ETOs Way of Work Instructional Coaching Essentials Education
Transformation Office (ETO)
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Effective coaches have to care deeply about teachers and
students, and they also clearly have to communicate to others that
they care. Each one of you holds the KEY to success.
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Norms Silence cell phones, please no text messaging or internet
use Participate and share Listen with an open mind Ask questions
Work toward solutions Use time effectively
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Group Objectives: Have a thorough understanding of coaching
responsibilities Develops a sense of instructional urgency school
wide Develop coaching calendar based on school needs Understand the
purpose and components of an effective log Gain an understanding of
how to complete the coaching cycle with the guidance of
administration to improve instructional capacity.
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Role of the Coach, Way of Work and Setting Expectations of an
Instructional Coach
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Who is an Effective Instructional Coach?
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An educator who has: Been a successful teacher in their subject
area A proven track record of student achievement The ability to
mentor, inspire and motivate adults A vision and is willing to
change and adapt to the needs of the students and teachers
Pedagogical knowledge, content expertise interpersonal
capabilities
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Who is an Instructional Coach?
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An on-site professional developer who partners with educators
to identify and assist with implementation of proven teaching
methods
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What does an Effective Instructional Coach to increase student
achievement? Turn and Talk with a partner
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What are characteristics of an Instructional Coach? Coaches are
ones that assist in shifting classroom teachers to better
understand critical pedagogy and the need for change based on
evidence. Coaches, through observation and co-learning, help the
teacher see beyond what is in the classroom to what can improve it,
and help the teacher expand her or his knowledge base by becoming
an ongoing learner, while offering support and encouragement as
needed. Adapted from Enrique A. Puig & Kathy S. Froelich, 2007,
p.8 The Literacy Coach: Guiding in the Right Direction
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An Instructional Coach Provides initial and ongoing
professional development for classroom teachers via Professional
Learning Communities (PLCs) such as: study groups, Lesson Study and
daily follow up support. Plans, develops and/or prepares
Professional Development, lessons for modeling, coaching sessions,
etc Assists teachers in analyzing data and then models effective
instructional strategies that target students needs.
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An Instructional Coach Co-teaches in classrooms to increase
instructional density to meet the needs of all learners. Mentors
teachers in classrooms which includes observing and providing
feedback. Collaborates with teachers regarding lesson planning,
grouping for instruction, intervention strategies, and other topics
related to reading. The constant in all of these activities is that
they lead to better instructional practices and higher student
achievement Enrique A. Puig & Kathy S. Froelich, 2010, The
Literacy Coach: Guiding in the Right Direction (2 nd ed.)
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ETO Expectations of the Coach Keeps a weekly log of their work
and develops a strategic weekly coaching calendar with the schools
leadership team. Spends a majority of the school day in direct
support of classroom instruction. Keeps a Record of Services Binder
documenting support services
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Instructional Coaches are not expected to Be assigned as a
regular classroom teacher Perform administrative functions that
would confuse his/her role for teachers Spend a large portion of
time administering or coordinating assessments, as these tasks
prohibit the coach from impacting classroom instruction and
therefore student achievement Model in a class where the classroom
teacher is NOT an active participant
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Active Role Passive Role Activity Do a quick write: Make a list
of active roles that coaches play. Then with your group decide on
the most strategic roles and fill in the hand-out provided. As a
group make another list on the other side of the paper of the
opposite action of that role. (Passive vs. Active)
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Active Role Passive Role Establishes a schedule for
in-classroom coaching Keeps a log of coaching activities and meets
with the administration to reflect on the work. Works with the
principal/assistant principal to establish priorities for the use
of coaching time Coach waits to be invited into classrooms Keeps
little documentation about the use of time The use of time is left
to the coachs sole discretion
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Active Role Passive Role Works with the schools leadership team
to develop the coaching calendar and keeps a log as a reflection of
the work. Meets with administration to discuss the progress of the
teacher as a result of the coaching support. Uses the coaching log
as a self reflection to be highly effective. No documentation of
the coaching process is provided or shared. Logs are seen as
compliance and contain a laundry lists of tasks completed vs.
actions taken to build instructional capacity and not used as a
method to grow professionally.
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Active Role Passive Role Provides explicit explanations and
demonstrations of effective instruction on a regularly scheduled
basis (explicit instruction, implementation of the instructional
framework, active learning strategies, higher order questioning,
varied instructional strategies, effective vocabulary instruction,
etc.) Little if any classroom modeling and demonstration are
provided; prefers to be a walkthrough expert and primarily observes
classroom teachers
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Active Role Passive Role Accepts resistance as normal and knows
to work closely with resistant teachers Analyzes data and student
work with teachers to assist in planning instruction and
professional development Afraid of resistance and seeks to avoid
resistant teachers; sees resistant teachers as the principals
problem. Coaching and professional development experiences are not
tied to data and student work.
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Active Role Passive Role Demonstrates superior questioning
strategies for teachers as a lever for school wide change Builds
capacity at the school by broadening leadership beyond the
principal and the coach Demonstrates limited understanding of why
questioning strategies are a critical component in teaching The
principal and the coach provide most of the schools leadership
Steckel, B. (2009). Fulfilling the promise of literacy coaches in
urban schools: what does it take to make an impact. The Reading
Teacher, 63(1), p.14.
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Way of Work for Instructional Coaches Work with teachers to
plan, implement and to reflect on instruction using the Florida
Continuous Improvement Model (FCIM) Plan, Do, Check and Act. Assess
student needs using data Focus instruction on the Next Generation
Sunshine State Standards (NGSSS) and Common Core Standards Refine
teacher understanding of the areas where students are struggling or
succeeding Customizes instruction for student achievement
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Way of Work for Instructional Coaches Model best practices in
professional development sessions and classroom modeling sessions.
Meets regularly with the leadership team to analyze data and
assists the team in developing and implementing a strategic action
plan and content based initiatives for the year to improve student
achievement. Assist teachers in setting goals, interpreting
formative and summative assessments, and monitoring growth towards
the goal.
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Way of Work for Instructional Coaches Work with teachers to
ensure that research based programs and instructional strategies
are implemented with fidelity. Provide daily coaching and mentoring
support to all teachers including ESOL and ESE.
Implement/Facilitate the Lesson Study process. Assist with the
facilitation of the Literacy Leadership team to build a school wide
culture of literacy across all content areas. Attend coaching
professional development to aid in increasing knowledge in best
practice strategies in all content areas.
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Classroom Walk Through What is it? An observation technique
that allows the observer to record snapshot information on the
effective elements of a classroom including instructional
strategies, standard-based objectives, aligned instructional
materials, level of cognitive interaction, classroom displays and
resources, student engagement, and more.
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Classroom Walk Through Continues Why do it? Research shows that
the classroom walk through provides a powerful tool for
instructional leaders to gather information for the purposes of
coaching, program planning, and professional development. The visit
also helps teachers improve their instruction and identify the best
teaching practices at your school Kane, T. J., Taylor, E. S.,
Tyler, J. H., & Wooten, A. L. (2011). Evaluating teacher
effectiveness: can classroom observations identify practices that
raise achievement? Education Next, 11(3).
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Walkthroughs are an initial tool Coaches need to go beyond
being an observer. After needs are established either by the coach
or administration a coaching cycle needs to be implemented. Coaches
should always been seen as a willing participant in classroom
instruction and support to the classroom teacher.
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Coaches ICADS Meetings Will Include Powerful, proven practices
Walkthroughs Interventions & enrichment professional
development Continuous training in the coaching continuum
Continuous training in data analysis Job-embedded professional
development Effective dialogue Reflections Networking Continuous
training in refining common planning and the lesson study
process
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Coaching Logs The cornerstone of the ETO way of work The PMRN
Log is required by the state for funding (Reading Coaches Only) The
ETO Log is utilized as a reflection of your work and impact as a
coach to improve classroom instruction and as a tool to use in the
Strategic Leadership Coaching. It is not a reflection on what the
teacher did or didnt do. The log should not be a list of things you
have done throughout the day. Steckel, B. (2009). Fulfilling the
promise of literacy coaches in urban schools: what does it take to
make an impact. The Reading Teacher, 63(1), p.14.
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Coaching Logs You will submit your coaching log every Friday to
the administrator. The administrator will write a reflection about
your work, suggest next steps and assist you and the other coaches
in developing the next weeks calendar. The administrator will email
the logs and the next weeks calendar to the Instructional
Supervisor assigned to your school by Friday PM.
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Strategic Leadership Coaching Model 1 Principal and Assistant
Principals meet with coaches to share and discuss
walkthrough/coaching logs and assessment data. Principal/Assistant
Principals directs coaches to assist targeted teachers in specific
areas. A calendar of support is developed. 2 Coaches conduct the
coaching cycle with targeted teachers in specific instructional
areas. 3 Principal and Assistant Principals debrief with coaches on
their progress with targeted teachers. 4 Principal and Assistant
Principals monitor classroom instruction and assessment data to
ensure the coached skills are being implemented.
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Use of a Coachs time How do we ensure the coachs time is used
for maximum benefit? What do you believe are the most important
ways coaches spend their time? 32
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Discuss with your table group What do you consider to be direct
instructional support of teachers? What percentage of the coaches
time will be spent providing direct support?
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Eighty percent of your time should be spent providing direct,
instructional support to classroom teachers.
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Consider Time Allocations Coaches Recommended Time Allocation
Percent Distribution What portion of the coaches time will be spent
in each of these roles?
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Calendars vs. Coaching Logs Prioritizing Support Teacher needs
may be identified: When analyzing data From administrative
walkthroughs (Tiering) Classroom visits Teacher requests Developing
Calendars Consider time allocations Coaching Cycle What your week
will look like Testing Calendar Holidays/Special Events Modifying
(be flexible) Always have a plan B
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Developing Calendars Meet with the administration, discuss
observations from administrative walkthroughs and needed support.
Prioritize teachers based on observation and data points. Begin
support with new teachers first. Consider the coaching cycle and
continuum while developing calendar. Red Flags appear if only one
part of the cycle is present.
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Calendar to Logs The calendar should be the starting point to
strategically plan the work that will occur on a week to week basis
The log is an actual record and reflection of the work that
occurred The log becomes a reflection piece for the coach and the
leadership team to use as a guide to move to next steps. The log
should be a reflection of your impact as a coach, not on what the
teacher did or did not do.
Reflecting on the teachers actions not on the coaches
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PMRN Logs (Reading Coaches Only) Each coach is required to
complete an electronic bi-weekly coaching log to the state that
includes the following components: CategoryDescription Professional
Development Providing or facilitating professional development
sessions such as workshops, trainings, learning communities to
increase educators mathematical knowledge PlanningPlanning,
developing and/or preparing professional development sessions.
Coaching Model Modeling/Coaching/ Conferencing Coaching
(pre-conference, modeling/co-teaching/observation, and post
conference) teachers in classrooms. Data Analysis/Data Reporting
Assisting teacher in interpreting data including diagnostics test,
embedded assessments and FCAT. Compiling Data Reports.
MeetingsAttending school, area and district meetings regarding
mathematics issues. Knowledge BuildingRemaining current in trends
of mathematic education through personal study or professional
development sessions. OtherList other duties as assigned. List
successes that have occurred in the last reporting period Note any
concerns that you would like to share with your principal
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Record of Services Binder Components Weekly Calendar/Logs
Conference Forms Professional Development Schedule, Agendas, Sign
in sheets, etc. Note Taking/Note Making Lesson Study Log Coach
Created Materials Supplemental/Modified Curriculum Focus Calendars
(Secondary Benchmarks) Data Chats (Students/Teachers)
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Successes & Challenges Take a few minutes and share with
your group: If you become a coach what will be your first steps
working with your school? What challenges do you think you would
face as a new coach? What solutions have you thought of to face
your challenges as a new coach? As a table group, write some of
those thoughts on chart paper
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ETOs Instructional Review Process
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Instructional Reviews Instructional Reviews are conducted three
times a year Beginning of the Year, Mid year, and End of the Year
The School Leadership Team participates in the review process and
collaborates with the ETO team to write the Instructional Review
Action Plan for sustainability and improvement.
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Instructional Strategies ETO is based on the premise of
improving the quality of instruction across all classrooms and
improve student achievement for all learners. Each content area has
developed a set of instructional strategies/best practices/look
fors that are supported by the administration, coaches and teachers
to improve instruction. After looking at the subject area specific
strategies, work with a partner from another instructional area and
discuss similarities and differences.
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Instructional Strategies The reviews will focus on the
implementation of the subject area specific strategies.
Walkthroughs will be conducted by the coaches, administrators, ETO
and State Support Staff. Needs will be assessed collaboratively The
team will debrief as to the status of the Instructional
strategies/Best Practices and next steps will be developed with the
team
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Consider this. People accomplish more together than in
isolation; regular, collective dialogue about an agreed-upon focus
sustains commitment and feeds purpose; effort thrives on concrete
evidence of progress; and teachers learn best from other teachers.
We must ensure that these concepts operate to produce results.
Schmoker, 1999, p. 44
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Questions
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ETO Curriculum Support Leads Pablo Ortiz, Assistant
Superintendent Charmyn Kirton, Administrative Director David Moore,
Administrative Director Candida Gil, Patricia Sosa, Giselle Dove,
Tiffany James, (Elementary) Darliny Katz, Cecelia Magrath, Oksana
Sosa, Melissa Martinez, Chanell Madison, Ron Marcelo, Gladys
Barrio, Ingrid-Carias, Marion Chase, Tammy Southwood Smith
(Secondary)