Differentiating the Instructional Coach Role for Maximum Impact

Transcription

1 Differentiating the Instructional Coach Role for Maximum Impact Teaching and Learning 2015 Washington, DC Laura Baker Senior Director Janet Gless President

5 Connector TURN TO A NEIGHBOR Introduce yourself. Name Role District/Organization TIME = 2-3 minutes Share your response to the following questions: What is the ONE biggest insight you have regarding the potential of coaching in schools? What is the ONE greatest challenge to effective coaching in your context? 5 Copyright 2011 New Teacher Center. All Rights Reserved.

6 Agenda Framing the Work Purpose(s) of Instructional Coaches Differentiating the Role Coach Selection Structuring the Role for Impact Supports for Program Quality 6 Copyright 2011 New Teacher Center. All Rights Reserved.

8 Effective Professional Development 1. The duration of PD must be significant and ongoing to allow time for teachers to learn a new strategy and grapple w/ implementation. 2. There must be support for a teacher during the implementation stage that addresses the specific challenges of changing classroom practice. 3. Teachers initial exposure to a concept should not be passive, but rather engage teachers through varied approaches so they can participate actively in making sense of a new practice. 4. Modeling has been found to be highly effective in helping teachers understand a new practice. 5. The content presented to teachers shouldn t be generic, but instead specific to the discipline (for MS/HS teachers) or grade-level (for ES teachers). CPE Report, Teaching the Teachers, March Copyright 2011 New Teacher Center. All Rights Reserved.

9 Findings on Coaching Teachers are 6 times more likely to change or implement new classroom practices when provided coaching. Coaching requires sanctioned time. Collaborative planning and co-development of curriculum and instruction are the most powerful components of peer coaching. Learning to provide meaningful feedback requires extensive training. Joyce, B. and Showers, B., Student Achievement through Staff Development, ASCD 9 Copyright 2011 New Teacher Center. All Rights Reserved.

10 Lessons from the Field COACHING CAN BE A COST-EFFECTIVE ALTERNATIVE TO TRADITIONAL PROFESSIONAL DEVELOPMENT, BUT ONLY IF STRUCTURED APPROPRIATELY: Instructional coaches are selected based on ability to teach adults in addition to ability to teach students. Roles and responsibilities are clear. Teachers and coaches plan together. Coaching is tied to classroom practice. Coaches report to a district curriculum director. Levenson, Baehr, Smith, Sullivan, Improving the Cost-Effectiveness of Professional Development, Reducing Expenses while Increasing Impact, District Management Council, Copyright 2011 New Teacher Center. All Rights Reserved.

12 Foundational Instructional Teaching Quality Improved Student Learning Vision, Goals, Institutional Commitment Program Administration and Communication Principal Engagement Program Evaluation and Continuous Improvement 12 Copyright 2011 New Teacher Center. All Rights Reserved.

13 Foundational Structural Instructional Coach Roles, Responsibilities, Selection, Assignment, and Assessment Teaching Quality Improved Student Learning Coach Professional Development and Learning Communities Differentiating Coaching Facilitating Professional Development and Learning Communities Vision, Goals, Institutional Commitment Program Administration and Communication Principal Engagement Program Evaluation and Continuous Improvement 13 Copyright 2011 New Teacher Center. All Rights Reserved.

15 Foundational Structural Instructional Coach Roles, Responsibilities, Selection, Assignment, and Assessment Teaching Quality Improved Student Learning Coach Professional Development and Learning Communities Differentiating Coaching Vision, Goals, Institutional Commitment Program Administration and Communication Principal Engagement Program Evaluation and Continuous Improvement Facilitating Professional Development and Learning Communities 15 Copyright 2011 New Teacher Center. All Rights Reserved.

16 Purpose of Instructional Coaches To advance teaching practice of New teachers Veteran educators Teachers in need of improvement (e.g., PAR) To build awareness and understanding of best practices through professional development and modeling To facilitate and/or build the capacity of colleagues to facilitate professional learning communities To develop the leadership skills of colleagues To support the implementation of new practices and curricula 16 Copyright 2011 New Teacher Center. All Rights Reserved.

18 Range of Instructional Coach Roles Coaching w/ Inquiry Cycles Formal Observation & Feedback Professional Development Follow-Up Coaching to PD Coordinating Peer Coaching Teams Instructional Mentoring for BTs Coaching Roles PLCs Facilitation (e.g, Lesson Study) 18 Copyright 2011 New Teacher Center. All Rights Reserved.

19 Range of Instructional Coach Roles One-on-One Strategies Coaching w/ Inquiry Cycles Formal Observation & Feedback Professional Development Follow-Up Coaching to PD Coordinating Peer Coaching Teams Instructional Mentoring for BTs Coaching Roles PLCs Facilitation (e.g, Lesson Study) 19 Copyright 2011 New Teacher Center. All Rights Reserved.

20 Range of Instructional Coach Roles Coaching w/ Inquiry Cycles Formal Observation & Feedback Professional Development Small Group Strategies Follow-Up Coaching to PD Coordinating Peer Coaching Teams Instructional Mentoring for BTs Coaching Roles PLCs Facilitation (e.g, Lesson Study) 20 Copyright 2011 New Teacher Center. All Rights Reserved.

21 Range of Instructional Coach Roles Coaching w/ Inquiry Cycles Formal Observation & Feedback Professional Development Large Group Strategies Follow-Up Coaching to PD Coordinating Peer Coaching Teams Instructional Mentoring for BTs Coaching Roles PLCs Facilitation (e.g, Lesson Study) 21 Copyright 2011 New Teacher Center. All Rights Reserved.

24 Why Differentiate? Fosters a culture of coaching that is adaptable Allocates resources appropriately Creates options that are responsive to the needs of experienced and beginning teachers Maximizes impact 24 Copyright 2011 New Teacher Center. All Rights Reserved.

25 NTC Approach RESEARCH-BASED MODEL Are very carefully selected and fullyreleased from classroom. Work exclusively with up to 15 beginning teachers. Engage in a collaborative partnership with beginning teachers that is standards-based and focused on student learning and teacher instructional practice. Attend on-going professional development. Are part of a mentor community of practice. Rotate back to the classroom or into new leadership positions after 3-4 years. 25 Copyright 2011 New Teacher Center. All Rights Reserved.

26 NTC Approach RESEARCH-BASED MODEL, cont d. A personalized,focused inquiry-approach to improving practice that links: analysis of student learning differentiated lesson design collection and analysis of targeted data of instruction final analysis of student learning data. Mentor-facilitated, small communities of practice that link new teachers based upon grade-level, subject-area, or a selected area for professional growth. 26 Copyright 2011 New Teacher Center. All Rights Reserved.

27 Differentiated Supports for Beginning and Experienced Teachers Coaches provide Beginning Teachers with: minutes/week personalized coaching support Use of a full array of collaborative formative assessment protocols and tools Regular observation of practice with data analysis and feedback Participation in facilitated, smallgroup communities of practice Coaches provide Experienced Teachers with a menu of options: Inquiry cycles focused on an area for growth Participation in a facilitated community of practice (e.g., Lesson Study Teams) A focused observation cycle that includes pre-observation conference, observation and data collection, postobservation conference Targeted, short-term coaching around a specific focused area of practice or instructional strategy Coaching support for leadership roles (e.g., grade-level or subject area facilitators; other coaches) 27 Copyright 2011 New Teacher Center. All Rights Reserved.

28 A Frame for Coaching STAND-UP MEETING Select one of the slides shared so far that intrigues you can help inform your context prompts a question Stand up and conduct a brief Stand-Up Meeting in which you share your reasons for choosing the given slide. TIME = 3-4 minutes 28 Copyright 2011 New Teacher Center. All Rights Reserved.

31 Instructional Coaches Hold a vision of outstanding teaching Can articulate their knowledge of best practice (both content and pedagogy) Are able to accurately assess effective teaching practice and guide teacher development Help teachers balance immediate concerns with long-term development Approach teaching as inquiry Are committed to collaborative partnerships 31 Copyright 2011 New Teacher Center. All Rights Reserved.

32 Knowledge, Skills, Dispositions Strong Interpersonal Skills Effective Communication Skills Exemplary Classroom Practice Knowledge of Standards (student and teacher) Knowledge of Assessment (summative and formative) Experience Working with Diverse Learners (students and adults) Commitment to Life-long Learning Professional Demeanor and Behavior 32 Copyright 2011 New Teacher Center. All Rights Reserved.

33 Trust Being present Being aware of oneself, others, and the environment Being open Listening without judgment and with empathy Seeking to understand Viewing learning as mutual Honoring the person Honoring the process 33 Copyright 2011 New Teacher Center. All Rights Reserved.

36 Importance of Clarity around Roles Ensures that appropriate differentiation happens Fosters conscious decision-making around levels of support Provides transparency for all stakeholders Promotes autonomy and efficacy Supports accountability Helps focus ongoing professional development for the coach/mentor 36 Copyright 2011 New Teacher Center. All Rights Reserved.

37 Assumptions for Differentiating Roles Basic full-time coaching ratio = 1:15 1 st and 2 nd Year Beginning Teachers (BT) = 90 minutes/week for the entire year Experienced Teachers (ET) = 90 minutes weekly for 8/9-week inquiry cycle period Facilitating a PLC (grade-level team, data team, inquiry team, curriculum team, lesson study team, etc.) = reduction of coaching assignment by 2 Ts Designing and presenting PD on a regular basis = reduced coaching assignment (1-3 Ts) 2-hour blocks allow for travel to/from schools and/or responding to s/follow-up or duty-free lunch break equivalent. Coach can cluster meetings by school, if he/she is assigned to multiple schools. 37 Copyright 2011 New Teacher Center. All Rights Reserved.

38 Differentiated Coaching SAMPLE SCHEDULE Time Monday Tuesday Wednesday Thursday Friday 8:00 BT #1 Admin ET #4 ET #6 BT #5 9:00 Prep 10:00 ET #1 BT #3 ET #5 ET #7 Coach PLC 11:00 12:00 BT #2 ET #2 Admin Prep 1:00 Prep for PLC 2:00 Admin Prep ET #8 C-to-C Collaboration 3:00 Facilitate afterschool ET #3 BT #4 Admin/ 4:00 PLC Admin 38 Copyright 2011 New Teacher Center. All Rights Reserved.

39 A Differentiated Coaching Caseload YEAR-LONG DEPLOYMENT Beginning Teachers who receive weekly, year-long support Veteran Teachers who receive weekly support for 9-week cycles (10 teachers per cycle x 4 cycles) Total Teachers 39 Copyright 2011 New Teacher Center. All Rights Reserved.

40 Partner Chat Think about your context and how coach assignments are framed and how coaches utilize their time What are some applications to your context? What are some questions you would want to pursue? What are some areas of strength or areas for growth? TIME = 3-4 minutes 40 Copyright 2011 New Teacher Center. All Rights Reserved.

43 Transparency and Communication Who are Our Stakeholders? District leaders Principals Union Leaders Teacher Leaders Coaches/Mentors New Leaders Participating Teachers Essential Questions What do they want to know? What do they need to know? What communication strategies can we employ? How often? What structures can support this level of transparency and on-going communication? 43 Copyright 2011 New Teacher Center. All Rights Reserved.

45 Impact Spectrum Defined Counting Metrics Program Quality Metrics Retention Metrics Practice Metrics Student Learning Metrics Who are we reaching directly and indirectly? (Coaches, Ts, Students, Administrators, Others) How well is the program being implemented (quality, fidelity, satisfaction)? Are we retaining teachers and coaches? In what specific ways is practice becoming more effective? (for Ts, Coaches, Others) How are students learning better as a result of our work? What is the demographic that we are reaching? Are the hardest to reach populations being served? Are we meeting the needs of the target audience? Are we retaining the most effective teachers and coaches in the hardest to staff schools? Are the changes in practice consistent across the target population? Are the changes in student learning consistent across the target population? 45 Copyright 2011 New Teacher Center. All Rights Reserved. 45

46 Some Ways to Measure Counting Metrics Program Quality Metrics Retention Metrics Practice Metrics Student Learning Metrics Demographic Surveys District Enrollment and HR Data Attendance/Sign-in Sheets at PD events Coach Logs Professional Development Evaluation Forms Program Leader Questionnaire/ Interview Use of a program quality rubric based on program standards Program Survey District HR data (Stayers, Movers, Leavers) Retention Surveys Assessment of teacher practice along a developmental continuum Formal classroom observations by mentor Interviews with BTs and coaches Program Survey (perception data) Analysis of Collaborative Assessment Logs Standardized Tests and value-added scores Analysis of Student Work Grades/end of course assessments Benchmark or formative tests Targeted observations of student behavior/ engagement in the classroom 46 Copyright 2011 New Teacher Center. All Rights Reserved. 46

47 Collecting Data INDIVIDUALLY Look over the various types of data and take 2-3 minutes to annotate the list in the following ways: Circle those types of data that you already collect. Put a + next to 1 or 2 additional types that you think you could collect this year. Put a next to a few additional data types that you think you would be most beneficial to your program. TIME = 2 minutes 47 Copyright 2011 New Teacher Center. All Rights Reserved.

49 Differentiating Coaching CLOSING REFLECTIONS IDEAS you can take away from this morning s session? INSIGHTS that you might share with a colleague who is not here with you? NEXT STEP you might be interested in taking this coming week? 49 Copyright 2011 New Teacher Center. All Rights Reserved.

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51 Thank you For More Information Janet Gless Laura Baker