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Objectives

• To identify characteristics of the best teacher

• Effective teaching and learning methods

• Strategies to implement

• Using questioning to enhance learning

• Instructional coach

• Designing & planning a lesson

• Classroom management

• About Teachers

• Understanding students


Essential Question

• What are the characteristics of an effective

instructional coach?

• What do they need to know and be able to do?

• How do instructional coaches build teacher

capacity?


Instructional Coaching

• An instructional coaching is to bring evidence-

based practices into classrooms by working with

teachers and other school leaders

• Builds capacity for effective instructional

practices within specific content areas

• Creates a partnership approach with teachers.

• Customizes professional development to match

each teacher’s needs and interests

• Coaching helps the school establish a common

understanding across all teachers.


Role of coach

• Resource Provider

• Data Coach

• Curriculum Specialist

• Instructional Specialist

• Mentor

• Classroom Supporter

• Learning Facilitator

• School Leader

• Catalyst for Change

• Learner


Coaching big four

• Content

• Instructional Practices

• Assessment for Learning

• Classroom Management


• How does an effective instructional coach help

teachers use Effective Teaching Strategies

based on student data?

Essential Question


Selecting Effective Teaching Strategies


Effective Teaching Strategies

Determine the stage of learning:

• Are you introducing new knowledge?

• Or do you want the students to practice, review,

and apply knowledge already taught?

• Similarities and Differences

• Summarizing and Note Taking

• Homework and Practice

• Setting Goals and Providing Feedback

• Questions, Cues, and Advanced Organizers

• Pre-lesson Conference Selection of Effective

Teaching Strategies


Beginning Stages

• Activate prior knowledge, provide background

information, hook students:

• Set Objectives

• Provide Feedback

• Questions, Cues, Advanced Organizers

• Cooperative Learning

• Identifying Similarities and Differences


During the Lesson

• Identify strategies and activities

• Determine how will students receive feedback

• Nonlinguistic Representation

• Note Taking and Summarizing

• Questions, Cues, Advanced Organizers

• Cooperative Learning


End of Lesson• Tie new knowledge to existing & future

knowledge

• Reflect and evaluate

• Provide Recognition

• Reinforce Effort

• Summarize

• Evaluate

• Self-Assessment


Coaching Components

Enroll Teachers

Identify Need

Effective Teaching Strategies

Collaborative Reflection

Co-Plan and Co-Teach

Model Lesson

Demonstration

Observe

Collaboratively

Explore Data

(CED)


Implementing

• Model Demonstration Lessons

• - (I do – You watch me)

• Co-Plan and Co-Teach

• - (We DO)

• Observe

• - (You Do- I watch you)


Evaluating Impact of Effective

Teaching Strategies


Instructional Coaching Continuum

http://www.spokaneschools.org/ProfessionalLearning

A. Building Common Knowledge & Experience-

• The on-going foundation for a professional learning

community

B. Committing to a Learning Relationship

C. Coach/ Teacher Build Co-Teaching Relationship

D. Teacher Transitions to Guided Practice with coaching

support

E. Teacher Refines Implementation with Coaching

Feedback


Providing Feedback

• Not evaluating teacher, but evaluating the

effectiveness of the Effective Teaching

Strategies as evidenced by:

• Fidelity of implementation

• Impact on student outcomes.


DebriefingThe teacher and the coach meet to discuss

• Degree to which students have mastered the

learning outcomes

• Effective Teaching Strategies used by the

coach/teacher

• Instructional adjustments made by the teacher

during the lesson


Feedback• Goal of feedback is to improve current situations

without criticizing or offending.

Should be:

• Descriptive rather than Evaluative (visible)

• Specific instead of general

• Given only when requested

• Given as soon as possible

• Realistic

• Positive


Warm V. Cool Feedback

Warm Cool

Supportive Impersonal

Strength oriented Needs oriented

Focus on solutions Focus on the problem

Promotes positive

learning

Provides constructive

criticism


Questions to AskQuestions to Ask When Debriefing/ Providing

Feedback?

• What did you see?

• What was the focus on learning goals?

• What standard was being used?

• Are procedures and assignments appropriate?

• How will the student achieve according to the

standard?

• What questions were being asked?

• Did the lesson end with the focused learning

goals?


• What did you see incorporated in the lesson?

Was that presented with fidelity?

• What needs did you see?

• What suggestions do you have for teaching?

• How can we support the teacher for future

student learning?

• How can you work together to incorporate

collaboration on this lesson?

• What did you learn about incorporating ETS in

this lesson?

• What did you learn about this teacher’s lesson

from this session?

Questions to Ask


Coaches to do

• To gather and analysis of formative assessment

DATA about

• - what students know and

• - can do as they enter a learning experience

• To design learning experiences using data

analysis for success of students

• To train teachers in the ongoing use of formative

assessment data.

• To check, are the students learning?


Coaching Collaboration

• Coaching Collaboration Throughout the Data

Team Process

• Commitment

• Time/Agenda

• Norms

• Planning

• Structure


Data Team Process

• Step 1: Collect and Chart Data

• Step 2: Analyze Strengths and Obstacles

• Step 3: Establish SMART Goals

• Step 4: Select Instructional Strategies

• Step 5: Determine Results Indicators

• Step 6: Monitor and Evaluate


Value of Collaboration

• Value of Collaboration Through Instructional

Coaching

• See what to avoid and/or include in our

practices.

• To inform lesson development and instruction.

• Self-assessment and self-awareness of

strengths and areas of growth.

• Insights into lesson development and Effective

Teaching Strategies.


Collaborative Lesson Planning

• Collaborate on lesson/ unit plans using template

• To inform instruction

• To ensure lessons incorporated more frequently

• Used by teacher(s) and coach pre and post

lesson

• Follow Norms

• Follow a Structure

• Helps us break down isolation


Roles of an Instructional Coach


• We must teach teachers not to ask a question,

did the students complete all the assignments

and do their homework?

but rather

• Did they learn what they were supposed to?

• Did they retain it over time?

• Can they use it in ways that demonstrate

understanding at a high level?

Essential Question


Essential Questions

• What do I want all students to know and be able

to do at the end of this lesson?

• What will I do to cause this learning to happen?

• What will students do to facilitate this learning?

• How will I assess to find out if this learning

happened?

• What will I do for those who show through

assessment that the learning did not take place?


Interventions

• Interventions that are embraced are powerful &

easy

• Ideas, values, technologies that do the job with

the least demand on psychic energy will survive.

• An appliance that does more work with less

effort will be preferred


Ensure to be powerful

• Using scientifically based interventions that

result in increased student achievement

• Targeting standards

• Targeting students’ most pressing needs

• Using checklists, in-class demonstrations, and

feedback to ensure that teachers research-

based practices are implemented with fidelity


Planning Conference (Pre-Brief)

• The teacher and coach confer to:

• Clarify learning goals (teacher and student)

• Collaboratively plan tasks or work the students

will complete to achieve the intended outcomes

• Determine evidence of proficient student

achievement

• Identify student or teacher behaviors the coach

should observe

• Agree on the role(s) the teacher and the coach

will perform during the lesson.


In class support

• The teacher and the coach collaborate in the

delivery of the planned lesson through these

activities:

• Observation

• Demonstration lesson

• Co-Teaching

• Gradual release of responsibility from coach to

teacher


Reflection


Essential Question 2

• How do instructional coaches build teacher

capacity for selecting, implementing, and

evaluating the impact of Effective Teaching

Strategies and foster teacher reflection?


Reflection Questions

• What worked well?

• What did we learn?

• Did our conversations lead us closer to our

goals? How?

• Did we focus on the lesson or on other issues?

• Did we do what we set out to do?

• How can we improve on this to make coaching

collaborating on lesson plans more significant

part of our work?


Questions to Foster Reflection

• What was I trying to accomplish?

• How did I go about completing the lesson and

solving problems I had along the way (process)?

• What did I do well (strengths)?

• What did I have difficulty with (weaknesses)?

• What have I learned/what would I do differently?


Reflection

• The teacher cannot rely on either instinct alone

or on prepackaged sets of techniques.

• Instead, she or he must think about what is

taking place, what the options are and so on, in

a critical, analytical way.

• In other words the teacher must engage in

reflection


Reflection

• The teacher and the coach independently and

systematically reflect on how their collaborative

work fosters the development of the students’

understanding.

• Do this on an ongoing basis to re-examine goals

so that there is a cycle of continuous

improvement.


Critical Reflection in S-L

• Students must engage

• Not only in thinking about the past experience,

but considering problematic questions

associated with power, history and agency

• Questioning practices and assumptions that

appear to make lives easier

• Students become caught up in a circular

interplay between the familiar and the strange

• Students come to really hear, see, or feel what

the other tries to convey and experience

• Students to feel the desire to help the other in

their need


Thank You

Steve Yelon, (1996) MSU Professor Emeritus

2009 TASEM - What is Effective Classroom Teaching?

Jim Knight, University of Kansas

Todd Whitaker (2004)

Annette Breaux and Todd Whitaker (2006)

Delivered by: Razwan FarazAdopted from: Book by Stephen R Covey

Patricia M. Devino & Sarah L. Fitzsimons

A powerpoint presentation by

Marney sobel & Mary anne lapenna

Keith Lakes, Behavior Consultant

Lisa Smith, Instruction/Behavior Consultant

What Is Effective Classroom Teaching?

Kevin M. Johnston,

MSU TA Programs

http://grad.msu.edu/PREP