Maximizing the Impact of
Instructional Coaching
From the Experts
No matter how well trained people are, few can sustain their best performance on their own. That’s where coaching comes in.
-Atul Gawande
Three-Part Objective
Participants will identify ingredients of successful Instructional Coaching programs to implement at their district or home campus through discussion, sharing, note-taking, reflection, and questioning.
Principal - Mayde Creek High School (2009 - present)
• 1 of 7 traditional High Schools in Katy ISD
• Approximately 2700 students
• Approximately 180 teachers
• 4 Instructional Coaches
ELA and Math – full time
Science and Social Studies – part –time – (shared with 2nd campus)
Cazilda Steele, Ed.D.
Instructional Coach Facilitator, Katy ISD 2012-2014
• 131 District Instructional Coaches for 2013-14 school year
35 elementary schools with 70 ICs (ELA/SS, Math/Science)
13 Junior Highs with 36 ICs (ELA/SS, Math, Science)
9 (7 traditional) High Schools with 25 ICs (ELA, Math, Science,
Social Studies)
Dora Daniluk
Principal?AP?
Other?
Years Experience with ICs
District IC? Campus IC?
Content Specific?
Why Coaching?
Recent Research Indicates That With Classroom Coaching,Implementation rates rise…
85% - 90%
University of Kansas Center for Research on Learning
Research on Instructional Coaching
“Without coaches to provide precise instructions, to model in the classroom, to provide positive and motivating honest feedback, few new practices get implemented, and those that get implemented are usually implemented poorly.”
(Cornett & Knight, Coaching: Approaches and Perspectives, 2009)
Objectives of the Coaching Model• Promote collaboration and communication to support
the delivery of instruction
• Assist teachers with district-promoted instructional strategies by demonstrating and modeling
• Analyze data and facilitate data discussions
• Build campus & teacher capacity
• Plan and Facilitate on-site professional learning
• Participate in on-going and extensive professional development
• Promote and model effective use of instructional technology
Major Responsibilities KatyISD Instructional Coach
• Collaboration and Communication
• Curriculum
• Data
• Professional Development
• Technology
• Other
Ingredient #1
The Instructional Coach
“Coaching is all about helping transport someone from where he or she is to where he or she needs to be.”
Gauthier & Giber, 2006
KeyQualities
of An Instructional
Coach
Percentage of Principals who considered the following criteria “to a great extent” when hiring an IC
Knowledge of content instruction & best practices
91%
“people skills” 79%Classroom teaching experience 78%Oral presentations skills and ability to lead teacher groups/reflection
70%
Experience with students of similar population
68%
Coaching Hats
Change Agent
Instructional Specialist
Resource Provider
Data Coach
Classroom supporter
Learning Facilitator
School Leader
Content Specialist
Mentor
Learner
Killion & Harrison
Mindset of the Instructional Coach
From Directing
From Correcting
Mindset of the Instructional Coach
From Accepting
Mindset of the Instructional Coach
Making Excuses
Mindset of the Instructional Coach
Advising
Mindset of the Instructional Coach
The Role of the IC Does NOT Include
• Evaluating Teachers or Providing information for evaluations
• Serving as a substitute teacher• Taking primary responsibility for
instruction of a specific student group• Disciplining students in an
administrative capacity• Performing clerical duties outside job
criteria
Ingredient #2
The Campus Principal
Instructional Leader
• Supporting coaches and teachers
• Implementing school/district initiatives
• Meeting with ICs and leadership team on a regular basis
• Advocating the use of data – to interpret strengths and weaknesses– to determine instructional focus
• Sharing best practices
Communicator• Articulating the purpose and components of the
coaching model to staff
• Sharing building and district initiatives/expectations
• Implementing district curriculum, i.e. unit plans
• Maintaining the fidelity of the Instructional Coaching Model
• Repeating expectations when needed
Facilitator• Promoting a safe, trusting environment
• Sharing data is valued and transparent
• Supporting collaboration and team work
• Developing a community of learners
Learner• Promoting continued professional
development for all stakeholders
• Participating actively in campus PD
• Walking the talk
Monitor – Growing the ICs• Setting personal goals
• Prioritizing time commitments – weekly schedule
• Promoting self-reflection
• Supporting professional development
• Providing IC support network
IC Support?????
PD considerations for IC• Promoting Teamwork• Moving along the Continuum• Getting Into the Classroom• Revisiting Teams• Working with Resistant Teachers• Project CRISS Update/Review• Taking Review to the Next Level• Preparing for Next Year
From the Experts
“Next to the principal, coaches are the most crucial change agent in a school. Without it, many comprehensive reform efforts will fall short of real improvement.”
Michael Fullan
Ingredient #3
The Campus
Campus Vision
• Belief that all students can succeed if opportunity is available
• Student-centered learning
• Building teacher capacity
• Academics and learning are a priority
Campus Readiness
• Data is understood and used to measure student success and plan for enrichment as well as intervention
• Growth mindset
• Time is available for process
• Professional Learning Communities utilized
Campus Expectations• The coach and team leadership work
closely together (DC and team lead)
• Quality 1st Teach
• Common assessment
• On-going Professional Development
• Positive, Supporting Relationships
Seasonings….can make the difference!
Confidentiality
Confi
denti
ality
Rela
tions
hips
Com
mun
icati
on
Confidentiality: The Big 4
TeacherTimeTopicTask
Relationships
IC-IC
IC-DC
Communication
RespectEquality
Authentic ListeningHonesty
Empathy
The coach and principal’s communication is essential to implementing coaching effectively.
-Coaching Matters, p. 104
Pick Your Mix-Ins
CampusProfessional
Development
From the Experts
An Instructional Coach is someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders.
PD Possibilities• PLC meetings• Faculty meetings & Professional
Development days• Planning of curriculum• Lunch and Learn• 6 week snippet• Tip of the Week• Video’s of implemented practice
Data
Data Conferences
• Facilitate Data Conferences• Discuss data as a team and share what is
working and what needs improvement
• Analyzing student work
• Developing grading rubrics
• Discussing and “tweaking” strategies
Other Data to Consider
• Student Engagement
• Transition Time
• Questioning
• Instructional vs Non-instructional Time
• Ratio of Interaction
Video Taping
From the Experts:
“Used effectively, in a way that honors teachers’ professionalism and learning, video can be the most powerful improvement we have experienced in our schools in a long time.”
– Jim Knight, Focus on Teaching: Using Video for High-Impact Instruction
Video Taping – A Window of Reality
• Highlighting Positives
• Documenting Practice
• Assisting struggling teachers
• Promoting Reflection
• Monitoring progress• Create your own Teaching Channel
Blue Ribbon Recipes
End Product
IC Principal Campus
Partnership
Impact of ICs At MCHS• Consistency in instruction across classrooms• Strategies that promote student engagement• Reflective conversations in PLCs• Planning for delivery, not the calendar• Improved Assessment writing• Common language across contents• Awareness and Understanding of state
accountability
Impact of ICs In KatyISD• Consistency in instruction across schools• Strategies that promote student engagement• Reflective conversations in PLCs• Planning for delivery, not the calendar• Improved Assessment writing• Common language across contents• Awareness and Understanding of state
accountability
Award Winning Recipe for Success
Instructional CoachPrincipalCampus
Working, learning, growing together
Bon appetit !!