coaching effective teaching strategies patricia m. devino & sarah l. fitzsimons
TRANSCRIPT
Coaching Effective Teaching Strategies
Patricia M. Devino&
Sarah L. Fitzsimons
The purpose of staff development is not just to implement isolated instructional innovations; its central purpose is to build strong collaborative work cultures that will develop the long-term capacity for change.
Michael Fullan
Participants Will:• Define the roles of a coach as they relate to
implementing Effective Teaching Strategies and effective models for coaching.
• Practice coaching behaviors that influence best practices.
• Experience planning, reflecting, and problem solving conversations as an instructional coach.
• Review the research-based Effective Teaching Strategies in Step Four of the Data Team process.
Essential Questions• 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 for selecting, implementing, evaluating the impact of Effective Teaching Strategies and foster teacher reflection?
• How does an effective instructional coach help teachers use effective teaching strategies based on student data?
Why Coaching?
Recent Research Indicates That With Classroom Coaching,Implementation rates rise…85% - 90%
University of Kansas Center for Research on Learning
Research on Instructional Coaching
Instructional Coaching…
• 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 while they help the school establish a common understanding across all teachers.” (Sweeney, 2003)
What are the characteristics of an effective instructional coach, what do they need to know and be able to do?
What is EFFECTIVE?
EFFECTIVE is defined as success based on student outcomes– not did I like it, or did the students like it– but WAS IT EFFECTIVE?
What characteristics of an effective coach do you view in this video?
What are the parallels between what this athletic coach does and what an instructional coach does?
Roles of an Instructional Coach
Ten Roles of a Coach
• Resource Provider• Data Coach• Curriculum Specialist• Instructional Specialist• Mentor
• Classroom Supporter• Learning Facilitator• School Leader• Catalyst for Change• Learner
Effective Teaching Strategies and Coaching Roles • Nudge your neighbor to discuss which
roles apply and why?
Coaching’s Big Four
• Content
• Instructional Practices
• Assessment for Learning
• Classroom Management
Jim Knight, University of Kansas
Essential Question Reflection
What are the characteristics of an effective instructional coach, what do they need to know and be able to do? What's the Big Idea?
How do instructional coaches build teacher capacity for selecting, implementing, evaluating the impact of Effective Teaching Strategies, and fostering teacher reflection?
Essential Question 2
Selecting Effective Teaching Strategies
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
Mihalyi Csikszentmihalyi
How do we ensure they’re 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
Review of Effective Teaching Strategies
1.Similarities and Differences2.Summarizing and Note Taking3.Reinforcing Effort and Providing Recognition4.Homework and Practice5.Nonlinguistic Representation6.Cooperative Learning7.Setting Goals and Providing Feedback8.Generating and Testing Hypothesis9.Questions, Cues, and Advanced Organizers10.Non-Fiction Writing
Pre-lesson Conference Selection of 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?
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 that will be used to support the teaching objectives and determine how will students receive feedback on their progress:
• Nonlinguistic Representation• Note Taking and Summarizing• Questions, Cues, Advanced Organizers• Cooperative Learning
End of Lesson
Tie new knowledge to existing knowledge and future knowledge, reflect, and evaluate:
• Provide Recognition• Reinforce Effort• Summarize• Evaluate• Self-Assessment
Implementing Effective Teaching Strategies
Instructional Coaching Components
Collaboratively Explore Data
(CED)
Implementing ETS
• Model Demonstration Lessons (I do – You watch me)
• Co-Plan and Co-Teach (We DO)
• Observe (You Do- I watch you)
Instructional Coaching Continuum E. Teacher Refines Implementation with Coaching Feedback
D. Teacher Transitions to Guided Practice with Coaching Support
C. Coach/ Teacher Build Co-Teaching Relationship
B. Committing to a Learning Relationship
A. Building Common Knowledge & Experience- The on-going foundation for a professional learning
community
http://www.spokaneschools.org/ProfessionalLearning
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
Evaluating Impact of Effective Teaching Strategies
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 (depending on if observation, model lesson, & or co-teaching stage)
• Instructional adjustments the teacher made 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
• Supportive• Strength oriented• Focus on solutions• Promotes positive
learning
COOL
• Impersonal• Needs oriented• Focus on the problem• Provides constructive
criticism
Questions to Ask When Debriefing/ Providing Feedback?• What did you see?• What was the focus on learning goals?• What standard was being used and are
the procedures and assignments appropriate?
• How will the student achieve according to the standard being addressed?
• What questions were being asked?• Did the lesson end with the focused
learning goals?
Cont’d
• What ETS did you see incorporated in the lesson? Was the ETS presented with fidelity?
• What needs did you see?• What suggestions do you have for teaching
this standard?• How can we support the teacher for future
student learning?• How can you work together to incorporate
collaboration on this lesson?
Cont’d
• What did you learn about incorporating ETS in this lesson?
• What did you learn about this teacher’s lesson from this session?
Classroom Check-up Feedback Form
Time on Task Opportunities toRespond (OTR)
Ratio of Interactions Disruptions Effective Teaching Strategies
Teacher: ____________________Conference date: ____/____/____
Goal area(s):_________________________________Intervention(s): _________________________________________________________________________________________________________________________________________________________________________Adapted from Jim Knight
How would you provide feedback to this teacher?
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.”
John W. Brubacher, Charles W. Case, and Timothy G. Reagan
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.
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 Questions, cont’d
• 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?
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? What's the Big Idea?
How does an effective instructional coach help teachers use Effective Teaching Strategies based on student data?
Essential Question 3
Are the students learning? Coaches:
assist teachers in the gathering and analysis of formative assessment DATA about what students know and can do as they enter a learning experience;
help teachers use the data analysis to design learning experiences at which students can be successful; and
train teachers in the ongoing use of formative assessment data.
The question we must teach teachers to ask is not did the students complete all the assignments and do their homework, but rather, did they learn what they were supposed to learn, did they retain it over time, and can they use it in ways that demonstrate understanding at a high level.
Coaching Collaboration Throughout the Data Team Process
• Commitment• Time/Agenda• Norms• Planning• Structure
Data Team Process
Step 1: Collect and Chart DataStep 2: Analyze Strengths and ObstaclesStep 3: Establish SMART GoalsStep 4: Select Instructional StrategiesStep 5: Determine Results IndicatorsStep 6: Monitor and Evaluate
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 templateTo inform instructionTo ensure lessons incorporate ETS more frequentlyUsed by teacher(s) and coach pre and post lessonFollow NormsFollow a StructureHelps us break down isolation
Meet Sally Friendly
See handout for Sally Friendly Activity
How does an effective instructional coach help teachers use Effective Teaching Strategies based on student data? What's the big idea?
Your Feedback
• Please take the time to complete the feedback form provided.
• Make sure you have signed the CALI sign- in sheet before you leave (if you have not done so already).
• Please initial signature on your way out.
