the assessment of the effectiveness of the coaching model in LCAP s Annual Update.

5 What Are the Three Main Duties of Your Instructional Coaches? Poll Everywhere

6 Where Are We Now? Review the data from Poll Everywhere. What do you notice? Are there any surprises? Group Discussion In what ways are you currently using your instructional coaches? What are some of the roles and responsibilities assigned to instructional coaches?

7 Taking the Lead: Joellen Killion and Cindy Harrison Ten Roles for Teacher Leaders The ways teachers can lead are as varied as teachers themselves. 1. Resource Provider 2. Instructional Specialist 3. Curriculum Specialist 4. Classroom Supporter 5. Learning Facilitator 6. Mentor 7. School Leader 8. Data Coach 9. Catalyst for Change 10. Learner

8 Roles and Responsibilities of Stakeholders, ICSD Role Responsibilities Coaches Classroom Supporter Instructional Supporter Curriculum Specialist Data Coach Resource and School Leader Teachers Instructor Learning Partner Assessor Principals Communicator Facilitator Instructional Leader Source: Ithaca City School District

9 How Do We Get There? Defining Best Practices: Research Findings 4 Corners Strategy: Looking at the research What is important? What implications does it have?

10 Examine Research: Best Practices for Instructional Coaching Specialized Instructional Coaches (Literacy and Numeracy) In-depth content knowledge Expertise in analyzing pedagogy Interpersonal skills (listening, collaborating, articulating coach role) Flexibility to adjust coaching to context Professional development source Job-embedded Allocating Time and Resources Time need Maximizing and creating efficient ways to deliver quality coaching School-embedded coaching models Evaluation of Coaches Unique characteristics Standards Scales Creating tools Stakeholders Creating forms Calibrating skills Examples Evidence of Effectiveness Implementation of pedagogy Range of effective pedagogies used Student achievement Time invested toward result

11 Where Are We Going? In what ways can we strengthen the ways coaches are being used? What are the obstacles to using coaches more effectively?

12 The Role of the Coach The role of the coach does not include: Evaluating teachers Providing information that would be used for evaluation Serving as a substitute teacher Serving as the principal designee Taking primary responsibility for the instruction of a specifically assigned group of students Performing clerical duties outside the primary job performance criteria Developing or preparing school budgets Disciplining students in an administrative capacity Spokane Public Schools (2010), Tasks Not Included in the Coach s Role, Instructional Coaching Model, page 10 swcontent.spokaneschools.org

13 Examples of Coaching along the Continuum of Coaching Learning focused Supervision is a framework we use both in Intern, Clear Induction and our Administrative Preliminary (Accountability Standards, and Data) How do principals use coaching as part of the improvement process? Induction New Teachers Coaching and Mentoring (Capacity Building)

14 Teacher Leaders Trends of our Group Mark the top three areas where you spend the most amount of time and the least amount of time. The Four Frames Human Resources: Needs, Skills, Relationships Political: Power, Competition Symbolic: Culture, Meaning Structural: Efficiency

15 Assessing the Effectiveness of Instructional Coaching What are the intended outcomes for our individual coaching model? The outcomes will guide the development of the tools for assessing effectiveness. We assess our coaching models to enhance the benefits of the coaching for students and teachers; identify the effectiveness of any action we include in our LCAP.

16 Annual Update Instructions For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections and The review must include an assessment of the effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the LCAP.

17 Guiding Questions for the Annual Update What information (e.g., quantitative and qualitative data/ metrics) was examined to review progress toward goals in the annual update? What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services?

18 Tools for Assessment All tools must be targeted to a specific element of coaching. Surveys of Teachers Receiving Services Interviews with Coaches and/or Teachers Receiving Services Evidence Review (i.e., student work) Data Review (i.e., Record of Coaching Requests) Review of Coaching Logs Observation Tools (i.e., Profile of Practice)

19 Resources for Enhancing and Assessing Instructional Coaching

20 Thank you!