Instructional Coaching Field Guide

Transcription

1 Poudre School District Instructional Coaching Field Guide Contents Purpose for instructional coaching 2 Rationale 2 Roles of instructional coach, principal, educator & coordinator 3 What the role of instructional coach does not include 6 Instructional coaching cycle 7 Instructional coaching playbook & guidelines 9 Measuring the impact of instructional coaching 12 Instructional coach funding 13 Instructional coaching and Multi-Tiered Sytems of Support 13 Instructional coaching & the Standards Based Teaching and Learning Framework 14 Selected bibliography 15

2 Purpose for instructional coaching Instructional coaches in PSD partner with educators and teams to improve outcomes for students by providing job-embedded professional development that is differentiated, collaborative, and reflective. PSD Coaches: Partner with teams and PLC/data groups to implement School Improvement Plans Partner with educators and students to meet District Ends Partner with educators to sustain implementation of the Standards Based Teaching and Learning Framework (SBTLF) Partner with educators so that students meet or exceed Colorado Academic Standards Reflect PSD s Operating Principles in their daily work Rationale In order to improve outcomes for students, educators need to engage in frequent, focused, positive, useful and humanizing learning experiences (Knight, 2011). Instructional coaches provide support for professional learning that is school-based and job-embedded. Instructional coaches are the bridge between School Improvement Plans and educator classroom practice. The goal of instructional coaching work is to grow the use of high yield instructional strategies by educators and to build the social capital of schools so that educator relationships are characterized by frequent interaction, collaboration and trust (Leana, 2011) and student outcomes increase. At the heart of this work is change, so instructional coach goals focus on building trust and creating partnerships that honor educator status, identity, skills, thinking, and motivation (Knight 2007). The intention of instructional coaching in PSD is that it is done with educators, not to them.

3 Roles of instructional coach, principals, educators & coordinator Instructional Coach The role of the instructional coach is to understand the complexities of working with adults and consistently apply that knowledge throughout their work (Knight, 2011). Instructional coaches in PSD have a deep understanding of the instructional coaching field guide, and focus their work on increasing educator efficacy through partnership and authentic learning opportunities. Instructional coaches partner with educators to engage in coaching cycles and increase educator use of high yield instructional strategies and build social capital by facilitating and participating in PLC/data teams at their schools. Instructional coaches continuously grow their professional practice and knowledge base by participating in frequent instructional coach specific ongoing learning; district required trainings; self-selecting other professional learning opportunities offered in their building or through PSD professional development; and/or attending outside conferences. Although they work closely with building administration, instructional coaches maintain confidentiality and do not provide evaluative information about educator effectiveness. Principals Principals in PSD understand the field guide and communicate frequently about the power of coaching to facilitate educator professional growth. Principals partner with coaches and as a result create a school culture where social capital is maximized, and professional learning results in increased outcomes for students. Instructional coaches and principals communicate frequently and use partnership agreements that focus the work of instructional coaches and define strategies for enrollment of educators in coaching cycles, expectations of the instructional coach in team PLC/data group facilitation, and clear expectations for the confidentiality of instructional coaching work. Principals and instructional coaches learn side by side about district initiatives, and together develop extensive knowledge of the instructional coach playbook. Principals are primarily responsible for the evaluation of instructional coaches and can expect support in the evaluation process from instructional coach coordinator. Principals provide essential feedback to the instructional coach coordinator on areas of need for professional learning.

4 Roles of instructional coach, principals, educators & coordinator Educators A partnership between instructional coaches and educators is essential in order to impact students (Knight, 2011). Educators in PSD willingly engage in the coaching cycle in order to grow and improve their teaching practice. Educator choice and voice in is an essential component of the coaching cycle and is honored throughout the partnership between instructional coaches and educators (Killion, Harrison, Bryan, & Clifton, 2012). Educators understand that instructional coaching and any associated conversations are not related to educator evaluation. Educators provide instructional coaches with feedback about their work through surveys and conversations embedded in the coaching cycle (Killion, et. al, 2012). Instructional Coach Coordinator The Instructional Coach Coordinator creates conditions for successful coaching to exist by providing ongoing professional learning for the instructional coach team, communicating and advocating for the instructional coaching model in PSD, coordinating and collaborating with district level teams and stakeholders, serving as a coach of coaches, communicating district initiatives, and supporting principals in selection of instructional coaches and by providing data to inform instructional coach evaluation through observations and debrief with building administrators. The instructional coach coordinator also supports instructional coaching at sites through meetings with the principal and instructional coach(es), throughout the school year.

5 Roles of instructional coach, principals, educators & coordinator In Taking the Lead: New Roles for Teacher and School-Based Coaches, Joellen Killion and Cindy Harrison identify 10 possible roles for coaches. The instructional coaching model in PSD focuses on the roles below (listed in no particular order): Instructional Specialist* Instructional coaches partner with educators to implement the use of high yield instructional strategies throughout the instructional coaching cycle. Classroom Supporter* Instructional coaches work to increase the quality and effectiveness of classroom instruction for all students by partnering with teachers in the coaching cycle, debriefing instruction or collaboratively planning for the use of high yield instructional strategies. Data Coach* Instructional coaches work with individuals or teams to facilitate conversations, plan for and evaluate data driven instruction. Learning Facilitator Instructional coaches assist in coordinating and designing high quality professional learning at the school level. Learner Instructional coaches consistently seek to improve at the craft of coaching and to increase their knowledge of educational best practices. For further details about instructional coaching roles in PSD, please refer to Instructional Coaches and the Standards Based Teaching and Learning Framework. *Coach facilitation and engagement with educators in the roles of instructional specialist, classroom supporter and data coach is done with the goal of building teacher capacity. Instructional coaches consistently apply the principles of gradual release to increase teacher learning and independence.

6 What the role of the instructional coach does not include Evaluating teachers Providing information that would be used for evaluation Serving as a substitute teacher Serving as a principal designee Providing instruction for an assigned group of students Performing clerical duties outside of primary job criteria Developing student schedules Developing or preparing school budgets Disciplining students in an administrative capacity Covering school duties beyond a minimal rotation The practice of having instructional coaches serve multiple roles in a building can lead to confusion for educators and coaches. At sites where instructional coaches that also serve in an additional capacity, principals need to clearly communicate the division of duties so that educators do not feel they are being evaluated by someone who is serving as their coach.

7 Instructional coaching cycle

8 Instructional coaching cycle Identify Teacher gets a clear picture of current reality by viewing observation data (collected by instructional coach or video) Coach asks questions of the teacher to identify a goal Teacher identifies a student-focused goal Teacher identifies a strategy to meet the goal or collaborates with coach to identify instructional strategy (from PSD Instructional Coach Playbook) Learn Coach shares guidelines for the identified instructional strategy Teacher modifies the guidelines if they wish Teacher chooses an approach to modeling that they would like to observe & identifies a time to watch modeling (in the classroom with or without students, video, peer observation, co-teaching) Coach provides modeling in one or more formats Teacher sets a time to implement the strategy Improve Teacher implements instructional strategy Data is gathered on student progress toward goal (by teacher or coach) Data is gathered on teacher s implementation of the instructional strategy (by teacher or coach in class) Coach and teacher meet to discuss implementation and progress toward the goal Teacher makes modifications until the goal is met

9 The instructional coach playbook & guidelines Instructional coaches must have extensive knowledge of high yield instructional strategies and structures that are proven to have a positive impact on student outcomes (Knight, 2015). Coaches and teachers draw upon these instructional strategies to meet goals in the coaching cycle. In PSD, these strategies and are organized and referred to as the PSD Instructional Coach Playbook. The playbook is built around PSD s Standards Based Teaching and Learning Framework. The instructional strategies within the playbook are organized around the dimensions of Student Engagement, Curriculum & Pedagogy, Classroom Environment & Culture, Assessment for Student Learning and Purpose. Each instructional strategy in the playbook is accompanied by a resource of guidelines that describe, in detail, its various elements and processes. The playbook was created and is revised annually with collaboration and input from groups across the district such as Curriculum & Instruction, Professional Development, English Language Acquisition and Integrated Services. Instructional coaches and leadership teams at schools use this playbook as a starting point to create school specific playbooks that reflect individual School Improvement Plans and the work of educators within specific settings. See an example playbook and a sample of the guidelines for a specific instructional strategy below. PSD employees may access the instructional coach playbook at

10 The instructional coach playbook

11 Guidelines provide clear explanations for instructional strategies in the playbook The instructional coach playbook & guidelines

12 Measuring the impact of instructional coaching Data is gathered in multiple ways to evaluate the effectiveness of the instructional coaching program in PSD. Specific tools include: Coaching cycle logs that catalog the partnerships coaches develop by tracking the coaching cycles, goals, and number of educators involved in instructional coaching. Teacher surveys are used as a tool for collecting informal data about how instructional coaching meets the needs of educators. Instructional coach Outlook calendar data is used as a dipstick for analyzing coach work in terms of time spent providing formal professional learning, engaging in coaching cycles with educators, facilitating teams/plcs/data groups and other duties.

13 Instructional coach funding Instructional coaches in PSD are funded through a variety of sources that include federal monies from Title I, Title IIA, and building based budgets. Title 1 funding is federal funding that is allocated based on the poverty rates of enrolled students and is designed to help ensure that all children meet Colorado Academic Standards. Title II, part A funding is designated to be used to design and implement activities that support teacher and principal quality; in Colorado a priority of this funding is to provide job embedded professional development for the purpose of developing effective professional practices and effective implementation of the Colorado Academic Standards (Colorado Department of Education, Fact Sheet). For more information, please contact John McKay with Federal Programs at Instructional coaching and Multi-Tiered-System of Supports (MTSS) Instructional coaching is an important component of the Multi-Tiered System of Supports (MTSS). While students receive interventions as a component of targeted and intensive supports (Tier 2, Tier 3), instructional coaching enhances quality instruction delivered at the universal level (Tier 1). By addressing universal instruction through coaching, fewer students will need support at the intensive or strategic level.

14 Instructional coaching and the Standards Based Teaching and Learning Framework The Standards-Based Teaching and Learning Framework Task Force was inspired and motivated to establish a teaching and learning framework that serves all students. A priority was to create a common set of expectations explicitly identifying the roles of students, educators, administrators, and parents/guardians, knowing that the contributions from each of these groups would be integral to the future success of the framework. The Standards-Based Teaching and Learning Framework (SBTLF) is the collective effort of multiple stakeholder groups who believe in the value of aligned expectations aiming for the highest levels of organizational success. In , a professional learning community made up of diverse coaches from throughout PSD worked to create a common set of expectations of instructional coaches in PSD that is directly aligned to the SBTLF. To access the SBTLF click here. To access the document that pertains specifically to instructional coaching, click here.

15 Selected bibliography Aguilar, E. (2013). The art of coaching: Effective strategies for school transformation. San Francisco, CA: Jossey-Bass. Overview of Programs, Title 1, Part A., Colorado Department of Education, Accessed 3/30/15. index Unit of Federal Program Administration, Title II, Part A, Fact Sheet. Colorado Department of Education, Accessed 3/30/15. state.co.us/fedprograms/title-ii-part-a-fact-sheet Killion, J. & Harrison, C. (2006). Taking the lead: new roles for teachers and school based coaches. Oxford, OH: NSDC Knight, J., Elford, M., Hock, M., Dunekack, D., Bradley, B., Deshler, D., & Knight, D. (2015). 3 Steps to Great Coaching: A Simple but powerful instructional coaching cycle nets results. JSD, 36(1). Knight, J. (2007). Instructional coaching a partnership approach to improving instruction. Thousand Oaks, CA: NSDC Knight, J. (2015). Teach to Win: Seven success factors for instructional coaching programs. Principal Leadership, 15(7), Knight, J. (2011). Unmistakable impact: A partnership approach for dramatically improving instruction. Thousand Oaks, CA: Corwin Press. Leana, C. (2011, Fall). The Missing Link in School Reform (Stanford Social Innovation Rreview). Retrieved February 10, Morel, N. & Stanton-Cushman, C. (2012). How to build an instructional coaching program for maximum capacity. Thousand Oaks, CA: Corwin. Sweeney, D. (2011). Student-centered coaching: A guide for K-8 coaches and principals. Thousand Oaks, CA: Corwin.