Education Transformation Office
Dwight Jones
Curriculum Support Specialist
Middle Science 6-8
Nikolai Vitti, Assistant Superintendent
Miami-Dade County Public Schools

Objectives
• Understand the Coaching Continuum and how to implement it with classroom teachers.
• Comprehend the Coaching Cycle

Essential Question
 What factors impact your ability to carry out the coaching continuum?

5

Essential Question
 What factors impact your ability to carry out the coaching continuum?

7

Interactive coaching Intraactive coaching
Increased external scaffolding Decreased external scaffolding
Subject-centered pedagogy Solution-seeking andragogy
Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence.
Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.
8 adapted from
K. S. Froelich & E. A. Puig, 2010, p. 128
The Literacy Leadership Team:
Sustaining and Expanding Success

Interactive coaching Intraactive coaching
Facilitate a workshop or session to improve learning and instruction
Provide an observation lesson to improve learning and instruction
Co-teach with a host teacher in an observation classroom to improve learning and instruction
Confer, observe, and debrief to improve learning and instruction
Facilitate a study group or literacy leadership team to investigate adaptive challenges to improve learning and instruction
Facilitate action research to seek resources after reflection to improve learning and instruction
Increased external scaffolding Decreased external scaffolding
Subject-centered pedagogy Solution-seeking andragogy
Transformation may occur when teachers or his or her coaches are provided opportunities to observe, co-teach, confer, study, research, and reflect on practices based on behavioral evidence.
Note: The term observation lesson has been used to replace demonstration lesson to denote the opportunity being provided versus a model lesson to emulate.
9 adapted from
K. S. Froelich & E. A. Puig, 2010, p. 128
The Literacy Leadership Team:
Sustaining and Expanding Success

Gradual Release of the Coaching Model
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Co-planning;
Co-teaching;
Collaboration
Preconference;
Observation with feedback;
Modeling/Debrief
Action
Researc h; Book
Studies;
Lesson
Study

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Essential Question
 What factors impact your ability to carry out the coaching continuum?

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Years of experience teaching
Comfort level with change
Exhibits self-directed behaviors
Background knowledge of specific content
Knowledge of student strengths and needs
Routines and procedures effectively established

USING THE CONTINUUM
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
Think of a real school scenario.
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Share with an “elbow-partner.”
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Consider a coaching point based on the scenario.

Where on the continuum of coaching would you start and why?
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Be ready to share with whole group.

Opportunities for Coaching
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Differentiation is key!
Allow participants choice based on their own personal needs
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Workshop
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Observation Lesson
Co-teaching
Confer, Observe, Debrief
Study Group
Action Research

Opportunities for Coaching
Facilitate a
Workshop
Confer,
Observe,
Debrief
Observation
Lesson
Study
Group
Co-
Teaching
Action
Research
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Facilitate a Workshop
Professional development should reflect the needs of the school.
Often, successful professional development is conducted by
“in house” presenters.
Faculty perception of “professional development” should be changed from something that the teacher “has” to attend to something they “get” to attend.
Facilitate a
Workshop
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 Observation lesson
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An observation lesson alone will not have much impact on learning unless it includes time to debrief.
 Co-teaching
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Conversation is the key.
Observation
Lesson
Co-Teaching
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Observation lesson
Coach meets with the teacher prior to lesson
Teacher is an observer during the lesson
Coach and teacher debrief and discuss
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Co-teaching lesson
Coach meets with the teacher prior to lesson
Teacher leads the lesson alongside the coach
Coach and teacher discuss the lesson and plan the next together
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Action Research
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Collaborative Research in practice
Research seeking resources after reflection
Goal is to improve teacher instruction and delivery
 Goal is to improve student achievement
Action
Research
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 Study Groups
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A study group is a small group of individuals who meet on a frequent and regular basis to explore the interests of the group based on the strengths and needs of the students.
Study Group
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Confer, Observe,
Debrief

Coaching Cycle
Post-
Conference
Pre-
Conference
Observation
Observation
Co-Teach
Plan/Model
Lesson

1
2
3
Pre-Conference/Coach observes the teacher
Coach models the entire instructional block using required components
Coach and teacher co-teach
4 Coach observes the teacher again/Debriefing

Essential Question
 What factors impact your ability to carry out the coaching continuum?