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Transcript of Instructional Coaching
a former classroom teacher or specialist
a university-level employee working in partnership with a school or district
a third-party consultant Who? What? Why? Coaching is a form of professional learning. The purpose of coaching is:
to provide ongoing, job-embedded professional development
to provide support and guidance to teachers
to develop a collaborative school culture
to build capacity
to raise the quality of teaching and learning MATCHING BASED ON GENDER Danielle Bruno
Supervision and Evaluation of Instruction to improve student achievement Instructional coaching is:
a partnership between coach and coachee
rooted in respect, trust, and communication
reflective The Role of The Instructional Coach photo credit: www.instructionalcoach.org Data-Oriented collection review analysis student
groupings recommend interventions create assessments Teacher-Oriented modeling co-teaching providing feedback observing reflecting Professional
Development study groups learning cohorts case studies "academy" classes workshops Student-Oriented direct instruction monitor student progress administer assessments provide intervention Expertise content knowledge pedagogy change theory interpersonal relationships planning (Saphier & West, 2010) (Denton & Hasbrouck, 2009) (Denton & Hasbrouck, 2009) (Knight, 2004)
(Denton & Hasbrouck, 2009) (Knight, 2004)
(Chval, et. al., 2010) The Coaching Process Plan Reflect analyze data
identify a problem or concern
engage in collaborative planning
determine and establish roles implement new strategy or idea
observe, model or co-teach
collect data review data
engage in reflective dialogue
determine next steps for planning The Principal-Coach Relationship Principal Act Coach evaluates
can sometimes "short-circuit" the learning aspect of observation and feedback (Saphier & West, 2010) is non-evaluative
engages in inquiry and dialogue in the observation and feedback cycle (Knight, 2009) catalysts for improving teaching
work together to build a common image of good teaching and learning
work together to provide explicit examples of good instruction
share a vision for student achievement
(Saphier & West, 2010) The Impact of Coaching Coaching Considerations "When teachers were given only a description of new instructional skills, 10% used the skill in the classroom. When coaching was added to the staff development, however, approximately 95% of the teachers implemented the new skills in their classroom." (Knight, 2009) "A strong coaching mentor who can grow professionally as much as those they mentor" helps attract, retain, and develop new teachers. (Watkins, 2005). "I support teachers as they try to improve their instruction and meet the needs of all kids." -Aaron (as cited by Chval, et. al., 2010) Funding Sources Elementary and Secondary Education Act of 2000
Reading Excellence Act (REA), 1999
NCLB Reading First (RF) Initiative, 2002
Response To Intervention (RTI), 2004
District funds Cautions The intent of coaching is not to "fix" weak teachers. The intent is to build systemic capacity.
Little peer-reviewed research currently exists to define and contextualize instructional coaching. Therefore, instructional coaching "identity" can be inconsistent.
Coaches may be learning new content or pedagogy along with coachees.
To prevent teacher resistance, coaches must be cognizant of and avoid "attempt/attack/abandon" practices. Coaching Support principal support
content-focused professional learning
coach-coach collaboration Go slow... ...to go
fast. http://www.pacoaching.org/index.php/resources/piic-videos/199-videos (Knight, 2004) (Denton & Hasbrouck, 2009)
(Knight, 2009) (Denton & Hasbrouck, 2009)
(Saphier & West, 2010) (Knight, 2009)
(Gallucci, Van Lare, Yoon, & Boatright, 2010)
(Saphier & West, 2010) (Knight, 2006)
(Knight, 2009) (Denton & Hasbrouck, 2009) (Knight, 2004) (Denton & Hasbrouck, 2009)
(Chval, et. al., 2010)
(Gallucci, Van Lare, Yoon, & Boatright, 2010)
(Saphier & West, 2010)