Oregon Reading First IBR V - Cohort B

Coaches and Teachers Working Together to Improve Student Outcomes

Cohort B

Observation Cycle for 06-07

Coaching to Support Student Success

“Coaching is a cooperative, ideally collaborative relationship, with parties mutually engaged in efforts to provide better services for students.”

(Hasbrouck and Denton, 2005, pg. 2)

Along with assessment results and interviews, student-focused observations are the reading coach’s tools for gathering important information.

(Hasbrouck and Denton, 2005, Chapter 6 Gathering Information)

Observe the Student(s) Instead of the Teacher

Select observation tools and approaches that focus on the behaviors of the student(s) and/or teacher-student interactions

Carolyn Denton, 2006

Cohort B Observation Cycle 2006-2007

• Fall to Winter– Two-Way Observations– Completed by December 15th

• Winter to Spring– Targeted Observations– Completed by May 25th

Two-Way Observations: Fall to Winter 2006

End of September to Mid October- All coaches begin with a round of 5-minute observations focusing on the Nine General Features of Instruction. The goal of the observations is to prioritize areas of focus for two-way observations.

Mid October through December- All coaches conduct two-way observations with each K-3 classroom teacher. Each two-way observation will focus on one of the Nine General Features of Instruction.

Focus Areas for Five-Minute Observations - Phase 1

• Schedule

• Grouping

• Materials

• Physical Set Up

• Behavior

• Student Performance

Structural

Quality of Implementation

Focus Areas for Five-Minute Observations - Phase 2

• Models

• Explicit Instruction

• Meaningful Interactions with Language

• Multiple Opportunities to Respond

• Corrective Feedback

• Encourage Student Effort

• Engagement - Teacher-Led Instruction

• Engagement - Independent Work

• Student Success

Quality of Implementation

Nine General Features of Instruction

Five-Minute Observation Form

In the box next to each General Feature indicate +, -, or NA.Check the circle next to each observed area.

c Instructor models instructional taskswhen appropriate.o Demonstrates the task (e.g., uses think alouds)o Proceeds in step-by-step fashiono Limits language to demonstration of skillo Makes eye contact with students, speaks clearly while

modeling skil l

c Instructor provides explicit instruction.o Sets the purpose for the instructiono Identifies the important details of the concept being

taughto Provides instructions that have only one interpretationo Makes connection to previously-learned material

c Instructor engages students in meaningfulinteractions with language during lesson.o Provides and elicits background informationo Emphasizes distinctive features of new conceptso Uses visuals and manipulatives to teach content as

necessaryo Makes relationships among concepts overto Engages students in discourse around new conceptso Elaborates on student responses

c Instructor provides multiple opportunitiesfor students to practice instructional tasks.o Provides more than one opportunity to practice each new

skillo Provides opportunities for practice after each step in

instructiono Elicits group responses when feasibleo Provides extra practice based on accuracy of student

responses

Instructor: ____________________________

c Instructor provides corrective feedbackafter initial student responses.o Provides affirmations for correct responseso Promptly corrects errors with provision of correct modelo Limits corrective feedback language to the task at hando Ensures mastery of all students before moving on

c Instructor encourages student effort.o Provides feedback during and after task completiono Provides specific feedback about student’s accuracy

and/or efforto Majority of feedback is positiveo Celebrates or displays examples of student success in

reading

c Students are engaged in the lesson duringteacher-led instruction.o Gains student attention before initiating instructiono Paces lesson to maintain attentiono Maintains close proximity to studentso Transitions quickly between taskso Intervenes with off-task students to maintain their focus

c Students are engaged in the lesson duringindependent work.o Independent work routines and procedures previously

taughto Models task before allowing students to work

independentlyo Checks for student understanding of the task(s)o Students use previously-learned strategies or routines

when they come to a task they don’ t understando Independent work is completed with high level of

accuracy

c Students are successful completingactivities at a high criterion level of performance.o Elicits a high percentage of accurate responses from

groupo Elicits a high percentage of accurate responses from

individualso Holds same standard of accuracy for high performers and

low performers

School:Date:Time:Program and Level:Grouping Format:Number in Group:Group Performance Level:

Focus: Phonemic Awareness c Phonics c Fluency c Vocabulary c Comprehension c

Comments:

Two-Way Observations . . . in a Nut Shell

1. Co-plan two lessons.2. Coach teaches the first while teacher observes, looking for

one specific thing.3. Coach observes the teacher using the same form and looking

for the same thing.4. Afterwards discuss BOTH lessons together.5. Self-reflect: Both coach and teacher talk about what they did

well in their lesson and what they could have done better.

Denton, 2006: Purposeful Coaching: A Systematic Approach to Reading Improvement

Teacher ____________________ Grade or Class ________ Date _________

Coach _______________________ Start time _________End time _________

Observation Focus: _______________________________________________

_______________________________________________________________

Teacher Behaviors Student Behaviors

The Observation “Non-Form”

Denton, 2006: Purposeful Coaching: A Systematic Approach to Reading Improvement

Two-Way Observations - A Closer Look

• Purpose: To illustrate the connection between successful implementation of important aspects of instruction and student behaviors.

• Determine the focus of your observation. Choose only 1-2 things to focus on specifically during the observation. For example, you may focus on pacing, active student engagement, successful student responses, or other important aspects of instruction. These should be things that the coach and teacher have been discussing or working on. Select the focus before the observations begin.

• Under “Teacher Behaviors” make notes each time you see the teacher/coach successfully implement the focus of the lesson. ONLY record the “good things” the teacher/coach does in regard to the observation focus. For example, you might record details of her instruction each time she delivers explicit instruction.

Denton, 2006: Purposeful Coaching: A Systematic Approach to Reading Improvement

Two-Way Observations - A Closer Look (cont.)

• Right next to each of these “Teacher Behaviors,” record what the students are doing at the same point during the lesson. In other words, record the behavior of the students, or a particular student, when the teacher/coach successfully implements the observation focus. In particular, record any connections between “good things” the teacher/coach is doing and student success.

• After the observation, share the forms and discuss the observations. Note the examples recorded of successful implementation of the observation focus with each other and details you noticed (i.e., “I noticed that you very clearly demonstrated for the students how to sound out the word truck when they had trouble, then gave them the opportunity to try it on their own. Later you came back to the students who had struggled with the word and had each one read it independently.”) Discuss the relationships between teaching behaviors and the student behaviors.

Denton, 2006: Purposeful Coaching: A Systematic Approach to Reading Improvement

Keep the Feedback Objective“Let the data speak”—be as collaborative as possible; notice patterns and draw conclusions

“I noticed that when you…the students…”

NOT

“You didn’t…”

“You should…”

Carolyn Denton, 2006

Two-Way Observations• Ground Rules

– Using the information collected from the five-minute observations, select one of the nine general features to focus on. Could, as a grade level, select a common feature.

– Go through complete non-observation process:

Preplan Coach teaches lesson Teacher teaches lesson Debrief

– Plan about 30-minute lessons.

– Teacher should teach the same part of the lesson that coach did.

– Complete two-way observations by December 15, 2006.

A Look Back: Large Group Sharing

1. Describe one thing that has gone well with the two-way observations.

2. Describe one thing that has been difficult with the two-way observations.

3. Tell one thing you have learned from going through the process.

Let’s Practice:• Get a piece of notebook paper. Divide into two columns. Write

“Teacher” at the top of the left column. Write “Student” at the top of the right column.

• View ERI Lesson 93 video.

• Area of focus will be teacher modeling.

• Record details of instruction each time the teacher models. What exactly did the teacher do/say? How did the students respond?

• Debrief with a partner. Note examples you recorded of successful models (include details). Be sure to discuss the relationships between teaching behavior (modeling) and the student behaviors (responses).

• Finally, let’s debrief as a large group!

Targeted Observations:Winter to Spring 2007

In preparation for the targeted observations, coaches will receive training on the LPR system and strategies for observing student response to instruction.

Step 1. After each LPR data collection, the coach will target 4 instructional groups that are not making adequate progress.

Step 2. Coach will observe each of the 4 groups, recording segments of the lesson, time involved, tasks, and students’ responses (i.e., student success rate).

Step 3. Coach and teacher will review the lesson data together to identify the problems students are having and collaboratively determine a remedy that focuses on one of the nine general features of instruction. Together, the coach and teacher will identify and carry out next steps.

.

Examples of “Next Step” Coaching Activities:

• Co-Teaching• Practice Sessions• Whisper Coaching• Peer Observations• Program Enhancement• Student Assessment• Regrouping• Other examples?___________________• _________________________________• _________________________________