INNOVATION CONFIGURATION: INSTRUCTIONAL COACHING

Transcription

1 INNOVATION CONFIGURATION: INSTRUCTIONAL COACHING 2013 SLT Member: Elisa Calabrese OWNER OF PLAN: Linda S. Whitehead CONTACT OF PLAN: Karen Baptiste DEPARTMENT: TEACHER DEVELOPMENT COURSE GROUP:

2 Introduction Innovation Configurations (ICs) identify and describe the major components or actions of those who will implement (Implementers) an innovation or initiative in behavioral terms. Studies of the implementation of policies, programs, and processes have shown that innovations are typically applied in a variety of ways. There is no simple yes or no to the question Is the initiative being implemented [Learning Forward. (2012). Standards into practice: School- based roles. Innovation Configuration maps for Standards for Professional Learning. Oxford, OH: Author]. An IC is a way to define quality and measure fidelity of implementation of an initiative. ICs are created to support and assist with the change process. ICs are used to monitor the program, not individual involved. An IC: Clarifies expectations about the innovation Provides guidance for self- assessment Helps those who use it to visualize what an innovation will look like when completed Identifies concrete actions for implementers Supports the development of short- term and long- term benchmarks When creating an IC, it is written in the active voice, identifies who is doing the action and describes actions that can be observed. It provides a mental image of where the district is moving. It connects those involved in different roles to take the steps necessary to bring the initiative to fruition. The initiative is chunked into sections by implementer or component of the initiative. (Implementers may be external providers, such as professional organizations, institutions of higher education, or independent consultants.) Implementers or components are numbered in an orderly way For each implementer or component, one or more desired outcomes are described. Starting from the ideal, a continuum of decreasingly desirable levels is described for each behavior or action that leads to the desired outcome. There can be several levels of behaviors until the undesirable is reached. A scale is formed with the ideal behaviors/actions on the left, and a continuum of decreasingly desirable behaviors/actions as one moves to the right (Research by Hilda Taba supports presenting the exemplars first.). 2

3 At regular intervals, the IC is used to measure the degree to which each component or implementer is approaching the ideal by being faithful to the desired outcomes, thus achieving fidelity of implementation. All ICs will be measured at least annually. Once the IC is established, a Framework for Monitoring and Adjusting Professional Development for both Implementation and Effectiveness is created for each professional learning experience that is part of the IC. It is the intent of the Broward Professional Development System to require an Innovation Configuration and its connected Frameworks, for all initiatives that involve professional learning. Each Innovation Configuration is directly linked to the purpose of professional learning as increasing educator/employee effectiveness and results for students and/or job performance. Professional learning strengthens individual performance, individual and department goals and the organization as a whole. 3

4 1. Engages supports and advances professional learning. 1.1 DESIRED OUTCOME: Continuously uses reflective conversation skills to promote problem solving, reflective thinking and use of data to engage teachers in examining and improving their Effectively uses skilled techniques, questioning, listening and responding appropriately to engage teachers in collaborative problem solving Provides timely access to a variety of teaching strategies, resources and materials appropriate for the unique needs of teacher and student. Models innovative teaching methodologies through techniques such as co- teaching and demonstration lessons. Collects data from Assessment Logs (CALs) and at least 4 additional New Teacher Center (NTC) assessment tools to encourage teachers to examine their Develops capacity in Uses select techniques to engage teachers in collaborative problem solving. Provides access to a variety of strategies and resources that are appropriate for teachers unique needs. In addition to providing strategies and resources, models at least one strategy or teaching methodology. Collects data from Assessment Logs (CALs) and at least 3 additional New Teacher Center (NTC) assessment tools to encourage teachers to examine their practice Coach follows the continuous improvement model for the coaching cycle however conversations tend to be coach driven Does not use techniques to engage teachers in collaborative problem solving; conversations tend to be instructional or directive Provides access to some strategies or resources that may or may not be appropriate for the teachers needs. Provides strategies and resources of teaching methodologies. Collects data from Assessment Logs (CALs) and makes general reference to it when discussing teacher practice in a coaching situation Engages in coaching activities and conversations that are not connected by the continuous improvement process Fails to collaborate interactively with teachers in a manner that promotes collaborative problem solving Does not provide strategies, resources or modeling of teaching methodologies. Does not use Assessment Logs (CALs) when examining teacher practice in a coaching setting Coaching activities are not reinforced with conversation and there is no connection to ongoing learning 4

5 individual teachers to engage in reflection through the use of the continuous improvement cycle to plan, teach and reflect on professional 1.2 DESIRED OUTCOME: Facilitates professional learning experiences that promote collaborative inquiry, analysis and reflection on Uses at least four (4) inquiry- coaching cycles with each case study teacher. Uses three (3) inquiry coaching cycles with each case study teacher. Uses one (1) or two (2) inquiry coaching cycle(s) with each case study teacher. Does not use the inquiry coaching cycle or uses it incorrectly. Uses at least 2 assessment tools to engage the teacher in examining and improving Uses at least 2 assessment tools to engage the teacher in examining and improving Records reflective conversations relating to student achievement data on Assessment Log (CAL) Does not use assessment data to engage the teacher in examining and improving 2. Establishes and maintains collaborative relationships and professional partnerships. 2.1 DESIRED OUTCOME: Uses coaching and collaboration time effectively. Coaching and collaboration time is formally scheduled for each Case Study Teacher with 90% adherence to the schedule. Coaching and collaboration time is formally scheduled for each Case Study Teacher with 50% adherence to the schedule. Coaching and collaboration time is scheduled for each Case Study Teacher, with less than 50% adherence to the schedule. Does not formally schedule coaching and collaboration time to work directly with each Case Study 5

6 3. Demonstrates knowledge of Common Core State Standards, pedagogy and Marzano s Framework for teaching. 3.1 DESIRED OUTCOME: Applies knowledge of pedagogy, content and standards based teaching to advance teacher and student development. In addition to the Analysis of Student Work (ASW) tool, uses the Content, Strategies and Alignment tool and the Inquiry Cycle Plan with each Case Study Teacher to align content with Common Core State Standards (CCSS) and track student performance and plan standards based lessons. Documents 90% of the time, on the Assessment Log (CAL), the Marzano design questions addressed during coaching conversations with each Case Study Uses the Analysis of Student Work (ASW) tool with each Case Study Teacher to align content with Common Core State Standards (CCSS) and track student performance. Documents at least 50% of the time, on the Assessment Log (CAL), the Marzano design questions addressed during coaching conversations with each Case Study Uses the Analysis of Student Work (ASW) tool with each Case Study Teacher to align content with Common Core State Standards (CCSS) and track student performance, but does not complete all parts of the tool. Documents less than 50% of the time, on the Assessment Log (CAL), the Marzano design questions addressed during coaching conversations with each Case Study Does not use the Analysis of Student Work (ASW) tool with each Case Study Does not document, on the Assessment Log (CAL), the Marzano design questions addressed during coaching conversations with each Case Study 6

7 4. Utilizes assessments to promote teacher growth. 4.1 DESIRED OUTCOME: Uses a variety of New Teacher Learning Zone tools to assess classroom practice and guide mentoring. Proficient in the use of all Learning Zone tools and resources to gather data on teacher effectiveness. Uses and adapts tools to differentiate coaching strategies appropriately. When meeting with teachers, engages in on- gong analysis and reflection on assessment data to gauge teacher Proficient in the use of some of the Learning Zone tools and resources to gather data on teacher effectiveness and differentiate coaching strategies. Meetings with teachers sometimes include analysis and discussion of assessment data to gauge teacher Uses some of the Learning Zone tools at various levels of proficiency to gather data on teacher effectiveness. Meetings with teachers do not typically include data collection or discussion of assessment data to gauge teacher Does not use any of the Learning Zone tools. Does not meet with teacher to discuss assessment data. 4.2 DESIRED OUTCOME: Promotes reflective practice by developing a teacher s ability to self- assess and monitor. Facilitate the goal setting process using assessment data, student data, and iobservation tools including the PGP. Uses the Assessment Tool (CAL) and three (3) or more additional tools to guide teachers in monitoring their professional growth and promote self- Encourage the goal setting process using assessment data, student data and iobservation tools including the PGP. Uses the Assessment Tool (CAL) and two additional tools to guide teachers in monitoring their professional growth and connecting it to student data. Available to assist teachers with goal setting process as requested. Uses the Assessment Tool (CAL) and at least one (1) additional tool to guide teachers in connecting professional growth to student data. Does not demonstrate a commitment to goal setting and progress monitoring for professional learning. Does not utilize tools to guide teachers in monitoring professional growth. 7

8 assessment practices which are connected to student data. 5. Actively participates in ongoing professional learning and development. 5.1 DESIRED OUTCOME: Attends and actively participates in professional ongoing professional learning modules and forums. Attends and actively participates in all modules and forums. Attends and participates in a majority of modules and/or forums (90%). Attendance or participation in modules and forums is inconsistent (75% - 89%). Attends and participates in < 75% of the professional learning activities. 5.2 DESIRED OUTCOME: Sets and based on coaching, standards and engages in reflection, peer coaching and self- monitoring of progress. Establishes meaningful based on specific needs, utilizing school, teacher and student data. Reviews and documents progress using four (4) or more of the Mentor Assessment for Growth and Accountability (MAGA) tools from the NTC Learning Zone. Meets with cadre coach more than one (1) time and is documented on a Mentor Assessment Log. Establishes meaningful based on limited school, teacher and student data. Reviews and documents progress using a minimum of three (3) of the Mentor Assessment for Growth and Accountability (MAGA) tools from the NTC Learning Zone. Meets with cadre coach at least one (1) time and is documented on a Mentor Assessment Log. Establishes that are not based on data but on personal preference or perceived needs. Reviews but does not document progress using the Mentor Assessment for Growth and Accountability (MAGA) tool set from the NTC Learning Zone. Meets with cadre coach but does not formally document on Mentor Assessment Log. Does not establish or review professional goals. Does not review. Does not engage in peer coaching. 8

9 Meets with at least one (1) peer coach to foster collaboration and reflect on Area of Impact Formative Measures Summative Measures Teacher Practices Improvement in ratings on observations Teacher evaluation results. for teachers. Leadership Practices Collaboration Practices Side-by-side coaching sessions ( Assessment Log, and other Learning Zone tools). Portfolio (Coaching Cycle Records for each Case Study Teacher). Student Learning Student performance data (BATs, Mini- BATs, Grades, Student Work Samples, etc.) Student performance data (BATs, Mini-BATs, Grades, Student Work Samples, etc.) Data Collection Plan End Goal of plan: Coach mentees will show an increase in their Instructional Practice (IP) score(those teaching two or more years) from the previous year. What type of data needs to be collected? Teacher- level Instructional Practice data. Student- level performance data. What sources of data will help the investigation? Instructional Practice data from iobservation; LSI. BATs, Mini- BATs, Grades, Student Work Samples, etc. Are the data available or do new data need to be collected? Available. Where are these data located? District has these data readily available through iobservation. District and schools have these data available through Data Warehouse/Virtual Counselor, BASIS. Who will be responsible for collecting these data? Teacher Development program manager and D. DeRose. When will these data be collected? September & June each year. 9

10 CG: L Induction Course Description CT Clinical Educator Training (CET) This course helps develop skills for coaches and mentors in observation, clinical supervision, feedback skills, and professional development planning for increases instructional effectiveness. Participants are required to coach either a peer or field experience student Clinical Educator Training Online In development TBD Clinical Educator Training for Guidance NTC Instructional Coach Credentialing (Cadre A, B, C, D) Year 1 NTC Instructional Coach Credentialing Year 2 This course helps develop skills for Guidance and Social Worker mentors and coaches in observation, clinical supervision, feedback skills, and professional development planning for increased instructional effectiveness in the specific special services areas. Participants are required to coach either a peer or field experience student. This course is a comprehensive oneyear multisession professional learning for instructional coaches, which will be the cornerstone for the BCPS Coaching Credential. It is designed to strengthen leadership capacity and build a foundation for continuous staff development. Coaches learn how apply assessment tools and protocols to asses teacher needs and to guide teacher practice to reflect differentiation, equity, and adult learning. Through monthly forums where skills are applied and professional progress towards individual goals is analyzed the course builds a sustainable professional learning community of coaches. This Year 2 course will deepen participants coaching practice by building upon the foundational material learned and applied during Year one. The New Teacher Center s Professional Learning Series will present content that TBD 10

11 addresses (1) coaching in complex situations, (2) mentoring for equity, and (3) using student data for differentiating instruction. Participants will review and update their personalized learning plans based on self-assessment along a set of national coaching standards and will work with three Case Study Teachers to analyze teachers practice using NTC Assessment tools for data collection available electronically through the New Teacher Center s Learning Zone. A portfolio will be kept by each instructional coach in the program and will contain a record of the professional learning attended through the Professional Learning Series, on-site and online forums, professional goal setting, records of the tools used with each of their three Case Study Teachers, and a final reflection that provides a detailed description of the impact peer coaching has had on their professional NTC Online Forum 1 (October) Waiting for CT to be moved NTC Online Forum 2 (December) Waiting for CT to be moved NTC Online Forum 3 (February) Waiting for CT to be moved NGA Waiting to be moved to New MP TBD NGA Waiting to be moved to New MP TBD 11