Coaching Continuum/Cycle. Education Transformation Office Dwight Jones Curriculum Support Specialist...
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Transcript of Coaching Continuum/Cycle. Education Transformation Office Dwight Jones Curriculum Support Specialist...
Education Transformation Office
Dwight JonesCurriculum Support Specialist
Middle Science 6-8
Nikolai Vitti, Assistant SuperintendentMiami-Dade County Public Schools
Objectives
•Understand the Coaching Continuum and how to implement it with classroom teachers.
•Comprehend the Coaching Cycle
Essential Question
What factors impact your ability to carry out the coaching continuum?
Essential Question
What factors impact your ability to carry out the coaching continuum?
7
An effective Instructional Coach differentiates professional learning
opportunities by thinking of coaching as a
continuum.
8
CONTINUUM OF COACHINGInteractive coaching Intraactive coaching
Increased external scaffolding Decreased external scaffolding
Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence.
Subject-centered pedagogy Solution-seeking andragogy
adapted fromK. S. Froelich & E. A. Puig, 2010, p. 128
The Literacy Leadership Team: Sustaining and Expanding Success
Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.
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CONTINUUM OF COACHING
Provide an observation lesson to improve learning and instruction
Co-teach with a host teacher in an observation classroom to improve learning and instruction
Confer, observe, and debrief to improve learning and instruction
Facilitate a study group or literacy leadership team to investigate adaptive challenges to improve learning and instruction
Facilitate action research to seek resources after reflection to improve learning and instruction
Interactive coaching Intraactive coaching
Increased external scaffolding Decreased external scaffolding
Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence.
Subject-centered pedagogy Solution-seeking andragogy
Facilitate a workshop or session to improve learning and instruction
adapted fromK. S. Froelich & E. A. Puig, 2010, p. 128
The Literacy Leadership Team: Sustaining and Expanding Success
Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.
Gradual Release of the Coaching Model10
Preconference; Observation with feedback; Modeling/Debrief
Co-planning; Co-teaching; Collaboration
Action Research; Book Studies; Lesson Study
Essential Question
What factors impact your ability to carry out the coaching continuum?
Considerations for Entry Points
Years of experience teachingComfort level with changeExhibits self-directed behaviorsBackground knowledge of specific contentKnowledge of student strengths and needs Routines and procedures effectively
established
USING THE CONTINUUM14
Think of a real school scenario. Share with an “elbow-partner.” Consider a coaching point based on the scenario.
Where on the continuum of coaching would you start and why?
Be ready to share with whole group.
Opportunities for Coaching15
Differentiation is key! Allow participants choice based on their own
personal needs Workshop Observation Lesson Co-teaching Confer, Observe, Debrief Study Group Action Research
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Opportunities for Coaching
Facilitate a Workshop
Observation Lesson
Co-Teaching
Confer, Observe, Debrief
Study Group
Action Research
17
Continuum of CoachingFacilitate a Workshop
Professional development should reflect the needs of the school.
Often, successful professional development is conducted by “in house” presenters.
Faculty perception of “professional development” should be changed from something that the teacher “has” to attend to something they “get” to attend.
Facilitate a Workshop
18
Continuum of CoachingObservation lesson
An observation lesson alone will not have much impact on learning unless it includes time to debrief.
Co-teaching Conversation is the key.
Observation Lesson
Co-Teaching
19
Demonstrating vs. Co-teaching
Observation lessonCoach meets with the
teacher prior to lessonTeacher is an observer
during the lessonCoach and teacher
debrief and discuss
Co-teaching lessonCoach meets with the
teacher prior to lessonTeacher leads the
lesson alongside the coach
Coach and teacher discuss the lesson and plan the next together
20
Action Research Collaborative Research in practiceResearch seeking resources after reflectionGoal is to improve teacher instruction and
deliveryGoal is to improve student achievement
Action Research
21
Continuum of Coaching
Study Groups A study group is a small group of individuals
who meet on a frequent and regular basis to explore the interests of the group based on the strengths and needs of the students.
Study Group
Coaching Continuum…22
Confer, Observe, Debrief
Suggested Cycle at-a-glance
Day Task1 Pre-Conference/Coach observes
the teacher
2 Coach models the entire instructional block using required components
3 Coach and teacher co-teach
4 Coach observes the teacher again/Debriefing
Essential Question
What factors impact your ability to carry out the coaching continuum?