Instructional Coaching

Instructional CoachingA Model for Teacher SupportLaura Foote- Instructional Coach, Rotolo Middle SchoolMegan Hoffman- Instructional Coach, JB Nelson Elementary SchoolHaley Nickolaou- Instructional Coach, Batavia High School

Batavia School District 101Batavia, IL Batavia Public SchoolsWestern Suburb--Population 26,0001 High School, 1 Middle School, 6 Elementary SchoolsOver 400 staff membersThis is our 3rd year in the coaching model

High School- 2 part time coachesMiddle School- 1 full time coachElementary Schools- 4 schools with full time coaches, 2 without coaches

Haley1 year pilot, 2 years roll outCoaching is aboutConversationCollaborationSide-by-Side Learning

Haleybuilding relationshipsmaking connectionsBenefits of CoachingPersonalized, confidential support for teachersOngoing, job-embedded professional learningTime and support for teachers to reflect, converse about, explore and refine our craftImprovement of student learningHaleyReal-time, Real-problem, Real-solutionduring the dayimprove teachers teaching to improve student learning

A Coach Is...A Coach is not...A colleague who co-teaches or co-models a lessonSomeone who teaches small groups or classesA colleague who co-plans with teachersA paraprofessionalA colleague who co-plans differentiated assessments with teachersSomeone who administers individual student assessmentsA colleague who observes teachers and offers feedback to improve teaching and learningAn administrator who evaluates teachers or disciplines studentsA colleague who assists teachers in looking at ways to use data to drive instruction A data analystA colleague who facilitates professional learning or provides training for staffA building-level tech who can fix your instructional technologyA colleague who covers classes so a teacher can observe another teacher for short periods of time A substitute teacherHaleyimportant to establish self as colleaguedont blur lines with other rolesno evaluationFoundations- Starting CoachingDistrict wide instructional technologistCentral Office Admin- Read and Researched- Harrison, KnightAttended Harrison Seminar on coachingPeer Coaching SkypeYear 1- Pilot yearHigh School- 2 teachers, 1 release block eachDistrict- gifted specialist, reading specialist, behavior interventionist, LRC directorMicrosoft Peer Coaching Model- TrainingBuilding conversations/chats with staffYear 2- 1 coaching champion, 2 part time coaches, 3 full time coachesYear 3-additional 2 FTE split throughout district HaleyHow did we get to where we are?How did the conversation startA need for instructional technologist- defining the roleAdmin saw instructional technologist in a coaching roleContinued to read and research (Brad, Kelly, Angie, Jack, Tony)Goal: One in every elementary, 1 middle school, a couple high school TrainingCoaching AcademyPresented by Cindy Harrison and Cathy Berlinger-GustafsonCindy Harrison is the author of Coaching MattersFive full days of training in our districtThree other districts joined usIncluded the opportunity to learn, practice and develop our coaching skills

MeganOver the summer before we started our coaching program we were giving two books Coaching Matters and Taking the Lead. We had 5 days of training throughout the first semester at our central office. We were joined by 3 other districts.The training was staggered so that we had time to practice some of the skills we learned about. We could reflect and get support at the next training.Coaching Academy TopicsRoles of CoachesPartnershipsCommunications & ConversationsChange & ResistanceClassroom SupporterData Driven ConversationsFinding TimeFacilitation SkillsPresentation Delivery

Megan9 different topicsOur district determined what our roles would be- instructional specialist, leadership facilitator, and data coach. Those are the roles we focused on.Most useful part of the training-communication and conversations- communicating with adults is different than from our students. We had time to practice this type of peer communicationchange and resistance: this was a huge shift for our district. This topic helped us learn about how to effectively be an agent of change while facing resistance. The resistance we all encountered was for a variety of valid reasons. facilitation skills- useful for leading all professional learning whether at a formal workshop or at a grade level or team meetingBenefits of Our TrainingProvided a common understanding of coachingAllowed our district to define our role together, with the assistance of an expertIncluded modeling from Cindy HarrisonTime for us to practice coaching in a safe environmentAdministration involved throughout training.

MeganThe biggest benefit was getting this training right away. We had the opportunity to define our position with our administration. It is powerful when you can offer feedback and that feedback is used to create the definition of coaching in Batavia.Our administrators were included in the training and learned with us- gave everyone a common understanding of coaching in Batavia.Professional Learning for CoachesSummer WorkshopsConferencesROE TrainingRegular PLC Meetings

MeganQFT; AMLE; Wormeli/differentiation; Coaches ask, administrators approveStaff needHookCoaching is for

Everyone, from the novice to the virtuoso!

LauraNot just focused on new teachers.

Principal/Coach Communication Plan

LauraFocus on the 3 roles that our district chose

A Culture of CoachingIn progressInformingAdvertisingAdvocates--principal, teachersTalking...lots of talking LauraPamphlet, chats, bulletin board, newsletter, space on faculty website, administrator as advocate, teachers promotingKeep idea of coaching in the forefront Establishing RelationshipsSay Yes!Start as resource providerBe a learnerPersistenceWork with teamsLauraHow to access coaching

LauraRequest cards- LauraGoogle Calendar- HaleyEmail & Hall-Jack- MeganPartnership Plan

LauraHow different coaches use this plan.H- fills out ahead of time in order to guide conversation.L- fills out the plan after the first meeting to document meeting and then refers back to it during the first meeting.M- have filled it out after the first meeting and then share it as a google doc for the teacher to edit and revise as needed. Then we use it to guide our work.

LauraCoaching HighlightsLauraElementary SchoolGuided ReadingConstant area of need in elementary classroomsStill working on using data to guide instructionAreas of Support for coach-Resource developmentCo-planningModelingCo-teachingMeganJBN- K-5 building, K-2 Special Education Program, about 400 students.

Teachers are constantly looking for ways to improve their guided reading instructionTeachers were looking for ways to use all the data they had to guide their instruction.Started with resources development and co-planning. Then teachers were more open to modeling and co-teaching.Jan Richardsons The Next Step in Guided Reading An instructional tool for all grade levelsAble to co-plan, model, co-teach and observe in multiple grade levels Opened many doors Helped establish numerous coaching relationships

MeganI was able to co-plan, model, co-teach and observe in multiple grade levels using this one resource.This systematized approach opened many doors and allowed me to establish numerous coaching relationships.Guided Math AdoptionNeeded to make a change math instructionGuided Math Resources-Guided Math: A Framework for Mathematics Instruction by Laney SammonsGuided Math in Action by Dr. Nicki NewtonMath Exchanges by Kassia Omohundro WedekindObserved guided math in other schoolsMeganOur data was showing us that our math instruction needed to change.I started reading many books about Guided MathGuided Math: A Framework for Mathematics Instruction by Laney SammonsGuided Math in Action by Dr. Nicki NewtonMath Exchanges by Kassia Omohundro WedekindI also went and observed guided math in other schools.By frontloading professional learning in the spring, we were able to start right away in the fall. Full implementation is happening now.Using my learning...Created a professional learning presentation that was presented in Spring 2014.Information shared at grade level meetingsSet up observations for all grade levels to see guided math in actionFollow up professional learning sessions this fall3 guided math additional sessions2 session on Number TalksMeganCreated a professional learning presentation to share with staff.I attended one grade level meeting for each team and presented the information.Then I set up observations for all grade levels to see guided math in action.Our professional learning continued this fallThe the benefit of having coaching is continued professional learningMiddle SchoolMenuStrategy basedQFT and questioning--from teacher notes to student inquirySeminar--from answering questions on Quia to student discussionDifferentiationAssessments--from 4 different tests to one thats accessible for allInstructional strategies--from whole class to flexible grouping by skillClassroom and lesson structure PD sessionsVirtual CoachingRecord classes and annotateWatch with teacherLaura Classroom and lesson structure--stations and guided learningPD--Flexible grouping, higher-order questioning, data analysis, embedding technologyVirtual Coaching--YouTube Capture, unlisted, annotations, share link--Also video my own practice and watch with my coach champion

Laura

PlanCo-TeachObserveReflectHigh SchoolPart time-- Working with 1-2 teachers at a time

Coaching Relationship with Teacher A: Concerns with wide range of reading levels in US History EssentialsData collection and brainstorming Created groups and differentiated readingsLed to conversations about differentiation, then to skills based, then to Common Core, and eventually to engagementTime Frame:2 Months- met on weekly basis to plan and reflect, while also co-teaching and observing1 Month- met on weekly basis to plan and reflect, weekly observations1 Month- Weekly check in to reflect Now- consultative basis, occasional check-ins, questions, brainstorming

Bonus: Teacher shared with others which turned the teacher into a coach and sparked new coaching relationships for the coachHaleyHigh School Two Major Changes in this classroom:

Some Resources Used:DBQs, QFT, CCSS BeforeAfterNote TakingTeacher Led PowerPointStudent Questions- answered in pieces, through research, and through readingDiscussions Teacher Q & ASocratic Seminar, differentiated and student ledHaleyDifficultiesClass sizeOne more thingAdmin/peer--establishing trustNew and unknown

HaleyPeople saw it as impacting class size, that became a focus and a concernPeople saw it as one more thingRolled out the same year as evaluation modelBeing in the 3rd year at high school, having more coaches, and having an office have helped get away from new and unknown AdvantagesEmbedded Professional LearningPersonalized and differentiatedNon-evaluativeTime and support for teachersImproved student learning

HaleyTeachers feel great about accomplishments and successes- share with othersCollaboration increasesPersonalized- getting to know teams and individuals personallyPrimary Coaching Role (1190 Total Sessions)Primary Coaching RoleStart-Oct. 15Oct. 16-Jan. 15Jan. 16-Apr. 15Total Data Coach24292780Instructional Specialist185361378924Learning Facilitator175575147Other9171339Grand Total2354624931190LauraWhat Was the Staff Saying in January 2014?We have been more able and open to collaborating and meeting together as teams--we've been doing this more purposefully so the new initiatives have continued to grow rather than get stopped due to a lack of (time, plan, materials, etc).I think that when the teacher improves the students naturally improve as well. I am seeing much higher scores on pre-assessments and formative/summative assessments since the coaching has occurred.It was the first time I had done differentiation for an entire lesson, and my students assessments proved that the differentiation was beneficial to them.

Students are receiving much more targeted instruction in a small group setting - I am also better able to plan for their needs while maintaining a vision of the big picture.We have been able to better identify students that are struggling and have done so in a more timely fashion than in years past.

Allowed material to be achieved by all students despite varied learning learning abilities.

LauraWhat Was the Staff Saying in April 2014?The Coach has had a very positive impact. She has served as an instructional model, helped me improve my planning and refocused my instruction on key aspects of the common core.

I learned planning techniques including focusing on several skills, using common core standards, I definitely improved my questioning technique, introduced close reading, used and made short formative assessments that helped with assessing learning, and helped to see & hear myself as a teacher which was an eye-opening experience.We are able to see areas of need with our current model for math instruction. This has been instrumental when looking at interventions and student need.My students are now receiving a more comprehensive curriculum in a structured setting. With the adaptations I plan to make to this curriculum I will be able to help my students further succeed in writing.We've had an amazing year working together and have seen tremendous student growth. The team approach to teaching works well with us and the flexibility of service has been wonderful

The Coach has opened my eyes to the different ways I can differentiate lessons and text in my class. This has been extremely helpful and encouraging.LauraResourcesPost-coaching FeedbackDaily Coaching LogPartnership PlansCoaching Matters by Joellen Killion, Cindy Harrison, Chris Bryan, and Heather CliftonTaking the Lead by Joellen Killion and Cindy HarrisonMeganGive Aways

Contact InformationLaura Foote- Instructional Coach, Rotolo Middle SchoolLaura.Foote@bps101.net

Megan Hoffman- Instructional Coach, JB Nelson Elementary SchoolMegan.Hoffman@bps101.net

Haley Nickolaou- Instructional Coach, Batavia High SchoolHaley.Nickolaou@bps101.net

The coach is not a problem solver, a teacher, an advisor, an instructor, or even an expert; he or she is a sounding board, facilitator...who raises awareness and responsibility.

John Whitmore, 2002