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Transcript of Instructional Coach
Focus on teaching students to think and respond to their learning
Respond to ideas
Think while you read and keep track of your learning
Ensure things make sense
Use fix-up strategies
Self-Monitoring Approach to Reading and Thinking-SMART
Cornell Notes Vocabulary is fundamental to effective
teaching. Knowledge and understanding of any topic is rooted in the mastery of terms relevant to that topic. From Roots to Results Data Reading, Writing, and ELA
Analysis of Literary Texts
3rd, 5th, 7th, 8th, and Eng 1
Analysis of Informational Text
4th and 6th
4th, 7th, and Eng. 1
4th and 7th Social Studies:
Government and Citizenship
8th, World Geography, and U.S. History
Economics, Science, Technology, and Society
8th and World Geography Special Populations:
LEP, Sped, At-Risk, Hispanic Develop a vertically aligned Academic Vocabulary Dictionary district-wide This dictionary would help teachers understand the important academic vocabulary for each grade level and the context in which the vocabulary should be learned Use vocabulary games, videos, and technology to build strong vocabulary connections Phase 3 Foster collaboration with Reading/ELA
and Social Studies teachers to develop
horizontally aligned units Interdisciplinary/cross-curricular instruction addresses fragmented learning and isolated skill instruction
Supports transfer of learning, teaches thinking and reasoning, relevant to curriculum, and increases motivation Use in-depth knowledge of TEKS and grade level objectives to find correlations for creating collaborative and project-based learning
Persuasive writing and techniques during the Revolutionary War
Summarizing and reading about early Texas culture
Researching slavery and it's effects while studying the Civil War Phase 4 Incorporate writing strategies horizontally across the curriculum Students need to write more in all subjects
Learning to write requires frequent and supportive practice
Students have diverse abilities and instructional needs.
Need a rich and diverse array of writing experiences Educators need multiple strategies for teaching writing.
Offer professional development in teaching writing to all faculties. Writing can support learning in all disciplines, including science and math.
Work with Math/Science instructional coach to develop ways to teach effective, relevant writing in all subjects.
Including rubrics for grading writing and authentic writing assignments Phase 5 Increase the use of cross-curricular initiatives to reteach and reinforce concepts in core classes Work with elective and core teachers to develop bell ringer assignments and lessons
These lessons can be used to combat misconceptions, reteach, and reinforce a concept Sample Bell Ringer created after
C-Scope Exam with Mrs. Douglas
to reteach a concept This program would start out once a month then transition into weekly meetings with students.
Students from various middle and high school programs would provide peer-tutoring and mentoring for younger students
NHS, NJHS, Student Council, FCCLA, FFA, and PALS students
Students would work on hands on activities and project-based learning in all core areas and electives The program would be geared towards a combination of the Boy and Girls Club and the PALS program Long Term Goals 100% of all students passing the Reading STAAR Test
100% of all students passing the Writing STAAR Test
100% of all students passing the Social studies Test
Maintain the joy and fun of learning in all grade through hands-on activities, technology, and project-based learning.
Short Term Goals Increase Reading STAAR results 10-15% each year
Increase Writing STAAR results 10-15% each year
Increase Social Studies STAAR results 10-15% each year
Increase the number of cross-curricular project based learning
Increase collaboration among teacher groups Develop a district-wide method for teaching process and analytical skills Focus of vertically and horizontally aligned Academic Vocabulary