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CAPACITY BUILDING
DAY ONE
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Theory of Change
History of Instructional Facilitation in Arkansas
• Barkley – Quality Teaching in a Culture of Coaching• Killion – Taking the Lead• Knight - Instructional Coaching
Quality Teaching in a Quality Teaching in a Culture of CoachingCulture of Coaching
Stephen G. BarkleyExecutive Vice President
Performance Learning Systems
blogs.plsweb.comwww.plsweb.com
stevebarkley/twitter.com
Taking the Lead
Joellen Killion
http://www.learningforward.org/news/authors/killion.cfm
• Roles• Tools
www.arkansasideas.org
Instructional CoachingInstructional Coaching
http://www.Instructionalcoach.orghttp://thebigfour.ning.com/http://www.radicallearners.com/
Jim Knight
Jim Knight Kansas Coaching ProjectUniversity of [email protected]
Instructional Facilitatingis
ContentPlanning
Using the Big Four
Assessment for Learning
InstructionClassroomManagement
to insurestudent engagementand mastery through
by motivatingstudents andmonitoring progressthrough
1. Develop questions
2. Answer questions
3. Specific proficiencies
4. Mini assessments
5. Teach effectively
6. Revisit, reflect, revise
.
.
1. Thinking Devices
2. Effective Questions
3. Stories
4. Cooperative Learning
5. Challenging Assignments
6. Experiential Learning
CriticalVariables
1. Time on Task
2. Opportunities to Respond
3. Ration of Interactions
4. Disruptions
5. Alignment with Expectations
S = structure for success
T = teach expectations
O = observe & monitor
I = interact positively
C = correct fluently
1. Guiding Questions
2. Learning Maps
To show connections and focus on essential content through
To enable a positive , safe learning environment through
•Mechanical
•Metaphorical
Eight Coaching ComponentsEight Coaching Components
• Enroll • Identify• Explain• Model Picture goes here.
• Observe• Explore• Support/Refine• Reflect
Diane Sweeney65 South Ulster StreetDenver, Colorado 80230303-332-6791 (phone)302-380-1854 (fax)[email protected]
Professional Development = Student Achievement
“In most cases, program effectiveness is judgedby an index of participants’ satisfaction with theprogram or some indication of change in theirprofessional knowledge. Rarely is change inprofessional practice considered, and rarer stillis any assessment of impact on studentlearning.”
Thomas Guskey, 1995
Students are Students are herehere
Students need Students need to be hereto be here
Core Practices for Student-Centered Coaching
What goes What goes here?here?
Students are Students are herehere
Students need Students need to be hereto be here
Core Practices for Student-Centered Coaching
1. Set a goal for student learning.2. Assess students’ needs in
relationship to the goal.3. Use student evidence to drive the
decision-making.4. Plan and deliver instruction.5. Monitor and adjust instruction
based on student evidence.6. Refine instruction through
coaching support.7. Keep lines of communication
open between teachers, instructional facilitators, principals, and district office.
School Change
Student Achievement Student Achievement
Change in Change in Student BehaviorStudent Behavior
Change in Teaching Change in Teaching BehaviorBehavior
Change in Change in Leadership Leadership BehaviorBehavior
Source: Model developed by Steven Barkley 14
Change in PLC and Peer Coaching
Theory of Change
Student-Centered Coaching
Diane Sweeney, Student-Centered Coaching
Theory of Change
Student-Centered Coaching
STUDENT-CENTERED COACHING
Read pages 10-14
As you read these pages, think about howstudent-centered coaching is similar or differentto your current practice.
“…when crafting a culture of learning, we reinforce the concept that each and every member of our community has room for new knowledge and growth.”
Sweeney, 2011, p. 50
Responsibilities for Crafting a Culture of Learning
Sweeney, 2011
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Getting a Student-Centered Coaching Culture Up and Running
– Clarify role with principal• Enroll
– Define student-centered coaching for teachers• Enroll
– Assess school culture• Use Prochaska’s Stages of Change
– Collaborate with teachers to identify a focus • Identify and Explain
Student-Centered Coaching with Data
• It moves the coaching conversation away from what a teacher thinks and focuses on student evidence.
• The richer the array of student evidence we use, the better our decision making and instruction.
Sweeney, 2011, pp.63-64
Assessment of Learning
• Post-Assessment
• Picture goes here.
• Pre-Assessment
• Picture goes here.
Meanwhile … in the Principal’s Office
• Make time for conversations about data.• Participate in conversations about data and hold
others accountable to do so as well.• Craft a culture of trust and collaboration.
Sweeney, 2011, pp.80-81
Why Coaching Cycles?
“Organizing coaching into cycles helps coachescreate a structure for their time in a way thatdrills down to impact student learning.”
Sweeney, 2011, p. 31
TYPES OF COACHING CYCLES
One-to-One Coaching Cycle• Focus - 6-9 Weeks• Student learning goal• Formal/informal student data• Planning session • 1-3 times per week in
classroom
Small Group Coaching Cycle• Focus – 3-6 weeks• Shared student learning goal• Formal/informal student data• Group planning session• Variety of activities led by
instructional facilitator
Student-Centered Coaching
The Instructional Facilitator• Coaching cycles with one-to-one and/or small groups (4-6 at a time)
– Planning– Pre-brief, observation, post-brief
• Facilitating professional development• Managing data and assessment• Gathering resources• Mentoring• Facilitating informal planning sessions• Assisting teachers in organizing materials• Working with PLCs
Sweeney, 2011, pp. 31
Meanwhile … in the Principal’s Office
The work of an instructional facilitator can beoptimized by the principal:• Being in classrooms• Providing teachers with options for participation• Determining a school-wide focus for teacher and
student learning• Committing to weekly or bi-weekly meetings with
the coachSweeney, 2011, pp. 36-38
Student-Centered Coaching
Beginning
DuringEnd
Quiz/Quiz – Trade/Trade
1. Write a question on the front of your card concerning the information you have learned so far.
2. Write the answer to your question on the back of the card.
3. At the signal find a partner and read your question. (Coach him/her if needed.) Take turns.
4. Switch cards and at the signal find another partner. Repeat.
Sweeney, 2011, p. 88Diane Sweeney, p. 88
Beginning of Coaching Cycle
Sweeney, 2011, p. 88
S.M.A.R.T. GOALS• Specific• Measurable• Achievable• Results-oriented• Time-bound Killion, 2008
During the Coaching Cycle
Sweeney, 2011, p. 88
At the End of the Coaching Cycle
Sweeney, 2011, p. 88
School Change
Student Achievement Student Achievement
Change in Change in Student BehaviorStudent Behavior
Change in Teaching Change in Teaching BehaviorBehavior
Change in Change in Leadership Leadership BehaviorBehavior
Source: Model developed by Steven Barkley 38
Change in PLC and Peer Coaching
Next Steps
• Share today’s information with principal• Develop and post schedule• Enroll teacher(s) in a coaching cycle
- Use Results-Based Coaching Tool
CAPACITY BUILDING
DAY TWO
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StudeStudeTargetTarget
One-to-One Coaching
Small–Group Coaching
Learning Labs/Coaching Labs
Student-Centered Coaching Opportunities
• One-To-One – one teacher at a time with instructional facilitator
• Small Groups – small group of teachers with common student need with instructional facilitator
• Learning Lab – creates a framework for teachers to observe in each other’s classrooms
• Coaching Lab – focuses on coaching practices
SMALL GROUP COACHING CYCLES
• Involve three to six teachers• Use a Results-Based Coaching Tool
Sweeney, 2011, p. 96
Beginning of Small Group Coaching Cycle
Sweeney, 2011, p.97
During Small Group Coaching Cycle
Sweeney, 2011, p.97
End of Small Group Coaching Cycle
Sweeney, 2011, p.97
Learning Labs
• Model Classrooms Picture goes here.• Peer Learning Labs• Student-Centered Learning Labs
How can Student-Centered Learning Labs optimallymeet teachers’ professional developmentneeds?
Sweeney, 2011, p. 108-112
Instructional Facilitator’s Role/Responsibilities for Learning Labs
• Facilitates lab• Supports host teacher• Structures follow-up• Enlists lab participants in coaching cycle• Collaborates with principal to ensure
shared focusSweeney, 2011, p. 115-117
Meanwhile … in the Principal’s Office
• Creates collaborative network focused on student learning and teacher practice
• Provides time for collaboration and reflection• Ensures trained facilitator is provided for
managing learning labs
Sweeney, 2011, p. 117-118
Developing a Learning Lab1. Determine purpose2. Identify lab host3. Work intensively for extended period of time
with lab host4. Develop protocol and norms
– Pre-brief– Observation– Debrief
5. Follow-up
Protocols for Student-Centered Learning Labs
Sweeney, 2011, p. 112
Classroom Observation Norms
• Record detailed notes• Sit close to action• Talk only to students when appropriate or not at
all• Maintain silence and avoid being a distraction• Respect lab host• Have a positive attitude
Sweeney, 2011, p. 122
Note-taking tool for observation
Focus Question:
Look For’s:Student Evidence Instructional Practices
Practice
Video of your choice goes here.
Debrief
1. Student Evidence2. Implications3. Response from lab host4. Next steps
Coaching Labs
“Coaching labs provide coaches with the opportunity to meet with a small group of colleagues and observe a fellow coach who acts as a lab host. The goal of the lab is to provide coaches with time to observe one another’s practice, as well as time for rigorous reflection.”
Sweeney, 2007, p. 38
Jigsaw
Note what the host instructional facilitator,the host teacher, and lab participants are doingduring the coaching lab.
1. Coaching Labs – 165 – 167 (bottom of)2. Setting the Context/Pre-brief w/teacher – 167-170 (bottom of)3. Obs. Cl. Instr./Debrief w/ Teacher – 170 -173 (middle of)4. Debriefing Coaching – 173-175 (stop at Meanwhile…)
How are Learning Labs and Coaching Labs similar and different?
• P. 112 – Figure 6.1 – Protocol for Student-Centered Learning Labs
• P. 166-167 – Figure 9.2 – Protocol for Coaching Lab
Meanwhile…in the District Office
District leaders can:•Keep the lines of communication open between instructional facilitators, principals, and the district office•Establish expectations and tools for evaluating the impact of coaching•Manage time and support for instructional facilitators Sweeney, 2011, pp.175-176
StudeStudeTargetTarget
One-to-One Coaching
Small–Group Coaching
Learning Labs/Coaching Labs
Planning a Coaching Lab
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Next Steps
• Continue Coaching Cycle with Results-Based Coaching Tool
• Prepare for Coaching Lab
