CAPACITY BUILDING Picture goes here DAY ONE 1

CAPACITY BUILDING Picture goes here. DAY ONE

1. The instructional facilitator works with all stakeholders to develop roles, responsibilities, and partnership agreements. 5. Student achievement increases on large-scale assessments as well as daily learning. Theory of Change 2. The instructional facilitator partners with teachers to observe students and model or co-teach research-based instructional practices in the classrooms. 3. The instructional facilitator 4. The students consistently use learning strategies on all learning tasks. reflects on data and provides ongoing support as teachers implement research-based instructional practices.

History of Instructional Facilitation in Arkansas • Barkley – Quality Teaching in a Culture of Coaching • Killion – Taking the Lead • Knight - Instructional Coaching

Quality Teaching in a Culture of Coaching Stephen G. Barkley Executive Vice President Performance Learning Systems 888. 424. 9700 sbarkley@plsweb. com blogs. plsweb. com www. plsweb. com stevebarkley/twitter. com

Taking the Lead Joellen Killion • Roles • Tools http: //www. learningforward. org/news/authors/killion. cfm

www. arkansasideas. org

Instructional Coaching Jim Knight http: //www. radicallearners. com/ Jim Knight Kansas Coaching Project University of Kansas jimknight@mac. com

Instructional Facilitating . . • Mechanical S = structure for success is T = teach expectations • Metaphorical O = observe & monitor Using the Big Four Instruction 1. to insure student engagement and mastery through To show connections and focus on essential content through Thinking Devices 2. Effective Questions 3. Stories Content Planning I = interact positively To enable a positive , safe learning environment through by motivating students and monitoring progress through C = correct fluently Classroom Management Critical Variables 1. Time Assessment for Learning on Task 2. Opportunities to Respond 4. Cooperative Learning 3. Ration of Interactions 5. Challenging Assignments 4. Disruptions 1. Develop questions 6. Experiential Learning 1. Guiding Questions 2. Answer questions 2. Learning Maps 3. Specific proficiencies 4. Mini assessments 5. Teach effectively 6. Revisit, reflect, revise 5. Alignment with Expectations

Eight Coaching Components • • Enroll Identify Explain Model Picture goes here. Observe Explore Support/Refine Reflect

Diane Sweeney 65 South Ulster Street
Denver, Colorado 80230

 303 -332 -6791 (phone)
 302 -380 -1854 (fax)

diane@sparkinnova te. com

Professional Development = Student Achievement “In most cases, program effectiveness is judged by an index of participants’ satisfaction with the program or some indication of change in their professional knowledge. Rarely is change in professional practice considered, and rarer still is any assessment of impact on student learning. ” Thomas Guskey, 1995

Core Practices for Student-Centered Coaching Students are here What goes here? Students need to be here

Core Practices for Student-Centered Coaching Students are here 1. Set a goal for student learning. 2. Assess students’ needs in relationship to the goal. 3. Use student evidence to drive the decision-making. 4. Plan and deliver instruction. 5. Monitor and adjust instruction based on student evidence. 6. Refine instruction through coaching support. 7. Keep lines of communication open between teachers, instructional facilitators, principals, and district office. Students need to be here

School Change in PLC and Peer Coaching Change in Leadership Behavior Change in Student Behavior Change in Teaching Behavior Student Achievement Source: Model developed by Steven Barkley 14

1. The instructional facilitator works with all stakeholders to develop roles, responsibilities, and partnership agreements. 5. Student achievement increases on large-scale assessments as well as daily learning. Theory of Change 2. The instructional facilitator partners with teachers to observe students and model or co-teach research-based instructional practices in the classrooms. 3. The instructional facilitator 4. The students consistently use learning strategies on all learning tasks. reflects on data and provides ongoing support as teachers implement research-based instructional practices.

Stage 1 Set a goal for students in relationship to the standards. Stage 2 Assess students to determine their performance against the goal. Student-Centered Coaching Stage 4 Reassess in order to determine if students have reached the goal. Stage 3 Implement instruction that meets student needs. Diane Sweeney, Student-Centered Coaching

1. Instructional Facilitators’ roles. responsibilities, and partnership agreement explained and developed with all stakeholders. 5. Student achievement increases in all content areas on large-scale assessments, and all daily learning. Theory of Change 2. Instructional facilitators model, observe students, or coteach in classrooms. Student-Centered Coaching 4. Students consistently use research-based instructional strategies on all daily learning tasks. 3. Instructional Facilitators reflect on data and provide ongoing support for implementation.

STUDENT-CENTERED COACHING Read pages 10 -14 As you read these pages, think about how student-centered coaching is similar or different to your current practice.

“…when crafting a culture of learning, we reinforce the concept that each and every member of our community has room for new knowledge and growth. ” Sweeney, 2011, p. 50

Responsibilities for Crafting a Culture of Learning Picture goes here. Sweeney, 2011

Getting a Student-Centered Coaching Culture Up and Running – Clarify role with principal • Enroll – Define student-centered coaching for teachers • Enroll – Assess school culture • Use Prochaska’s Stages of Change – Collaborate with teachers to identify a focus • Identify and Explain

Student-Centered Coaching with Data • It moves the coaching conversation away from what a teacher thinks and focuses on student evidence. • The richer the array of student evidence we use, the better our decision making and instruction. Sweeney, 2011, pp. 63 -64

Assessment of Learning • Pre-Assessment • Post-Assessment • Picture goes here.

Meanwhile … in the Principal’s Office • Make time for conversations about data. • Participate in conversations about data and hold others accountable to do so as well. • Craft a culture of trust and collaboration. Sweeney, 2011, pp. 80 -81

Why Coaching Cycles? “Organizing coaching into cycles helps coaches create a structure for their time in a way that drills down to impact student learning. ” Sweeney, 2011, p. 31

TYPES OF COACHING CYCLES One-to-One Coaching Cycle • • • Focus - 6 -9 Weeks Student learning goal Formal/informal student data Planning session 1 -3 times per week in classroom Small Group Coaching Cycle • • • Focus – 3 -6 weeks Shared student learning goal Formal/informal student data Group planning session Variety of activities led by instructional facilitator

Stage 1 Set a goal for students in relationship to the standards. Stage 2 Assess students to determine their performance against the goal. Student-Centered Coaching Stage 4 Reassess in order to determine if students have reached the goal. Stage 3 Implement instruction that meets student needs.

The Instructional Facilitator • Coaching cycles with one-to-one and/or small groups (4 -6 at a time) – Planning – Pre-brief, observation, post-brief • Facilitating professional development • Managing data and assessment • Gathering resources • Mentoring • Facilitating informal planning sessions • Assisting teachers in organizing materials • Working with PLCs Sweeney, 2011, pp. 31

Meanwhile … in the Principal’s Office The work of an instructional facilitator can be optimized by the principal: • Being in classrooms • Providing teachers with options for participation • Determining a school-wide focus for teacher and student learning • Committing to weekly or bi-weekly meetings with the coach Sweeney, 2011, pp. 36 -38

Stage 1 Set a goal for students in relationship to the standards. Beginning Stage 2 Assess students to determine their performance against the goal. Student-Centered Coaching End During Stage 4 Reassess in order to determine if students have reached the goal. Stage 3 Implement instruction that meets student needs.

Quiz/Quiz – Trade/Trade 1. Write a question on the front of your card concerning the information you have learned so far. 2. Write the answer to your question on the back of the card. 3. At the signal find a partner and read your question. (Coach him/her if needed. ) Take turns. 4. Switch cards and at the signal find another partner. Repeat.

Sweeney, 2011, p. 88 Diane Sweeney, p. 88

Beginning of Coaching Cycle Sweeney, 2011, p. 88

S. M. A. R. T. GOALS • Specific • Measurable • Achievable • Results-oriented • Time-bound Killion, 2008

During the Coaching Cycle Sweeney, 2011, p. 88

At the End of the Coaching Cycle Sweeney, 2011, p. 88

School Change in PLC and Peer Coaching Change in Leadership Behavior Change in Student Behavior Change in Teaching Behavior Student Achievement Source: Model developed by Steven Barkley 38

Next Steps • Share today’s information with principal • Develop and post schedule • Enroll teacher(s) in a coaching cycle - Use Results-Based Coaching Tool

CAPACITY BUILDING Picture goes here. DAY TWO

Learning Labs/Coaching Labs Small–Group Coaching One-to-One Coaching Stage 1 Set a goal for students in relationship to the standards Stage 2 Assess students to determine their performance against the goal. Stude Target Stage 4 Reassess in order to determine if students have reached the goal. Stage 3 Implement instruction that meets student needs.

Student-Centered Coaching Opportunities • One-To-One – one teacher at a time with instructional facilitator • Small Groups – small group of teachers with common student need with instructional facilitator • Learning Lab – creates a framework for teachers to observe in each other’s classrooms • Coaching Lab – focuses on coaching practices

SMALL GROUP COACHING CYCLES • Involve three to six teachers • Use a Results-Based Coaching Tool Sweeney, 2011, p. 96

Beginning of Small Group Coaching Cycle Sweeney, 2011, p. 97

During Small Group Coaching Cycle Sweeney, 2011, p. 97

End of Small Group Coaching Cycle Sweeney, 2011, p. 97

Learning Labs • Model Classrooms Picture goes here. • Peer Learning Labs • Student-Centered Learning Labs Sweeney, 2011, p. 108 -112 How can Student-Centered Learning Labs optimally meet teachers’ professional development needs?

Instructional Facilitator’s Role/Responsibilities for Learning Labs • • • Facilitates lab Supports host teacher Structures follow-up Enlists lab participants in coaching cycle Collaborates with principal to ensure shared focus Sweeney, 2011, p. 115 -117

Meanwhile … in the Principal’s Office • Creates collaborative network focused on student learning and teacher practice • Provides time for collaboration and reflection • Ensures trained facilitator is provided for managing learning labs Sweeney, 2011, p. 117 -118

Developing a Learning Lab 1. Determine purpose 2. Identify lab host 3. Work intensively for extended period of time with lab host 4. Develop protocol and norms – Pre-brief – Observation – Debrief 5. Follow-up

Protocols for Student-Centered Learning Labs Sweeney, 2011, p. 112

Classroom Observation Norms • Record detailed notes • Sit close to action • Talk only to students when appropriate or not at all • Maintain silence and avoid being a distraction • Respect lab host • Have a positive attitude Sweeney, 2011, p. 122

Note-taking tool for observation Focus Question: Look For’s: Student Evidence Instructional Practices

Practice Video of your choice goes here.

Debrief 1. 2. 3. 4. Student Evidence Implications Response from lab host Next steps

Coaching Labs “Coaching labs provide coaches with the opportunity to meet with a small group of colleagues and observe a fellow coach who acts as a lab host. The goal of the lab is to provide coaches with time to observe one another’s practice, as well as time for rigorous reflection. ” Sweeney, 2007, p. 38

Jigsaw Note what the host instructional facilitator, the host teacher, and lab participants are doing during the coaching lab. 1. 2. 3. 4. Coaching Labs – 165 – 167 (bottom of) Setting the Context/Pre-brief w/teacher – 167 -170 (bottom of) Obs. Cl. Instr. /Debrief w/ Teacher – 170 -173 (middle of) Debriefing Coaching – 173 -175 (stop at Meanwhile…)

How are Learning Labs and Coaching Labs similar and different? • P. 112 – Figure 6. 1 – Protocol for Student. Centered Learning Labs • P. 166 -167 – Figure 9. 2 – Protocol for Coaching Lab

Meanwhile…in the District Office District leaders can: • Keep the lines of communication open between instructional facilitators, principals, and the district office • Establish expectations and tools for evaluating the impact of coaching • Manage time and support for instructional facilitators Sweeney, 2011, pp. 175 -176

Learning Labs/Coaching Labs Small–Group Coaching One-to-One Coaching Stage 1 Set a goal for students in relationship to the standards Stage 2 Assess students to determine their performance against the goal. Stude Target Stage 4 Reassess in order to determine if students have reached the goal. Stage 3 Implement instruction that meets student needs.

Planning a Coaching Lab Picture goes here:

Next Steps • Continue Coaching Cycle with Results-Based Coaching Tool • Prepare for Coaching Lab