ROLES AND RESPONSIBILITIES OF THE INSTRUCTIONAL COACH Overview Your role as an instructional coach is to …provide and communicate a rationale about why the improvement of instruction is essential Katherine Casey The Craft of Coaching Role of the Coach Qualifications Coach’s Compact Responsibilities of the Coach Coaching Continuum Coach’s Schedule Collaborative Structures Qualifications Minimum of three years successful teaching experience in content area with appropriate certification (Reading, Mathematics, Science) Reading/literacy coach must be endorsed or K-12 certified in the area of reading or working toward that status by completing a minimum of two (2) reading endorsement competencies of sixty (60) inservice hours each or six (6) semester hours of college coursework in reading per year (F.S. 6A6.053) Qualifications Ability to work with administrators and faculties Ability to prepare and deliver presentations and workshops to varying audiences, including content area teachers and administrators Ability to provide coaching experiences in classrooms using the coaching model Exhibit knowledge of content area Demonstrate special expertise in high quality content instruction Ability to analyze data and use it to inform instruction Reading Coach Compact Mathematics Coach Compact 2011-2012 MATHEMATICS COACH COMPACT To be completed for each mathematics coach regardless of funding source Coach Name __________________________________ Employee # ____________ Position # __________ School Name _________________________________ Work Location ________ Payroll Location (Itinerant Coach) ____________ To build the capacity of the Mathematics Coach the Division of Mathematics, Science, and Advanced Academic Programs will provide the Mathematics Coach with: monthly targeted professional development on foundation and coaching skills; a medium for networking with other coaches through a coaches’ cadre; skills and strategies for making data-driven instructional decisions; and, support for implementation of core and supplemental mathematics materials. Years as a Mathematics Coach _______ Regional Center ______ Principal _________________________________ In addition, the Division of Mathematics, Science, and Advanced Academic Programs will monitor: the professional learning of the coaches via the coaches cadre. The School Administrator will monitor: the appropriate use of the coach’s time as described; the reporting of the coach’s daily activities and Coaching Plans; the onsite support of the fidelity of the implementation of the mathematics program; and, the certification status of the coach. The Mathematics Coach will carry out the following requirements: Responsibilities Coach and Conference with teachers Prepare and share research-based materials for departmental growth Provide professional development for mathematics personnel Monitor the progress of teachers in need of assistance Assist with administering student assessments Tasks Pre-post conference with teachers Design lessons with teachers Model demonstration lessons Report and analyze data Attend monthly District sponsored professional development (knowledge building, coach conferences, networking) Communicate progress of mathematics coaching efforts with administration and department chairs Percentage of Time 70% 25% Share the Coaching Plan 5% To comply with the Class Size amendment, coaches who service a single school may be directed to teach only one class. If the coach is teaching a class, please provide the following information: Course Title Class Period How often does this class meet? Itinerant Coach should not be given a class assignment. Itinerant coach must submit one compact for EACH school serviced. Please attach a schedule that delineated daily location. Signatures Mathematics Coach Date _______ _______________ Principal Date ________ _______________ District Administrator Date _________ _______________ Completed Forms must be sent to: Work Location 9627, Attention: Avis Raines, no later than Friday, September 16, 2011 Science Coach Compact 2011-2012 SCIENCE COACH COMPACT To be completed for each science coach regardless of funding source Coach Name __________________________________ Employee # ____________ Position # __________ School Name _________________________________ Work Location ________ Payroll Location (Itinerant Coach) ____________ To build the capacity of the Science Coach the Division of Mathematics, Science, and Advanced Academic Programs will provide the Science Coach with: monthly targeted professional development on foundation and coaching skills; a medium for networking with other coaches through a coaches’ cadre; skills and strategies for making data-driven instructional decisions; and, support for implementation of core and supplemental science materials. Years as a Science Coach __________ Regional Center ______ Principal _________________________________ In addition, the Division of Mathematics, Science, and Advanced Academic Programs will monitor: the professional learning of the coaches via the coaches cadre. The School Administrator will monitor: the appropriate use of the coach’s time as described; the reporting of the coach’s daily activities and Coaching Plans; the onsite support of the fidelity of the implementation of the science program; and, the certification status of the coach. The Science Coach will carry out the following requirements: Responsibilities Coach and Conference with teachers Prepare and share research-based materials for departmental growth Provide professional development for science personnel Monitor the progress of teachers in need of assistance Assist with administering student assessments Tasks Pre-post conference with teachers Design lessons with teachers Model demonstration lessons Report and analyzing data Attend monthly District sponsored professional development (knowledge building, coach conferences, networking) Communicate progress of science coaching efforts with administration and department chairs Percentage of Time 70% 25% Share the Coaching Plan 5% To comply with the Class Size amendment, coaches who service a single school may be directed to teach only one class. If the coach is teaching a class, please provide the following information: Course Title Class Period How often does this class meet? Itinerant Coach should not be given a class assignment. Itinerant coach must submit one compact for EACH school serviced. Please attach a schedule that delineated daily location. Signatures Science Coach ____ Date _________ ____________ Principal Date ___________ ____________ District Administrator Date ________________________ Completed Forms must be sent to: Work Location 9627, Attention: Avis Raines, no later than Friday, September 16, 2011 In an effort to make your job more focused and more effective, you should be moving from a “provider of information” to a learning partner with teachers… An Instructional Coach Serves as a professional development liaison within the school to support, model, and continuously improve the instructional programs to assure academic improvement for ALL students. as a stable resource at the school site to support high quality implementation of research-based instruction. as a mentor in developing ideal content-rich classrooms “A common goal guides a … coach to support the mathematics [science, reading] learning of all students by supporting teachers to improve their teaching of mathematics [science, reading].” Marilyn Burns (2006) A Coaching Continuum Coaching duties take many forms including: Facilitating Workshops Providing Demonstration Lessons; Co-teaching; Observing, Conferencing, and Debriefing The constant in all of these activities is that they lead to better instructional practices and higher student Facilitating “teacher self-discovery” achievement… A Coaching Continuum The activities listed on the next slide range from providing information in order to improve instruction, to giving teachers actual “coaching” to improve what they are doing, and finally, to helping teachers examine what they need and facilitating their development as master teachers… Facilitate a study group to investigate common interest topics to improve instruction and student achievement. Co-teach with colleague to improve instruction and student achievement based on mutually agreed upon learning goals and success indicators. Confer, observe, and debrief to improve instruction and student achievement. Provide an observation lesson to improve instruction and student achievement with feedback and collaborative input. Facilitate action research to seek Resources after reflection to improve instruction and student achievement. Facilitate a workshop or session to improve instruction and student achievement Coaching Continuum Confer, Facilitate a Provide an Co-teach with observe, workshop observation colleague to and or session lesson to improve improve instruction debrief to to improve instruction and and student instruction student achievement based improve and student achievement with on mutually agreed instruction and student achievement feedback and upon learning achievement collaborative goals input and success indicators Highly directive… Facilitate a study group to investigate common interest topics to improve instruction and student achievement Facilitate action research to seek resources after reflection to improve instruction and student achievement Highly reflective… Roles and Responsibilities Aligned to the Coaching Continuum Provide initial and ongoing professional development for classroom teachers via study groups and daily support. Planning, developing and/or preparing PD, lessons for modeling, coaching sessions, etc. Model effective instructional strategies for teachers and co-teach in classrooms to increase instructional density to meet the needs of all learners. Coach and mentor teachers in the classrooms which includes observing and providing feedback. Roles and Responsibilities Aligned to the Coaching Continuum Conferencing with teachers regarding lesson planning, grouping for instruction, and intervention strategies. Coordinating, scheduling and facilitating student assessments. Analyzing student data to assist teachers with informing instruction based on student needs. Continue to increase your knowledge base of best practices in instruction and intervention. Maintain, organize and facilitate use of instructional materials and resources. Guiding Question How do each of these categories affect student achievement and lead to better instructional practices? Instructional Coach Schedule The District Curriculum and Instruction Framework for Successful Schools requires all coaches: maintain a daily/weekly schedule have schedule accessible in an administrators office Guiding Question Does the data in your school justify how you spend your time? Opening the Door To Coaching Administrative direction Troubleshooting or problem-solving Follow-up to professional development Grade-level or department planning meetings Invitation or request Collaborative Structures • Facilitate and foster teacher learning communities • Address teacher beliefs and orientations Initial Steps • Determine a core agreed upon set of instructional strategies • Guide teacher implementation of new instructional skills • Coaching with co-planning and debriefing Necessary Supports • Encourage peer collaboration • Extend coach’s learning and knowledge Sustaining • Expand the sphere of influence and teacher leadership Efforts The Challenge of Coaching Creating a feedback mechanism Clearly delineating outcomes Planning follow-up based on outcomes Successful Follow-Up Meetings Start with what is working and has gone well. This helps people see their progress and focus on success. Move to what has not worked so well by framing concerns or road blocks as “How could I ……..? “ Ask the person being coached to generate ideas to move forward, then select specific ones to work on. Follow-up Reflection “. . . Follow-up is even more commonly missed when the coaching is about initiating alternatives. We are so relieved to have the meeting over with and the situation handled that we don’t give a second thought to a follow-up meeting and we are always surprised when the situation does not miraculously resolve itself. It is at this point that we often blame the person we are coaching.” Kathy Jourdain Characteristics of Coaching Supportive rather than evaluative Observation-based and focused Collects data agreed upon with the classroom teacher Shares ideas and practices Conversations are based on professional dialogue and revolve around teaching and learning issues. Interaction is collegial rather than competitive Relationship is dynamic and should focus on the teacher’s need Reduce isolation Transfer learning from theory to practice Assure a high quality implementation Non-Negotiables All instructional coaches must submit the Coach Compact to the appropriate subject area District office. Ensure coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers and do not teach more than 1 class. Exception being itinerant coaches who should not be given a class assignment. Instructional coaches (Mathematics, reading, and science) must provide their daily/weekly schedule in writing to a school administrator. The schedule must be kept in a binder in the administrator’s office. Non-Negotiables A school administrator must attend the instructional coach meeting and monitor the implementation of the Coach Action Plan. Instructional coaches must provide required Professional Development to school staff. Evidence should include agenda and attendance roster. Maintain fidelity to the Pacing Guides.