COACHING BOOT CAMPLACOE Training and Technical Assistance

September 28, 2016

Los Angeles County Office of Education

Goal and ObjectivesGoal – Agency’s education teams will receive updates, resources, and training to incorporate and support ongoing CLASS improvement strategies throughout the year. 

Outcomes – Participants will:  be familiar with the 5 CLASS Action Plan strategies and how their agency is 

participating.

participate in a coaching refresher and focused observation logs 

create a coaching plan for SPD and Intro to CLASS, and support for MMCI and LAUP coaching for their teaching teams

Boot Camp Coaching AgendaWelcome and Introductions Ice Breaker Glows Grows & Gos LACOE CLASS Action Plan Overview Boot Camp Coaching Process Updates and Tools

Agency Coaching Process Simulated Professional Development Introduction to CLASS for Assistant Teachers

Agency Coaching Support Process MMCI LAUP Coaching

Update CLASS Professional Development Plans with CLASS Action Plans

OHS CLASS Reviews Update Questions and Feedback

ICE BREAKER

REFLECTION

What is at the core of your coaching program?

Which coaching practices do you want to be sure

everyone is implementing with fidelity?

REFLECTION

HOW ARE THE CHILDREN DOING?HOW ARE OUR TEACHING TEAMS DOING???

• How do we know?• What have we done about it?

• Was it enough?

Data Driven Goal Setting and Action Planning to Build Teacher Child Interactions

HOW ARE OUR TEACHING TEAMS DOING???GLOWS                   GROWS                  GOS!!!

QUALITY TEACHING AND LEARNING FOR BOOT CAMP…

Know DoReflect and 

improve

Reflect and 

improve

SeeSee

PRACTICE BASED COACHING

SIMULATED PROFESSIONAL DEVELOPMENT

GROWS, GLOWS, GOS

PRACTICE

Glows – interactions that are going GREAT!!

Grows – interactions that the teacher/team are working on

Gos – actions to continue building or new areas to focus on

Dimension

Indicators• Clear Behavior Expectations• Proactive• Redirection of Misbehavior• Student Behavior

Encompasses the teacher’s ability to provide clear behavioral expectations and use effective methods to 

prevent and redirect misbehavior.

Classroom Organization

Clear Behavior Expectations Indicator• Clear Expectations

– Teachers states expectations clearly• Example, “We are going to be working together on the rug; it is important for you to listen to one another carefully and keep your hands to yourself as your classmates share their work” (CLASS Manual, 2010).

• Consistency– Teacher enforces the rules in a consistent and predictable ways

• Example, “Only three children are allowed in the pretend area at one time.  If more than three children choose to work in the pretend area, the teacher reminds the children that they will need to put their name on the waiting list.”

• Clarity of Rules – Teacher clearly explains classroom rules that is clearly understood by all children

• Example, “The teacher assist the 4th child write his name o the waiting list at the pretend area.  While the child waits his turn to play in the pretend area, he chooses another area to work in while he waits his turn.”

Classroom Organization

PRODUCTIVITY DIMENSIONbuzy, buzy, buzy!

Indicators•Maximizing •Learning Time•Routines•Transitions•Preparation

Considers how well the teacher manages instructional time and routines and provides activities for students so that they have the opportunity to be involved in learning activities.

TRANSITION INDICATORMAY BE BETWEEN AND WITHIN ACTIVITIES

• Brief– How quick are transitions?– Look for who is waiting?– How long is any 1 child waiting?

• Explicit follow‐through – Be sure to give clear instructions.– Check to see if children are successful. 

• Learning opportunities within – Look for ways to add learning or connect something you have recently talked about – Plan and use the Mighty Minutes and finger‐plays

INSTRUCTIONAL LEARNING FORMATSDIMENSION

Indicators•Effective Facilitation•Variety of Learning Modalities and Materials•Student Interest•Clarity of Learning Objectives

Focuses on the ways in which the teacher maximizes students’ interest, engagement, and ability to learn 

from lessons and activities.

CLARITY OF LEARNING             INDICATOR

• Advanced Organizers‐ Use of advanced organizers to help children know what it is that they are going to be doing; tell 

them the learning goal

• Summaries‐ Summarize to help children focus on and reinforce what they are learning

• Reorientation Statements‐ Help children refocus when they get off track, when necessary and understand what they have 

learned

CLASS Domains

Lowest 10% 

Average

NationalAverage

Regional Average

LACOE Average

LACOE Goal

EmotionalSupport

5.66 6.03 6.19 5.83 6.50

Classroom Organization

5.27 5.80 5.87 5.43 6.00

Instructional Support

2.23 2.88 3.13 2.30 3.00

LACOE’S CLASS GOALS 

SUPPORTING OUR TEACHING TEAMS AND CHILDREN!!

CLASS Action Plan ProjectDeliverables

SimulatedProffessional

Development = CO

CLASS Assistant Teacher Overview 

= ISMMCI Boot Camp

LAUPCoaching= CD

Mini Resources & Media

Coaching to Competence

Step 1: Collect observation data. Take a temperature and gain insight into what is happening in the classrooms.Step 2: Use scores to identify each teacher’s needs: Coaches uses this data, combined with knowledge gained from their relationship with the teacher, to get a clearer understanding of individual areas of strength and growth.Step 3: Design differentiated professional development plans: Coaches design plans that are individualized to the teacher’s strengths, challenges, and interests.

Step 4: Provide content and context for effective professional development: Coaches lean on tools and technology to provide content and  context to teachers in the form of feedback, professional learning resources, opportunities for discussions, frequent communication. Step 5: Impact the teaching practices that drive child outcomes: Changes takes time; that’s why we recommend a cyclical approach.

Coaching Cycle Steps – The Key to Coaching

Focus on coaching

IMPACT REMINDERS!!

The Art ofCoach ing Emp loyeeshttp://www.slideshare.net/LifeatLeggett/the‐art‐of‐coaching‐employees‐part‐1

To truly understandthe art of coaching…

…you also need tounderstand what it isn’t.

Coach ing isCoa ch ing Coaching isn’t

Manag ing

Manag ing is aboutthe process .

When you manage ,you make sureyour emp loyee isfulfilling their jobrespons ibi lities. B u t

Coaching isn’tManag ing

When you coach ,you he lp youremployee reach hisor her h ighestpotent ia l.

Coaching is…

B y helpin g themsee andunderstand theobstac lesprevent ing themfrom succes s .

Coach ing isCoa ch ing Coaching isn’t

Training

Train ing is aboutskill bu ild ing .

It's telling youremp loyee how toimp rove aparticu lar skil l.

B u t

Coaching isn’tTrainingCoach ing is about

d iscovering whatmay be preventingyour emp loyee  f rom learn ing anew sk ill.

Coaching is…

When you coach ,you do a w hole lotof ask ing ...andvery little tell ing.

Coach ing isCoa ch ing Coaching isn’t

Mentor ing

Mentor in g is aboutpass ing on yourexperiences.

Usually to an e w e r emp loyeein order to helpthem bu ildexpe r t i s e . B u t

Coaching isn’tMentor ingCoach ing is allabout g iv ing anemp loyee room .

Coaching is…

When you coach ,you let them usetheir own expertiseto grapple wi thprob lems anddiscover their ownsolu tions.

Coach ing isCoa ch ing Coaching isn’t

Counse l ingCounse ling islooking at theirpast.

When you counse l,you break downthe past todiscover whatcou ld be affect ingtheir currentbehav ior.

B u t

Coaching isn’tTherapy

Coach ing is look ingat their future .

Coaching is…

When you coach ,you look at theirpresent behaviorto d iscover whatcou ld effect theirfuture success .

I nd iv idua l i ze

Even though you're not acounselor, you may need to

get personal when you coach .

When coach ing , youhave to look at your

emp loyee hol ist ica lly...

not as an emot ion lessworker bee.

And somet imes,you have to wearmult ip le hats at oncefor a g iven situation.

Celebrate Success!

THE 3 P’S OF PROGRAMMATIC SUPPORT

Sustained Quality Coaching

Preparation

Personnel

Processes

PREPARING THOSE WHO WILL BE COACHED

• Introduction to format of coaching they will experience

• Distinctions between coaching and supervision/evaluation

• Opportunities to assess needs related to practices that are focus on coaching

• Roles and responsibilities in coaching

PLG: 22 

A Systematic Approach

REFLECTION

What is at the core of your coaching program?

Which coaching practices do you want to be sure

everyone is implementing with fidelity?

REFLECTION

Agency Coaching Expectations – SPDStaff complete the matrix during each of the following Training Opportunities

1. Simulated Professional Development ‐ activity matrix workshop focus area = CO. There are specific suggestion questions and actions to increase strategies throughout the day – key message is all associate teachers are and integral part of the teaching team, their interactions contribute to the classroom scores and most importantly, to the successful building of social interactions and achievement of school readiness goals

a. BM – Stating the rulesb. PD – transitions are brief to and within activitiesc. ILF

2. Agency follow up ‐ Boot Camp process1. Activity Matrix posted in the classroom2. Minimum Focused Observation Coaching Log Goal Setting3. Follow up to the plans, set new goals and plans4. Submit Focused Observation Coaching Plan to LACOE to your coach??

Agency Coaching Expectations – Intro to CLASSStaff complete the matrix during each of the following the Saturday Training Opportunity

1. Introduction to CLASS – activity matrix workshop focus area = IS   Key message is all associate teachers are an integral part of the teaching team, their interactions contribute to the classroom scores and most importantly, to the successful building of social interactions and achievement of school readiness goals there are specific suggestions, questions, and actions to increase strategies throughout the day –

A. CDB. QFC. LM

2. Agency follow up ‐ Boot Camp process1. Activity Matrix posted in the classroom2. Minimum Focused Observation Coaching Log Goal Setting3. Follow up to the plans, set new goals and plans4. Submit Focused Observation Coaching Plan to LACOE to your coach??

Coaching MMCI participants ‐ CDSchedules

Communication Loops

Copies of Coaching Log

Ongoing Support

Agency support of LAUP coaching ‐ CDSchedules

Communication Loops

Copies of Coaching Log

Ongoing Support

Purposeful Observable Practices ‐ POPS

Boot Camp Coaching Tools and ProcessActrivity Matrix

Coaching Plan – blending Focused Observation and Action Plan

Activities are planned to support increasing the practice of CLASS related skills in all areas of the classroom 

Your CLASS Improvement Plan Review and Updating the CLASS Action Plan

EVALUATION OF IMPACTS AND OUTCOMES:IS IT WORKING?

• Are teachers achieving their Activity Matrix action steps goals?

• Is coaching having measureable impacts on teaching and instructional practices?

• Can impacts on teaching and instructional practices be linked to progress toward CLASS scores and child outcomes?

The OHS CLASS Review Process Reminders All classrooms can be included in the review process, 1 teacher may be 

observed twice if their am and pm classrooms are randomly selected.

Reviewers will conduct TWO observation cycles (20 minutes followed by 10 minutes of scoring [outside of the classroom]and up to 5 minutes answering background questions)

CLASS reviewer must be fluent in the primary language of instruction

Observable activities include:  Teacher‐directed activities, child‐initiated activities, large‐ and small‐group times, mealtime, transitions, arrival/departure (providing 50% of the children are present), structured gross motor activities

In warm climates, outdoors “classrooms” or meals eaten outside are observable

SAVE THE DATE

LAUP COACHING MEETING

October 14th, 2016 – More information to come!!

Great Results Take