Instructional Coach Standards-Based Teaching and Learning Framework

Transcription

1 Instructional Coach 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 explicity 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 multpile 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.

2 Purpose Intentional use of the Colorado Academic Standards emphasizing the concepts and skills students must master as identified in both the Evidence Outcomes and the 21st Century Skills and Readiness Competencies to ensure all students have equal access to universal instruction. PSD will consistently plan and deliver instructional units and lessons based on the Colorado Academic Standards. (1.a Standards sub-dimension) Promote a deeper understanding of the Colorado Academic Standards. coaching cycles focused on standards-based lessons. purpose. Participate and/or facilitate PLCs/teams on the alignment of lessons to Colorado Academic Standards. PSD will ensure learning targets are measurable and include clear success criteria. (1.b Learning Target sub-dimension) coaching cycles focused on learning targets and success criteria. purpose. facilitating professional learning that models measurable learning targets and clear success criteria. PSD will ensure teaching points are based on students learning needs. (1.c Teaching Point sub-dimension) facilitating professional learning on teaching points.

3 Student Engagement Intentional use of strategies resulting in students doing work that stimulates high levels of interest, leads to student ownership and commitment, and results in relevant and transferable learning. PSD will ensure students understand what they are learning, why they are learning it, and how they will know they have learned it, with an emphasis on how the standards are relevant for future post-secondary pursuits. (2.a Engagement Strategies sub-dimension) PSD will differentiate instruction based on knowledge of students abilities, culture, backgrounds, and learning needs in relation to the standards. (2.b Engagement Strategies sub-dimension) PSD will use engagement strategies that stimulate substantive and intellectual thinking. (2.c Intellectual Work and Talk sub-dimensions) PSD will ensure that each student has an effective relationship with at least one adult in each school that student attends. (2.d Engagement Strategies sub-dimension) coaching cycles that are concept-based and support understanding of the relevance of learning opportunities. Increase individual educator efficacy by providing professional learning that models relevancy, high cognitive demand, and ownership of learning. coaching cycles that are focused on instruction that is differentiated. Partner with educators for strategies and tools to identify students abilities, culture, backgrounds, and learning needs in relation to the standards. Increase individual educator educator efficacy by providing school-based universal and targeted professional learning and support forthat models differentiation strategies. about differentiation. coaching cycles that include equitable and purposeful participation talk that is substantive and intellectual quality questioning connections to interests, passions, and strengths. Model professional learning that applies engagement strategies. about engagement strategies. Develop effective relationships with students and educators, taking personal stake in and committing to their academic and personal success. coaching cycles that focus on strategies for establishing effective relationships. about effective relationships.

4 Curriculum and Pedagogy Intentional use of an organized plan of instruction and appropriate learning strategies to engage students in learning the standards. PSD will design and implement units and lessons which provide learning opportunities that are appropriately challenging as well as culturally and academically relevant, utilizing adopted materials and supporting resources. (3.a Curriculum sub-dimension) coaching cycles to provide student learning opportunities that align with the learning targets and teaching points are challenging and supportive for all students are culturally and academically relevant playbook when engaged in coaching cycles associated with curriculum and pedagogy. facilitating professional learning to deepen understanding of adopted materials and supporting resources. PSD will make instructional decisions and utilize a variety of effective instructional and learning approaches that are culturally responsive and engage students in disciplinary habits of thinking. (3.b Teaching Approaches and Strategies sub-dimension) coaching cycles that focus on utilizing a variety of effective instructional and learning approaches that are culturally responsive engaging students in critical thinking and disciplinary habits of thinking playbook when engaged in coaching cycles associated with curriculum and pedagogy. providing professional learning that models disciplinary habits of thinking and are culturally relevant. school/ program-wide about observed patterns of PSD will utilize different instructional strategies in order to address individual student learning needs. (3.c Scaffolds for Learning sub-dimension) coaching cycles focused on differentiation based on students individual progression towards the success criteria. playbook when engaged in coaching cycles associated with curriculum and pedagogy. facilitating professional learning that models different instructional strategies. school/ program-wide on differentiated instruction.

5 Assessment for Student Learning Intentional use of ongoing, frequent assessment opportunities designed to provide students with meaningful feedback regarding their level of performance and to provide educators with information to make timely and appropriate instructional adjustments. PSD will create multiple and varied assessment opportunities and expect all students to demonstrate learning. (4.a Assessment sub-dimension) PSD will provide opportunities for students to assess their own levels of learning based on the learning target. (4.b Assessment sub-dimension) PSD will gather and record comprehensive, actionable information about student learning needs. (4.c Assessment sub-dimension) PSD will plan instruction and make in-the-moment instructional adjustments based on ongoing assessment of student understanding. (4.d Adjustments sub-dimension) Partner with educators to create multiple and varied assessment opportunities, including formative and summative models, where criteria, methods and purpose are transparent. coaching cycles on student learning based on formative assessment. assessment for student learning. about the use of formative assessment. coaching cycles that focus on opportunities for students to assess their own learning based on the learning target. assessment for student learning. about observed patterns of student self-assessment. Partner with educators to gather, record and analyze data regarding student performance plan for instruction based on student data Participate/facilitate PLCs/teams and apply principles of gradual release to increase educator independence. coaching cycles that are focused on in-the-moment instructional adjustments based on assessments. assessment for student learning. about in the moment instructional adjustments.

6 Classroom Environment and Culture Intentional use of the structures of the physical environment, classroom routines, rituals, and relationships to create a positive classroom culture for student learning. PSD will promote and sustain a positive climate and culture. (5.a Classroom Culture sub-dimension) PSD will utilize classroom systems and routines to facilitate student responsibility, ownership, interdependence, and independence. (5.b Classroom Routines and Rituals sub-dimension) PSD will maximize available time for learning with proactive classroom management. (5.c Classroom Routines and Rituals sub-dimension) PSD will use the physical space to facilitate student learning, assess student understanding, and support learning. (5.d Use of Physical Environment sub-dimension) Promote and sustain a positive professional learning climate and culture. Model positive beliefs about learners intellectual capabilities inclusive of their skill level. Provide professional learning and engage in educator driven coaching cycles that reflect positive beliefs about educators. coaching cycles focused on establishing and maintaining effective systems and routines. classroom environment and culture. providing professional learning that fosters responsibility, ownership, interdependence and independence. about classroom systems and routines. coaching cycles focused on utilizing bell to bell time, the use of effective transitions, and proactive classroom management strategies. classroom environment and culture. providing professional learning that models maximum use of time and effective transitions. Initiate or engage in conversations about proactive classroom management. Partner with teachers to plan for intentional use of space, resources, and movement to foster student learning. Model effective use of the physical environment and resources when providing professional learning.

7 Instructional Coach Standards-Based Teaching and Learning Framework Professional Learning Community Members : Dennise Borunda, English Language Aquisition Coach, Laurel Elementary Pamela Murphy, Math Instructional Coach, Laurel Elementary Michelle Carey, Math/Literacy Instructional Coach, Linton Elementary Annessa Adams, Instructional Coach, Timnath Elementary Ann Fenton, Early Learning Support Coordinator Hilary Herrmann, Instructional Coach Coordinator