instructional facilitator’s training day one arkansas department of education, instructional...

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?


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?


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


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.


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


What is The Instructional Coaching Group?

Mission: ICG is committed to enabling unmistakable positive

improvements in children's lives


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



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.


Stages of Change(Prochaska, 1994)

Pre-contemplationContemplationPreparationActivationMaintenanceTermination


An Instructional Facilitator/Coach

Is on siteIs a professional

developerPartnersShares proven teaching

practices (research-based)


Question?

What does this athletic coach do that you think is similar to what an Instructional Facilitator/Coach should do?

What Does An Instructional Facilitator/Coach Do?


Instructional CoachingEnroll IdentifyExplainModel (You watch me)Observe (I watch you)Explore (Collaborative

Exploration of Data)SupportReflect


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


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


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



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?



With your group, identify strategies, tactics, methods or other ideas that a coach might use to be more effective when enrolling teachers



Identify What to Do:

ThroughInterviews or other conversationsCoach observationReferral

Teacher initiative


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



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


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



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



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


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.


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.


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


Tacit Knowledge

“We can know more than we can say”

Michel Polanyi



With your group, identify strategies, tactics, methods or other ideas that a coach might use to be more effective when modeling lessons with teachers



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


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


Top-down Feedback

Uses data to

shape

Coach

The Teacher


Partnership Feedback (C.E.D.)Reinke, (2005)

dialogueTeacher Coach

data


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


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.”


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


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.



Reflect:

After-action Review

What was supposed to happen?What happened?What accounts for the difference?What will I do differently next time?


After-action Review

On your own (coaching form, notebook, computer journal,

tape or ipod oral history)With your teamWith collaborating teacher



With your group, identify other strategies, tactics, methods or other ideas that a coach might use to be more effective for reflection



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


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


Partnership Principles

EqualityPraxisDialogueChoiceVoiceReflectionReciprocity


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


Equality

A belief that everyone countsDoesn’t mean we all agreeDoesn’t mean we’re all the sameWe all have equal valueEach opinion counts


Praxis

Reflection andCreative inquiryNot banking educationBut creative inquiry


Dialogue

Respectful, energizing conversationThe developing conversation is more

important than being rightInvolves suspending opinions & authentic

listeningThinking together


Choice

Command and control fosters resistance or external commitment

Choice fosters internal commitment


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!


Reflection

On actionIn actionFor action


Reciprocity

Everyone benefits when one person learnsTeachers learn from students as much as

students learn from teachersEvery learning situation is a chance for

learning


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?

instructional facilitator’s training day one arkansas department of education, instructional...

Documents

professional learning

crl professional development

instructional coaching

onsite professional

learning experience

learning relationships

various activities coaches

change youve