Coaching Expectations School- based coaches are selected by the principal and must have the necessary skills and qualifications as stated in the District s new job descriptions (Literacy, Science, Mathematics). They follow the 196- day calendar for teachers and are evaluated by their principal on the Broward Specialized Teacher/Support Observation Form. Requirements ü Be part of the school leadership team ü Attend monthly coaching forums ü Attend monthly content professional development ü Attain Reading Endorsement (unless already endorsed or certified in Reading) Requirements for Credentialing ü Complete the two- year Credentialing Program and submit a portfolio at the end of two years ü Provide support to their three (3) Case Study Teachers* (CST) through: One on one coaching with teacher(s) Providing resources and meaningful feedback related to the teacher s practice that is aligned to the District s vision and evaluation to improve student achievement Analyze multiple sources of data with the teacher and make informed decisions about next steps Use the Learning Zone and New Teacher Center tools and methods to provide support to teachers *Case Study Teachers The principal and coach should select case study teachers carefully. Case study teachers should be willing participants and should not be teachers who are on a cycle of assistance or in documentation. The purpose of the two- year Credentialing Program is to provide coaches with the tools, knowledge and opportunity to practice what they are learning. The al Coach may still assist a struggling teacher in a cycle of assistance but that teacher should not be identified as a Case Study Teacher. Monitoring by Teacher Participants in our al Coach Professional and Credentialing Program receive ongoing support and monitoring to ensure fidelity of implementation. From the onset, a member of Teacher is designated as a "Cadre Lead" for each of the groups participating in the onsite modules/forums and online forums. Cadre Leads receive regular and intentional support from the New Teacher Center (NTC) staff. In addition, Cadre Leads are active participants in the District- Based Coach Professional and Credentialing Program. Registration is via Employee Self- Service (ESS), and at this time only instructional staff coded as a Coach are eligible to attend. Attendance records are maintained to determine if any participant misses more than the allowable six hours due to extenuating circumstances (ex. injury/hospitalization, death in family). Make- up sessions will be offered and if not completed, the Coach will be dismissed from the program. Cadre Leads schedule onsite visits with Coaches for one of three types of support: 1. Check- In: opportunity to discuss role and responsibilities of Coach as part of the Credentialing Program.
2. Pre- Observation Conference: conversation to prepare Coach on tool usage and area(s) of focus to engage with Case Study Teacher prior to classroom observation 3. Observer: actual classroom observation and/or follow- up conversation of Case Study Teacher lead by Coach followed by opportunity for feedback to the Coach Coach s usage of formative assessment tools in the Learning Zone 2.0 (a web- based platform for data entry) is available to report frequency and accuracy of data. All participants will create a portfolio over the two- year program. Guidelines with rubrics, reflection prompt questions, and required artifacts have been created for each part of the program: Professional Learning, Professional Goal Setting, Case Studies, Data of Coaching Practice, and Final Reflection. Professional Learning- Engage in New Teacher Center s (NTC) Professional Learning Series (PLS) Professional Learning Series Coaching Modules Coaching Forums Coaching Modules Focus al Coaching (2 days) Observing and Conferencing (2 days) Using Data to Inform (2 days) Six onsite (3 hours) Three online (1.5 hours) Coaching in Complex Situations Mentoring for Equity Differentiated : Entry Points for Mentors/Coaches Frequency Year 1 of Credentialing Program Monthly Year 2 of Credentialing Program Professional Goal Setting: Create personalized Learning Plan using the Mentor/Coach Accountability Growth System (MAGA) Case Studies: Work on- site with three Case Study teachers (CST) October: Professional Goal January: Mid- Year Review May: End- of- Year Review Identify professional goal based on national coaching standards Reflect on professional practice as a coach, provide specific examples Explain how goal relates to the identified needs of teachers using data Describe relationship to school/district initiatives and priorities Communicate learning plan with school administrator Describe professional growth to date with regard to national coaching standards (focus is on one to two standards at a time) Explain how growth has impacted teaching and learning; include details and data Reflect on professional growth; describe any adjustments or changes made and plans for continued improvement and growth Communicate learning plan with school administrator Describe professional growth to date with regard to standard chosen Explain how growth has impacted teaching and learning; include specific details and data Reflect on professional growth; describe any adjustments or changes made and plans for continued improvement and growth Describe next steps Communicate learning plan with school administrator October Ongoing May Identify and describe three CSTs with unique needs Include the following information ü Classroom assignment ü Subject(s)/ grade level ü Classroom demographics/unique student needs ü Rationale for choosing case study teacher Create goal for each CST s professional growth Describe specific needs of teacher Complete three (3) cycles of coaching for each CST Document each cycle of coaching ü Provide description, analysis and reflection of CST s practice ü Submit to cohort leader data from observations and coaching interaction Submit final reflection on yearlong work with CSTs Describe each CST s growth ü Provide specific examples and evidence of impact on teaching and learning ü Include both teacher and student data Reflect on the year s progress including both success and challenges. Identify and describe future plans for continued growth.
Data of Coaching Practice: Formative Assessments and Peer Coaching using data Describe specific needs of students using data Ongoing Formative Assessments Use online Learning Zone tools (sample of formative assessment tools located in appendix) appropriately to document coaching interactions Collaborate with cohort leader on professional coaching practice through in- field observations, videos and feedback Participate in peer- coaching process with colleague Observe and be observed ü Collect data ü Solve problems collaboratively ü Provide feedback ü Address needs and rationale for future goals related to coaching practice ü Address needs and rationale for future goals related to professional needs of each CST. May Submit reflection that provides a detailed description of the impact peer- coaching has had on professional practice. Session Outcomes FAS Tools and Protocols Collaborative Assessment Log (CAL) Selective Scripting Pre-Observation Planning Conversation Post-Observation Reflecting Conversation Seating Chart Mentor/Site Administrator Communication Log Analysis of Student Work (ASW)
Year 2: Reaching All Learners Session Outcomes FAS Tools and Protocols PLS4: Designing Use learning and experiences (from self and others) to inform future mentoring practice Planning for Effective Effective Use tools and protocols to support teachers as they plan assessmentdriven differentiated instruction aligned to content standards Backwards Design Lesson Plan: Apply strategies for providing meaningful feedback al Groups Reflect upon professional growth and set next steps PLS5: Creating Conditions for Equitable PLS6: Advancing to Support Language Select and use appropriate strategies, tools and/or processes to respond to beginning teachers needs Articulate the role of equity in effective instruction and student learning Support teachers to examine the influence of race, language, and culture on learning and to apply elements of culturally responsive teaching Use a social-emotional learning framework to support teachers in creating an equitable environment of safety, respect, and rapport Support teachers to identify and address students literacy and language needs Articulate best practices for instructional support in alignment with the Common Core State Standards (CCSS) Facilitate and advance teachers ability to engage in a focused inquiry (analyze/reflect; plan/prepare; teach/assess) designed to improve teaching practice and student learning Knowing Students Across Multiple Dimensions Knowing Teachers Inquiry Cycle Action Plan (ICAP) Optional: Three Co-Assessment Forums to replace Setting Professional Goals NTC will provide Presenters Guides and Participant Materials for 3 Co-Assessment Forums Initial Mid-Year End of Year Practice initial co-assessment process using selected local standards and rubric or NTC s Core Teaching Capabilities and the Continuum of Teaching Practice. Review protocols for Co-Assessment Summary: Learning Plan. It is recommended that programs select 2-3 standard elements for Co-Assessment. Learn protocol to complete the mid-year Co-Assessment process and the mid-year Co- Assessment Summary: Learning Plan. Learn protocol to complete the final, end-of-year Co-Assessment process; reflect on the year and plan next steps. Materials Year 1: Professional Learning Series Field Guides for each of the four Year 1 sessions per mentor Year 2: Professional Learning Series Field Guides for three of the Year 2 sessions per mentor Optional: Co-Assessment Forum Field Guide PLS Field Guides are $25 per session for Year 1 and $10 per session for Year 2 and the optional Co-Assessment Forums (tools must also be ordered, see options below). Tools (Select one of the following options) NCR = one set per session (supports up to three beginning teachers) $20, Online tools= account for mentor $50 and beginning teacher $35 You can still deliver Designing and Presenting Professional with the current version of the materials.
al Coaching Modules al Coaching Using Data to Inform YEAR 1- Option 1 - Course #39249607 July 29-30 (T/W) October 23-24 (Th/F) January 9-10 (F/Sat.) October 7 December 9 February 10 March 3 April 14 al Coaching Modules al Coaching Using Data to Inform YEAR 1- Option 2 - Course #39249608 July 1-2 (T/W) November 4-5 (T/W) January 9-10 (F/Sat.) (New TR) October 7 December 9 February 11 March 4 April 14 al Coaching Modules al Coaching Using Data to Inform YEAR 1- Option 3 - Course #39249627 July 15-16 (T/W) November 6-7 (Th/F) January 23-24 (F/Sat.) October 8 December 10 February 11 March 4 April 15 al Coaching Modules al Coaching Using Data to Inform YEAR 1- Option 4 - Course #39249628 September 9-10 (T/W) December 5-6 (F/Sat.) January 27-28 (T/W) October 8 December 10 February 17 March 10 April 15 al Coaching Modules al Coaching Using Data to Inform YEAR 1- Option 5 Course #39249629 September 18-19 (Th/F) December 5-6 (F/Sat.) February 10-11 (T/W) & 3 October 9 December 10 February 18 March 10 April 15
al Coaching Modules Designing Effective Advancing to Support Language al Coaching Modules Designing Effective Advancing to Support Language al Coaching Modules Designing Effective Advancing to Support Language al Coaching Modules Designing Effective Advancing to Support Language YEAR 2- Option 1 - Course #39249577 June 17-18 (T/W) November 4-5 (T/W) March 10-11 (T/W) September 9 October 21 January 20 February 25 April 21 YEAR 2- Option 2 - Course #39249603 July 22-23 (T/W) November 14-15 (F/Sat.) March 3-4 (T/W) September 10 October 21 January 21 February 25 April 21 YEAR 2- Option 3 - Course #39249604 September 18-19 (Th/F) February 17-18 (T/W) March 13-14 (F/Sat.) September 9 October 22 January 20 February 26 April 22 YEAR 2- Option 4 - Course #39249605 September 30- October 1 (T/W) February 6-7 (F/Sat.) April 7-8 (T/W) September 10 October 22 January 21 February 26 April 22 (New TR)