Coaching Cycle, Modified Lesson Study & Demonstration ... · Coaching Cycle, Modified Lesson Study & Demonstration ... How will we ensure all non-negotiables are present in the lesson

Coaching Cycle,

Modified Lesson Study

& Demonstration

Classroom

Lake County Schools, FL Teaching and Learning Department

Coaching Cycle Summary:

Coaching for change focuses on continuous improvement that motivates a teacher. A coach models and facilitates continuous improvement and on many occasions, he/she challenges the status quo, ask questions and facilitates difficult conversations helping to shape the culture of the school. As a catalyst for change, the coach must motivate the teachers and encourage them to “step out of the box,” reinforcing their learning’s with support. A coach helps teachers retain what they learn through practice and helps teachers transfer/synthesize their learning by co-planning ways to use the information in new settings.

Common Language:

Professional Support Facilitated Support Peer Coaching Mentoring Co-Teaching

Coaching stems:

“In other words __________.” “From what you’re saying _______.” “Could you tell more about _______?” “Can you give me an example of ______?” “What’s another way you might _______?” “What trends do you see _____?” “How do you think the lesson went and why _____?” “What did you do to make the lesson so successful ___?”

Instructional coaches are essential to

teacher development and increased student achievement.


Sample Conferencing Tool

Two essential steps within the five areas of the coaching cycle are the pre-conference and post-conference

components. Both allow for instructional planning, relationship building, and collaboration between the coach

and the teacher. The following conferencing tool may be utilized by the coach as a frame of reference when

implementing the coaching cycle process.

Lake County Schools, FL

Teaching and Learning Department

12/15/16 Lake County Schools Teaching & Learning Department

Conferencing Tool

Pre-Conference Teacher: Coach: Date:

Instructional Planning & Instruction / Assessment

1. What standards will be addressed?

________________________________________________________________________________________

2. What content will students know/understand?

________________________________________________________________________________________

3. What assessment will be used to determine that the student has met this standard?

_________________________________________________________________________________________

4. What resources, materials and technology will be used in instruction?

_________________________________________________________________________________________

5. How will you check for understanding during the lesson?

_________________________________________________________________________________________

Post- Conference Date:

Instructional Planning & Instruction / Assessment

1. What standards were demonstrated during this lesson?

__________________________________________________________________________________________

2. Talk about the content that you hoped students would know and understand by the end of the lesson.

__________________________________________________________________________________________

3. What formal/informal techniques did you use to collect evidence of students’ knowledge and skills?

__________________________________________________________________________________________

4. How did the instructional strategies address all the students’ learning needs?

__________________________________________________________________________________________

5. How did you incorporate cooperative structures, thinking maps, and anchor charts?

___________________________________________________________________________________________



Sample Classroom Observation Checklist

Collecting classroom data is very important when implementing the coaching cycle. It is essential to identify the learning goal, and standards, view the

teacher and student actions under the areas of instructional strategies, student engagement, classroom management, and the utilization of resources.

The following sample observation checklist twill help an academic coach gather data when supporting a teacher in the coaching cycle process.




Classroom Observation Checklist

Teacher: ______________________________________ Coach: _________________________________________ Grade: ______________________________________ Date: __________________________________________ Learning Goal /Objective: ___________________________________________________________________________________________________ Standard(s): ______________________________________________________________________________________________________________ Mark all that apply:

Instructional Strategies: Student Engagement: Teacher Actions: Student Actions:

☐Utilize Gradual Release Model

☐Reference learning goal and scale throughout lesson

☐Differentiate Instruction

☐Utilize task that requires generating and testing hypothesis

☐Utilize district and state curriculum resources

☐Organize students to practice and deepen knowledge

☐Pose high quality questions that allow students to compare, contrast, and clarify

☐Utilize appropriate pacing and wait time

☐Prompt students to create their own cognitively complex task

☐Utilize academic language

☐Engage in accountable talk

☐Utilize cooperative structures

☐Able to explain and defend their inferences

☐Respond’s going beyond what was taught

☐Identify main points of lesson

☐Explain “why” and justify reasoning

☐Reflect and revise note-taking

☐Actively problem solve

☐Utilize technology to personalize their own learning

Management Snapshot: Resources: Monitor/Procedure: Materials / Technology:

☐Circulates around the classroom

☐Frequently stops and check for understanding throughout the lesson

☐Monitors students working silently / independently

☐Immediately addresses off task behavior

☐Monitors students collaborating in groups

☐Thinking Maps

☐Graphic Organizers

☐Cooperative Learning Structures

☐AVID / WICOR

☐Interactive Technology



Sample Coaching Notetaking Tool Ensuring a plan is in place for the collection of evidence prior to a classroom observation is essential to the success of the Coaching Cycle. Having a

notetaking tool can support the observer in capturing the actions and behaviors as they occur, as well as provide a reminder for any affirmations or

areas of growth that come to mind during the observation. The following instrument is only one example of such a tool which may be utilized to

capture notes during an observation to support the provision of feedback during the post-conference component of the coaching cycle process.




Coaching Notetaking Tool

STANDARD(S) Observed: ________________________________________________________

I SAW I HEARD AFFIRMATIONS OPPORTUNITIES FOR

GROWTH



Effective coaching requires that protocols are put in place to build a relationship of trust between the coach and the teacher. During this process, the

coach may utilize different coaching conversation starters to establish a focus for working with the teacher. Paraphrasing, clarifying, using

non-judgmental responses, and asking mediational questions are essential elements to implementing effective communication with a teacher.

The following tool may be used by the coach to assist in framing coaching conversations when conferencing with a teacher during the coaching cycle

process.

Coaching Conversation Starters



Sample Teacher Action Plan

Developing an action plan provides a way to document the time, resources, and specific steps necessary to

accomplish a goal. Working together, the coach will assist the teacher with writing a goal and creating a plan

which outlines the course of action they will take toward making the desired improvements by the end of the

coaching cycle. Below is a sample teacher action plan which may be utilized by the coach to frame the actions

to be taken during the coaching cycle process.




Teacher Action Plan

School: Sample School Teacher: Suzy Smith, 2nd grade School Lead: Jane Jones, Math Coach

Date Initiated: 11/13/15 Professional Learning Goal: Ms. Smith sample answer:

I will increase student discourse and accountable talk by utilizing higher order thinking questions. I will

review student work products and formative assessments to determine effective ways to differentiate

instruction for small group or one-on-one individualization.

Standard Focus: What content area and state standard will be taught during the time of observation? Example: - MAFS 2.OA.1.1 (DOK 2) Use addition and subtraction within 100 to solve one-and two steps word problems involving situations of adding to, taking from,

putting together, taking apart, and comparing, with unknowns in all positions, e.g. by using drawings and equations with a symbol for the unknown number to represent

the problem.

Strategy: Implement gradual release &

cooperative structures to increase rigor,

engagement & opportunities for student

discourse.

Successes: Relationship Building, Utilizing

Curriculum Materials

Challenges: Limited student discourse and accountable

talk, Low engagement and rigor, Lack of higher order

questioning, Limited use of Gradual Release

Teacher Evidence: Teacher Lesson Plans,

Classroom Walkthrough Data Trends,

Student Work Samples, Anchor Charts,

Visual Aids, and Thinking Maps

Student Evidence:

-Use of academic language

-Use of accountable talk

-Asking, answering, and clarifying questions

-Demonstrate higher order thinking

-Artifacts indicate decision making, problem solving, etc.

-Interacting with lexiled or multiple text

-Annotate or mark text

-Explanation of why the content is important

-Response demonstrate understanding

-Utilize thinking maps/graphic organizers

-Engaged in hands on activities

-Justify reasoning

-Clarifying misconceptions

-Reflecting and revising work

-Utilize 21st century skills

-Making real-world connections

Action Step #1: Teacher will do:

Review instructional design and lesson

planning.

Resources:

Curriculum Blueprints

Common Planning Time

School-based coaches

Timeline: November 20, 2015




(The teacher aligns and designs

instruction with state standards to ensure

mastery).


The learning environment.

(The teacher will review, maintain, and

design a student centered learning

environment inclusive of student

collaboration, high expectations, and

inquiry).

Resources:

Kagan Cooperative Structures

HOQ Stems


School-based Coaches

Project CRISS (Professional Development)

Timeline: November 27, 2015


Instructional delivery and facilitation.

(The teacher will review, maintain, and

design instructional delivery and

facilitation that utilizes a deep and

comprehensive knowledge of the subject

taught).

Resources:

Curriculum Blueprints

Test Item Specifications

Math Flip Book

C-Palms


School-based Coaches

Timeline: December 4, 2015

Action Step #4:

Assessment

(The teacher will analyze and apply data

from multiple assessment that measures

and diagnoses student learning needs).

The outcome will drive the learning

process.

Resources:

Formative Assessments

Student Work Products

iReady

Eduphoria

Timeline: December 8, 2015









Modified Lesson Study and Demonstration Classrooms Summary:

Modified Lesson Study and Demonstration classrooms are both effective methods of providing on-site, job-embedded professional development to multiple teachers at one time. Both provide an opportunity for teachers to see effective instruction utilizing strategies and best practices. The Demonstration Classroom teacher is one who consistently and instinctively demonstrates effective implementation of instructional strategies and best practices and may have particular strengths in certain areas. This method can be used for one or multiple teachers at a time, though the pre– and post-observation debriefs are only attended by the administrator/coach and the observing teacher(s). The Modified Lesson Study focuses on all stages of instruction, including planning, delivery, and self-reflection. It is designed to include multiple teachers, administration, and coaches, as well as the participation of the teacher being observed, in an analysis of practice during a facilitated pre-lesson conference and post-lesson debrief.

Questions to Consider When Planning:

What content/instructional strategies would be the most beneficial for teachers to see modeled? How will we ensure all non-negotiables are present in the lesson plan to be modeled? What are the take-aways we want teachers to have as a result of participating in this learning experience? How do we expect instruction to change as a result of participating in this learning experience? How will we monitor the transfer of learning into each teachers’ instructional practice? What next steps will we take if transfer does not occur?



Sample Mini Lesson Study Agenda

The following map indicates an example of a Mini Lesson Study for the math and science departments on a middle school campus. In this scenario,

substitute teachers were scheduled to cover the math department in the morning and the science department in the afternoon, providing the

opportunity for these teams to participate in this job-embedded professional development opportunity.


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Coaching Cycle, Modified Lesson Study & Demonstration ... · Coaching Cycle, Modified Lesson Study & Demonstration ... How will we ensure all non-negotiables are present in the lesson