instructional facilitator’s training day one arkansas department of education, instructional...
Post on 04-Jan-2016
216 Views
Preview:
TRANSCRIPT
Instructional Facilitator’s TrainingDay One
Arkansas Department of Education,
Instructional Coaching Group, and
University of Kansas Center for Research on
Learning
www.instructionalcoach.org
Essential Questions
What is an instructional coach?What does research say about the personal experience of
change?What are the various activities coaches do What is the theoretical foundation behind instructional
coaching?
www.instructionalcoach.org
What else are we learning about in the three days of professional development?
How can coaching programs address barriers to change in schools?
What specific communication strategies can coaches use to build learning relationships?
Which leadership skills enable coaches to lead reform efforts in schools?
What can coaches do to stay motivated and energized?
www.instructionalcoach.org
Your first learning experience:Team up with a partner (someone you don’t know
who is in the room)Take a few minutes to interview your partner and
let them interview youFind out the following:
Where they’ve come fromWhat their position isWhy they came to this instituteSome interesting tidbit about them (something
that is interesting and perhaps surprising)
A Little Background Information
www.instructionalcoach.org
What is KU-CRL?Mission: KU-CRL’s work centers
on solving the problems that limit individuals' quality of life
and their ability to learn and perform in school, work, home,
or the community.
www.instructionalcoach.org
What is KU-CRL?
• Founded in 1978• $80+ million dollars of contracted R&D has led to the
development of• Learning Strategies to empower independent student learning• Content Enhancement to help teachers promote greater
understanding, remembering, and use of critical content
• International Professional Development Network has led to over 1,500 educational leaders
• 275,000 teachers in 3,500 school districts have participated in CRL professional development
www.instructionalcoach.org
What is The Instructional Coaching Group?
Mission: ICG is committed to enabling unmistakable positive
improvements in children's lives
www.instructionalcoach.org
What is ICG?
• Provides professional development on instructional coaching and coaching classroom management
• Develops and publishes materials that support professional learning for coaches
• Has provided professional development for coaches in more than 30 states
Our first idea…
It’s not easy to lead change
www.instructionalcoach.org
www.instructionalcoach.org
Change?Think of a change you’ve gone through that was
successful and another that was unsuccessful.
What accounts for the difference?
Share your thoughts with your partner.
www.instructionalcoach.org
Stages of Change(Prochaska, 1994)
Pre-contemplationContemplationPreparationActivationMaintenanceTermination
www.instructionalcoach.org
An Instructional Facilitator/Coach
Is on siteIs a professional
developerPartnersShares proven teaching
practices (research-based)
www.instructionalcoach.org
Question?
What does this athletic coach do that you think is similar to what an Instructional Facilitator/Coach should do?
www.instructionalcoach.org
What Does An Instructional Facilitator/Coach Do?
www.instructionalcoach.org
Instructional CoachingEnroll IdentifyExplainModel (You watch me)Observe (I watch you)Explore (Collaborative
Exploration of Data)SupportReflect
www.instructionalcoach.org
Your learning experience:
After hearing about each individual practice, check to ensure everyone understands it
With your group, identify strategies, tactics, methods or other ideas that a coach might use to be more effective when implementing this practice
Write down what you have learned on a “post-it” note and add the “post-it” to the appropriate flip chart
www.instructionalcoach.org
Enroll teachers
Large-group presentation pg.96Small-group presentation pg.95Informal conversations (one to one) pg. 98Principal (or other) referral pg. 98Interview
Why Use Interviews?Three Goals:
1. To gather specific information
2. To educate participants about the philosophy, methods and opportunities of coaching
3. To develop one- to –one relationships with teachers
www.instructionalcoach.org
How to set up interviews:
Send out a memo or newsletter informing teachers of their goal to meet and learn from everyone
Meet then in hallway and schedule appointmentSchedule 30 minute interviews
www.instructionalcoach.org
www.instructionalcoach.org
Interview Questions:
What do you like best about being a teacher?As you strive to achieve your goals, what obstacles
stand in your way?What are the strengths and weaknesses of the
children you teach?How do you learn best?
www.instructionalcoach.org
Your learning experience:
With your group, identify strategies, tactics, methods or other ideas that a coach might use to be more effective when enrolling teachers
Write down what you have learned on a “post-it” note and add the “post-it” to the appropriate flip chart
www.instructionalcoach.org
Identify What to Do:
ThroughInterviews or other conversationsCoach observationReferral
Teacher initiative
www.instructionalcoach.org
Big Four: A Framework for identifying what to do
Classroom ManagementContentInstructionFormative Assessment
Mystery Middle School November 10, 2005
Teacher Behavior Content Instruction Formative Assessment
Teacher 3 3 2 Teacher Teacher 3 Teacher 2 3 3 Teacher 2 3 2 Teacher Teacher 3 3 3 Teacher 2 2 2 Teacher 2 3 3 Teacher 2 3 3 Teacher 2 2 2 Teacher Teacher 2 2 2 2 Teacher 2 2 Teacher 2 3 2 Teacher 1 2 2 Teacher. 3 3 3 Teacher 3 3 3 Teacher 2 3 3
www.instructionalcoach.org
Your learning experience:
With your group, generate a list of effective teaching practices that you or coaches you know share with teachers.
Note each item on a “post-it” note and add the “post-it” to the appropriate flip chart
www.instructionalcoach.org
Explaining interventions:Instructional Coach
Breaks down the instructor’s materials Lays out the step-by-step proceduresSuggests what teacher should watch for during
the model lessonsDoes everything possible to make it easier for
teachers to implementAsks about and addresses collaborating teacher’s
concernsCo-constructs Observation Form with teachers
FIVE TACTICS FOR TRANSLATING RESEARCH INTO PRACTICE:
1. CLARIFY: READ WRITE TALK
2. SYNTHESIZE
3. BREAK IT DOWN
4. SEE IT THROUGH TEACHERS’ (AND STUDENTS’) EYES
5. SIMPLIFY
www.instructionalcoach.org
www.instructionalcoach.org
Model Lessons: You watch me!
Goal: To show a teacher exactly how to implement a particular intervention
Be fully aware of critical teaching practices you need to model
Ensure that teacher knows the purpose of the model lesson
Provide concrete description of what you’ll be doing Clarify roles for behavioral management
Co-construct an observation form Ensure your collaborating teacher knows how to use the form
OBSERVATION FORM
Teacher:__________Unit/Content: ____________ Date: ____________School: ____________ Module: ____________
TEACHING PRACTICE OBS. COMMENTS
www.instructionalcoach.org
Your learning experience:
With your group, generate a list of effective teaching practices that you or coaches you know share with teachers.
Note each item on a “post-it” note and add the “post-it” to the appropriate flip chart
OBSERVATION FORM
Teacher:__________Unit/Content: ____________ Date: ____________School: ____________ Module: ____________
TEACHING PRACTICE OBS. COMMENTS
www.instructionalcoach.org
Tricia’s suggestions:
1. Talk with the students when they first enter the class so they are comfortable with the transition to you teaching a model lesson.
2. Review content thoroughly so that students are clear that they have enough background knowledge to grasp the model lesson.
3. Explain the expectation for the lesson explicitly and check to ensure students understand them.
www.instructionalcoach.org
More suggestions:
4. Have a lot of interaction with the kids during the model lesson.
5. Ensure the students know that I’m a partner with their teacher.
6. Expect to learn from your collaborating teacher.
www.instructionalcoach.org
Table one: Teachers’ perceptions of the value of observing Instructional Coaches modeling practices(n = 107)
Do teachers think watching a coach model practices made it easier to implement?
6.51
Do teachers think watching a coach model practices increased their fidelity to instructional practices?
6.4
Do teachers think watching a coach model practices made them more confident about implementing?
6.22
Do teachers think they learned other teaching strategies while watching a coach model?
6.13
Do teachers think coaches have enough content knowledge to model all the instruction in teachers’ classes.
3.18
www.instructionalcoach.org
Tacit Knowledge
“We can know more than we can say”
Michel Polanyi
www.instructionalcoach.org
Your learning experience:
With your group, identify strategies, tactics, methods or other ideas that a coach might use to be more effective when modeling lessons with teachers
Write down what you have learned on a “post-it” note and add the “post-it” to the appropriate flip chart
www.instructionalcoach.org
Observe: “I watch you”
Coach uses the observation form to watch for data related to:Critical teaching behaviors Fidelity to scientifically proven practicesStudent behavior and performanceAdditional specific teacher concerns
www.instructionalcoach.org
EXPLORECollaborative Exploration of Data
Based on the partnership principlesInvolves observations to open up dialogue, rather
than to state a single truthShould be
constructive, but provisionalempathetic and respectful
Coach and teacher identify what data will be gathered
www.instructionalcoach.org
Top-down Feedback
Uses data to
shape
Coach
The Teacher
www.instructionalcoach.org
Partnership Feedback (C.E.D.)Reinke, (2005)
dialogueTeacher Coach
data
www.instructionalcoach.org
Fostering a language of “ongoing regard”Kegan & Lahey (2001) How the way we talk can change the way we work
Authentic, appreciative feedback needs to be:DirectSpecificNon-attributive
www.instructionalcoach.org
What do you think of these comments?
“I’d like to especially recognize Tricia’s contributions this year.”
“Lynn, you did a great job with that class yesterday. You’re great!”
“Ric, you’re a patient man. I appreciate how patient you are.”
www.instructionalcoach.org
Your learning experience:1. Think about the wonderful partner you’ve worked with2. Write down some authentic, positive feedback for her
or him 3. Make sure your comments are
1. direct, 2. specific, 3. and non-attributive--tell them how they’ve affected
you4. Look your partner in the eye and tell them the
compliment
www.instructionalcoach.org
SUPPORT:On-going Collaboration
More modeling, observation, collaborative exploration of data, and dialogue
Each relationship is differentiated to fit the unique needs of each teacher
SUPPORT:What matters is that the teacher and the
facilitator/coach keep learning together, working as partners to ensure that students receive excellent instruction.
www.instructionalcoach.org
www.instructionalcoach.org
Reflect:
After-action Review
What was supposed to happen?What happened?What accounts for the difference?What will I do differently next time?
www.instructionalcoach.org
After-action Review
On your own (coaching form, notebook, computer journal,
tape or ipod oral history)With your teamWith collaborating teacher
www.instructionalcoach.org
Your learning experience:
With your group, identify other strategies, tactics, methods or other ideas that a coach might use to be more effective for reflection
Write down what you have learned on a “post-it” note and add the “post-it” to the appropriate flip chart
www.instructionalcoach.org
Time to reflect:
Identify one idea you want to act on:What do you feel?What do you think?What are you going to do?
Partnership Principles: The theory behind
Instructional Facilitating/Coaching
www.instructionalcoach.org
Principles
“The principles you live by create the world you live in; if you change the principles you live by, you will
change your world.”Blaine Lee, The Power Principle
www.instructionalcoach.org
Partnership Principles
EqualityPraxisDialogueChoiceVoiceReflectionReciprocity
www.instructionalcoach.org
Your “jigsaw” learning experience
Step one: Settle in with your new group of learning partners
Step two: Read the section you’ve been given from the Partnership Learning manual
Step three: Together with your group, create a graphic organizer on a poster that captures the essential characteristics of the principle
Step four: Attach your poster to the wall, and wait for further instructions
www.instructionalcoach.org
Equality
A belief that everyone countsDoesn’t mean we all agreeDoesn’t mean we’re all the sameWe all have equal valueEach opinion counts
www.instructionalcoach.org
Praxis
Reflection andCreative inquiryNot banking educationBut creative inquiry
www.instructionalcoach.org
Dialogue
Respectful, energizing conversationThe developing conversation is more
important than being rightInvolves suspending opinions & authentic
listeningThinking together
www.instructionalcoach.org
Choice
Command and control fosters resistance or external commitment
Choice fosters internal commitment
www.instructionalcoach.org
Voice
Build trustMake it easy for people to say what they
thinkGive people words, concepts, and tools that
help them express who they are--help them find their voice!
www.instructionalcoach.org
Reflection
On actionIn actionFor action
www.instructionalcoach.org
Reciprocity
Everyone benefits when one person learnsTeachers learn from students as much as
students learn from teachersEvery learning situation is a chance for
learning
www.instructionalcoach.org
Essential Questions
What is an instructional coach?What does research say about the personal
experience of change?What are the various activities coaches do What is the theoretical foundation behind
instructional coaching?
top related