ETO’s Way of Work Instructional Coaching

Essentials

Education Transformation Office (ETO)

Effective coaches have to care deeply about teachers and students, and they also clearly have to communicate to others that they care.

Each one of you holds the “KEY” to success.

Norms• Silence cell phones, please no text messaging or

internet use

• Participate and share

• Listen with an open mind

• Ask questions

• Work toward solutions

• Use time effectively

Group Objectives:•Have a thorough understanding of coaching responsibilities

•Develops a sense of instructional urgency school wide

•Develop coaching calendar based on school needs

•Understand the purpose and components of an effective log

•Gain an understanding of how to complete the coaching cycle with the guidance of administration to improve instructional capacity.

Role of the Coach, Way of Work and Setting Expectations

of an Instructional Coach

Who is an Effective Instructional Coach?

Who is an Effective Instructional Coach?

• An educator who has:– Been a successful teacher in their subject area– A proven track record of student achievement– The ability to mentor, inspire and motivate

adults– A vision and is willing to change and adapt to

the needs of the students and teachers– Pedagogical knowledge, content expertise

interpersonal capabilities

Who is an Instructional Coach?

An on-site professional developer who partners with

educators to identify and assist with implementation of proven

teaching methods

An Instructional Coach…• Provides initial and ongoing professional development for

classroom teachers via Professional Learning Communities (PLC’s) such as: study groups, Lesson Study and daily follow up support.

• Plans, develops and/or prepares Professional Development, lessons for modeling, coaching sessions, etc…

• Assists teachers in analyzing data and then models effective instructional strategies that target students’ needs.

An Instructional Coach…• Co-teaches in classrooms to increase instructional

density to meet the needs of all learners.

• Mentors teachers in classrooms which includes observing and providing feedback.

• Collaborates with teachers regarding lesson planning, grouping for instruction, intervention strategies, and other topics related to reading.

The constant in all of these activities is that they lead to better instructional practices and higher student achievement…

Enrique A. Puig & Kathy S. Froelich, 2010,

The Literacy Coach: Guiding in the Right Direction (2nd ed.)

ETO Expectations of the Coach• Keeps a weekly log of their work and develops a

strategic weekly coaching calendar with the school’s leadership team.

• Spends a majority of the school day in direct support of classroom instruction.

• Keeps a “Record of Services Binder” documenting support services

Instructional Coaches are not expected to…

• Be assigned as a regular classroom teacher• Perform administrative functions that would

confuse his/her role for teachers• Spend a large portion of time administering or

coordinating assessments, as these tasks prohibit the coach from impacting classroom instruction and therefore student achievement

• Model in a class where the classroom teacher is NOT an active participant

Active Role Passive Role

Activity

Do a quick write: Make a list of active roles that coaches play.

Then with your group decide on the most strategic roles and fill in the hand-out provided.

As a group make another list on the other side of the paper of the opposite action of that role. (Passive vs. Active)

Active Role Passive Role Establishes a schedule for

in-classroom coaching Keeps a log of coaching

activities and meets with the administration to reflect on the work.

Works with the principal/assistant principal to establish priorities for the use of coaching time

Coach waits to be “invited” into classrooms

Keeps little documentation about the use of time

The use of time is left to the coach’s sole discretion

Active Role Passive Role Works with the schools’

leadership team to develop the coaching calendar and keeps a log as a reflection of the work.

Meets with administration to discuss the progress of the teacher as a result of the coaching support.

Uses the coaching log as a self reflection to be highly effective.

No documentation of the coaching process is provided or shared.

Logs are seen as compliance and contain a laundry lists of tasks completed vs. actions taken to build instructional capacity and not used as a method to grow professionally.

Active Role Passive Role Provides explicit

explanations and demonstrations of effective instruction on a regularly scheduled basis (explicit instruction, implementation of the instructional framework, active learning strategies, higher order questioning, varied instructional strategies, effective vocabulary instruction, etc.)

Little if any classroom modeling and demonstration are provided; prefers to be a ‘walkthrough’ expert and primarily observes classroom teachers

Active Role Passive RoleAccepts resistance as

normal and knows to work closely with resistant teachers

Analyzes data and student work with teachers to assist in planning instruction and professional development

Afraid of resistance and seeks to avoid resistant teachers; sees resistant teachers as the “principal’s problem.”

Coaching and professional development experiences are not tied to data and student work.

Active Role Passive Role Demonstrates superior

questioning strategies for teachers as a lever for school wide change

Builds capacity at the school by broadening leadership beyond the principal and the coach

Demonstrates limited understanding of why questioning strategies are a critical component in teaching

The principal and the coach provide most of the school’s leadership

Steckel, B. (2009). Fulfilling the promise of literacy coaches in urban schools: what does it take to make an impact. The Reading Teacher, 63(1), p.14.

Way of Work for Instructional Coaches• Work with teachers to plan, implement and to reflect

on instruction using the Florida Continuous Improvement Model (FCIM) Plan, Do, Check and Act.

• Assess student needs using data • Focus instruction on the Next Generation Sunshine

State Standards (NGSSS) and Common Core Standards

• Refine teacher understanding of the areas where students are struggling or succeeding

• Customizes instruction for student achievement

Way of Work for Instructional Coaches

Model best practices in professional development sessions and classroom modeling sessions.

Meets regularly with the leadership team to analyze data and assists the team in developing and implementing a strategic action plan and content based initiatives for the year to improve student achievement.

Assist teachers in setting goals, interpreting formative and summative assessments, and monitoring growth towards the goal.

Way of Work for Instructional Coaches

• Work with teachers to ensure that research based programs and instructional strategies are implemented with fidelity.

• Provide daily coaching and mentoring support to all teachers including ESOL and ESE.

• Implement/Facilitate the Lesson Study process.• Assist with the facilitation of the Literacy Leadership

team to build a school wide culture of literacy across all content areas.

• Attend coaching professional development to aid in increasing knowledge in best practice strategies in all content areas.

Classroom Walk Through

What is it?An observation technique that allows the observer to record “snapshot” information on the effective elements of a classroom including instructional strategies, standard-based objectives, aligned instructional materials, level of cognitive interaction, classroom displays and resources, student engagement, and more.

Classroom Walk Through Continues…

Why do it?

Research shows that the classroom walk through provides a powerful tool for instructional leaders to gather information for the purposes of coaching, program planning, and professional development. The visit also helps teachers improve their instruction and identify the best teaching practices at your school

Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011). Evaluating teacher effectiveness: can classroom observations identify practices that raise achievement? Education Next, 11(3).

Walkthroughs are an initial tool

• Coaches need to go beyond being an observer.• After needs are established either by the

coach or administration a coaching cycle needs to be implemented.

• Coaches should always been seen as a willing participant in classroom instruction and support to the classroom teacher.

Coaches ICADS Meetings Will Include…

• Powerful, proven practices• Walkthroughs• Interventions & enrichment professional development• Continuous training in the coaching continuum• Continuous training in data analysis • Job-embedded professional development• Effective dialogue• Reflections• Networking• Continuous training in refining common planning and

the lesson study process

Coaching Logs• The cornerstone of the ETO way of work• The PMRN Log is required by the state for funding

(Reading Coaches Only)• The ETO Log is utilized as a reflection of your work and

impact as a coach to improve classroom instruction and as a tool to use in the Strategic Leadership Coaching.

• It is not a reflection on what the teacher did or didn’t do.

• The log should not be a list of things you have done throughout the day.

Steckel, B. (2009). Fulfilling the promise of literacy coaches in urban schools: what does it take to make an impact. The Reading Teacher, 63(1), p.14.

Coaching Logs

• You will submit your coaching log every Friday to the administrator.

• The administrator will write a reflection about your work, suggest next steps and assist you and the other coaches in developing the next week’s calendar.

• The administrator will email the logs and the next week’s calendar to the Instructional Supervisor assigned to your school by Friday PM.

Strategic Leadership Coaching Model

1Principal and Assistant Principals meet with coaches to share and discuss walkthrough/coaching logs and assessment data. Principal/Assistant Principals directs coaches to assist targeted teachers in specific areas. A calendar of support is developed.

2Coaches conduct the coaching cycle with targeted teachers in specific instructional areas.

3Principal and Assistant Principals debrief with coaches on their progress with targeted teachers.

4Principal and Assistant Principals monitor classroom instruction and assessment data to ensure the coached skills are being implemented .

Use of a Coach’s time• How do we ensure the coach’s time is used for

maximum benefit?

• What do you believe are the most important ways coaches spend their time?

32

Discuss with your table group

• What do you consider to be direct instructional support of teachers?

• What percentage of the coaches’ time will be spent providing direct support?

What percentage of the coaches’ time will be spent providing direct support?

Eighty percent of your time should bespent providing direct, instructionalsupport to classroom teachers.

Coaching Responsibilities Approximate Coaching Time Percentage

Professional Development(Department, Grade Level, School Wide)

80Planning/Lesson Study

Modeling Lessons

Coaching

Coach-Teacher Conferences

Data Reporting

20Data Analysis

Meetings

Knowledge Building

Managing Materials

Other

Consider Time

Allocations

Coaches’ RecommendedTime Allocation Percent Distribution

What portion of the coaches’ time will be spent in each of these roles?

Calendars vs. Coaching Logs

• Prioritizing Support– Teacher needs may be

identified:• When analyzing data • From administrative

walkthroughs (Tiering)• Classroom visits• Teacher requests

• Developing Calendars– Consider time allocations – Coaching Cycle– What your week will look

like– Testing Calendar – Holidays/Special Events

• Modifying (be flexible)• Always have a plan B

Developing Calendars

• Meet with the administration, discuss observations from administrative walkthroughs and needed support.

• Prioritize teachers based on observation and data points.

• Begin support with new teachers first.• Consider the coaching cycle and continuum while

developing calendar.• Red Flags appear if only one part of the cycle is

present.

Calendar to Logs

• The calendar should be the starting point to strategically plan the work that will occur on a week to week basis

• The log is an actual record and reflection of the work that occurred

• The log becomes a reflection piece for the coach and the leadership team to use as a guide to move to next steps.

• The log should be a reflection of your impact as a coach, not on what the teacher did or did not do.

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle 2

X Sachse M 1 X Grant CP

2

Austin

Grant M 1 X Grant KB/ ICAD

2

ADMIN Grant ED

2 X Bek M 1 Davis Baillou CL 2 Bek Baillou CL 1 X Baillou KB/

ICAD 2 ADMIN Baillou ED

2 1 2 1 2

Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle

4 X Grant P 3 X Grant OT 4 Austin Grant CL

3 X Grant KB/

ICAD 4 Marlingahus Grant CL

4 Burke Baillou CL 3 Burke Baillou CL 4 X Baillou P 3 X Baillou KB/ ICAD 4 Burke Baillou CL

4 3 4

3 4

Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle

6 X Grant OT 5 Victor Marling Grant CP 6

Victor Marlinghaus

Grant OT 5 X Grant KB/

ICAD 6 Victor Grant

6 Bek Baillou CL 5 READING Baillou OT 6 Davis Baillou CL 5 X Baillou KB/ ICAD 6 X Baillou P

6 5 6 5 X 6

Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle

8 X Grant OT 7 K-G Grant CL 8 X Grant P 7 X Grant KB/ ICAD 8 X Grant P

8 Calixte Titus

Baillou CL 7 X Baillou P 8 Reading Baillou CP 7 X Baillou KB/ ICAD 8 Robinson Baillou CP

8 7 8 7 8

Elementary Calendar TemplateCoach:__________________________________ CALENDAR WEEK OF: ____________________

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Gr Teacher Time Cycle Gr Teacher Time Cycle Gr Teacher Time Cycle Gr Teacher Time Cycle Gr Teacher Time Cycle

2nd Smith 8:30am M 5th Bello 8:40am M K Sosa 8:20 CE

K Doe 9:15 CT K Doe 9:15 CT 2nd ALL 9:30 DC

1st Diaz 9:45 O 1st Diaz 9:45 M 3rd ALL 10:30 DC

2nd ALL 10:00 CP

4th ALL 10:00 CP 2nd Smith 11:45 M

3rd ALL 11:00 CP 3rd Gancedo 11:00 CP 1st ALL 12:15 DC

4th Moore 12:30 M 4th Moore 12:30 M 4th ALL 1:00 DC

5th ALL 1:00 CP 5th Bello 1:00 M 2nd Diaz 2:00 ED

K ALL 2:00 CP 1st ALL 2:00 CP

Self 3:00 GR

Methods of Coaching PR=Pre-Conference; O=Observation; M=Modeling; CD=Coaching Debriefing; CT=Coteaching Lesson; CP=Common Planning; ED=Educational Discussion; GR=Gathering Resources; WT-Walkthrough; CE=Classroom Environment; DC=Data Chats; PPD=Providing Professional Development; RPD=Receiving Professional Development; LS=Lesson Study; CTC=Coach Teacher Conference; OT=Other

Secondary Calendar Template

Methods of Coaching M=Modeling; PR=Pre-Conference; O=Observation; CD=Coaching Debriefing; CT=Coteaching Lesson; CP=Common Planning; ML=Model Lesson; ED=Educational Discussion; GR=Gathering Resources; WT-Walkthrough; CE=Classroom Environment; DC=Data Chats; PPD=Providing Professional Development; RPD=Receiving Professional Development; LS=Lesson Study; CTC=Coach Teacher Conference; OT=Other

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle 2 X Sachse ML 1 X Grant CP

2

Austin

Grant M 1 X Grant KB/

ICAD 2 ADMIN Grant ED

2 X Bek ML 1 Davis Baillou CT 2 Bek Baillou CT 1 X Baillou KB/ ICAD 2 ADMIN Baillou ED

2 1 2 1 2

Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle

4 X Grant P 3 English Grant PDP 4 Austin Grant CT

3 X Grant KB/ ICAD 4 Marlingahus Grant ML

4 Burke Baillou CT 3 Burke Baillou CT 4 X Baillou P 3 X Baillou KB/ ICAD 4 Burke Baillou CT

4 3 4

3 4

Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle

6 X Grant OT 5 Victor Marling Grant CP 6

Victor Marlinghaus

Grant D 5 X Grant KB/

ICAD 6 Victor Grant D

6 Bek Baillou CT 5 READING Baillou PDP 6 Davis Baillou CT 5 X Baillou KB/ ICAD 6 X Baillou P

6 5 6 5 X 6

Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle Teacher Coach Cycle

8 X Grant OT 7 K-G Grant CL 8 X Grant P 7 X Grant KB/ ICAD 8 X Grant P

8 Calixte Titus Baillou M 7 X Baillou P 8 Reading Baillou CP 7 X Baillou KB/

ICAD 8 Robinson Baillou CP

8 7 8 7 8

Reflecting on the teacher’s actions not on the coaches

PMRN Logs (Reading Coaches Only) Each coach is required to complete an electronic bi-weekly coaching log to the

state that includes the following components:

Category DescriptionProfessional Development

Providing or facilitating professional development sessions such as workshops, trainings, learning communities to increase educator’s mathematical knowledge

Planning Planning, developing and/or preparing professional development sessions. Coaching Model

Modeling/Coaching/ Conferencing

Coaching (pre-conference, modeling/co-teaching/observation, and post conference) teachers in classrooms.

Data Analysis/Data Reporting

Assisting teacher in interpreting data including diagnostics test, embedded assessments and FCAT. Compiling Data Reports.

Meetings Attending school, area and district meetings regarding mathematics issues.

Knowledge Building Remaining current in trends of mathematic education through personal study or professional development sessions.

Other List other duties as assigned.

• List successes that have occurred in the last reporting period

• Note any concerns that you would like to share with your principal

Record of Services BinderComponents

Weekly Calendar/Logs Conference Forms Professional Development Schedule, Agendas, Sign in sheets,

etc. Note Taking/Note Making Lesson Study Log Coach Created Materials

▪ Supplemental/Modified Curriculum▪ Focus Calendars (Secondary Benchmarks)

Data Chats ▪ (Students/Teachers)

Successes & ChallengesTake a few minutes and share with

your group: If you become a coach what will be your

first steps working with your school? What challenges do you think you would

face as a new coach? What solutions have you thought of to

face your challenges as a new coach?

As a table group, write some of those thoughts on chart paper

ETO’s Instructional Review Process

Instructional Reviews

• Instructional Reviews are conducted three times a year

• Beginning of the Year, Mid year, and End of the Year

• The School Leadership Team participates in the review process and collaborates with the ETO team to write the Instructional Review Action Plan for sustainability and improvement.

Instructional Strategies• ETO is based on the premise of improving the quality

of instruction across all classrooms and improve student achievement for all learners.

• Each content area has developed a set of instructional strategies/best practices/look fors that are supported by the administration, coaches and teachers to improve instruction.

• After looking at the subject area specific strategies, work with a partner from another instructional area and discuss similarities and differences.

Instructional Strategies• The reviews will focus on the implementation

of the subject area specific strategies.• Walkthroughs will be conducted by the

coaches, administrators, ETO and State Support Staff.

• Needs will be assessed collaboratively• The team will debrief as to the status of the

Instructional strategies/Best Practices and next steps will be developed with the team

Consider this….People accomplish more together than in isolation; regular, collective dialogue about an agreed-upon focus sustains commitment and feeds purpose; effort thrives on concrete evidence of progress; and teachers learn best from other teachers. We must ensure that these concepts operate to produce results.

Schmoker, 1999, p. 44

Questions

ETO Curriculum Support LeadsPablo Ortiz, Assistant Superintendent

Charmyn Kirton, Administrative DirectorDavid Moore, Administrative Director

Candida Gil, Patricia Sosa, Giselle Dove, Tiffany James, (Elementary)

Darliny Katz, Cecelia Magrath, Oksana Sosa, Melissa Martinez, Chanell Madison, Ron Marcelo, Gladys

Barrio, Ingrid-Carias, Marion Chase, Tammy Southwood Smith (Secondary)