Coaching the 21st Century Educator
presented by…
Cynthia M. Martin, Ed.D
Professional Development Lead
Educator Effectiveness Division
Paul Marshall, MSA, MAT, MBA
Professional Development Lead
Educator Effectiveness Division
Tara Patterson, MSA
Professional Development Lead
Educator Effectiveness Division
Agenda
Content
How
Resources
Review
NCEES Wikipage
http://ncees.ncdpi.wikispaces.net/NCEES+
Wiki
Coaching Process (definition,
requirements, teacher
evaluation process)
Lecture
Discussion
CCSA Website
http://www.ncpublicschools.org/academicse
rvices/conference/
Welcome to Ms. Smith’s class
Video
Welcome, norms, review
agenda, introductions
Coaching Activity
Analyze
Collaboration
CCSA Website
http://www.ncpublicschools.org/academicse
rvices/conference/
Sharing
Discussion
Reflection
Web 2.0 tool
Share
http://tricider.com/brainstorming/hmnt
Reflective Coaching
non-judgmental
approach to guide
a person to selfdirected learning
Reciprocal
learning
encourages
reflection through
questioning
Reflective
Coaching
focus on a
teacher’s thinking,
perceptions,
beliefs, and
assumptions
Observation is
seen opportunity
to collect data
Adapted from Costa and Garmston (1985) Cognitive Coaching Framework
Reflective Coaching is not…
• Reflective coaching has nothing to do
with evaluation. Observations are not
evaluations…they are single points in
time.
• The evaluation is the Summary Rating
Form completed at the end of the
evaluation process.
• Mentoring
Research Based Benefits
1.
2.
3.
Coaching is linked with
higher test scores
Teachers who are
coached report higher
teacher efficacy
Teachers who are
coached demonstrate
more reflective, complex
thinking about their
practice
4. Coached teachers report
higher job satisfaction
5. Coaching schools have
higher self-ratings for
professionalism
6. Coaching schools have more
collaboration
7. Coached teachers report
feeling more supported
professional and
personally
Requirements for Reflective Coaching
• Trust
• Communication Awareness
• Appropriate Responses
• Knowledge
• Structure
• Questioning
Implementation with Fidelity
Deep understanding
of Professional
Teaching Standards
Ability to identify
skilled 21st century
teacher behaviors
Capacity for providing
thoughtful feedback
on individual
performance.
Questioning
“It’s not the answers that enlighten us, but the questions.”
• Questions are intentionally designed to engage
and transform thinking and perspective.
• Questions must meet three criteria:
– Invitational in form
– Engage complex cognitive processes
– Intentional
Judgmental vs.
Non-Judgmental Questioning
Example:
• Why did you do it that way?
• What would you do differently next time if
you could?
10
Probing Practice
Scenario: Imagine a teacher says the
following:
"My third period class is so rowdy, I just
cannot do anything with them!”
Formulate questions to influence this
teacher’s thinking.
Think-Pair-Share
Coaching for Success
“People are like dirt. They can either
nourish you and help you grow as a
person or they can stunt your growth
and make you wilt and die.”
~Plato
The Observation
• Look for indicators of success
• Look for the effectiveness of approaches,
strategies, and decisions
• Collect data as deemed necessary during
the pre-conference
• Observation focus should include:
Planning, Interacting, Reflecting
Post-Conference Coaching
• Begins with open-ended question
• Teacher does most of the talking
• Coaches comments are grounded in
facts
• Paraphrasing shows that
you value what you are
hearing
Reflective Coaching
during
Teacher Evaluation
Process
GOAL SETTING
Assess growth and revise plan or begin
new inquiry
STEP 1:
Training and
Orientation
STEP 4:
Summary
Evaluation and
Goal Setting
CONTINUOUS REFLECTION
What were the teacher’s feelings and impressions through
the process?
Continue to synthesize/construct new knowledge.
Plan to transfer that knowledge and build upon it.
Reflect on the coaching process and explore refinements.
STEP 2:
Self-Assessment,
Goal Setting and
Pre-Conference
STEP 3:
Observation Cycle
(Administrative
and
Peer)
PRE-CONFERENCE COACHING
What are the teachers goals? (before lesson
or PDP)
What actions are planned?
What are the Indicators of success?
What new learning might occur? (for the
teacher).
OBSERVATION
Observe teacher’s actions/activities;
Observe students for indicators of success.
POST-CONFERENCE CONFERENCE
Summarize impressions and recall supporting information
Analyze causal factors: compare, analyze, infer, and determine
cause-and-effect relationships.
Construct new learning and applications
Commit to applications.
Question Stems
•
•
•
•
•
•
•
As you...
What are some of...
How might you...
How did you...
What led to...
What possible...
What might...
Stems +
Cognition
A reflective coach
collects data and
learns to pose
questions to engage
the teacher in
reflective thinking.
Cognitive Operation
Relevance/Justification
Metacognition
Question Stems
How is this important to…?
What were you thinking when…?
Evidence
How will you know if…?
What evidence supports…?
Predictions
If you were to…what do you
predict would happen?
Data Use
Of what use will you make of
these data?
What would that information tell
you?
Alternatives
How else might you…?
Perspective
How would you feel if…?
Causality
What did you do to cause….?
Tips for Successful Coaching
• Provide Positive Feedback
– Specific and genuine
• Build in Support
• Integrity Builds Trust
– Be honest
– Stick to the facts – DOCUMENT!!
– Use student data
Tips for Successful Coaching
• Collaborate
– Set goals
– Plan the next meeting and/or observation
• Provide resources
• Always Focus on School Vision and Student
Growth
• Celebrate Success!!
Questions
References
Cognitive Coaching: What is it? (2011). UTEACH. The University of Texas at
Austin. Retrieved from:
http://csuscognitivecoachingflc.wikispaces.com/file/view/CognitiveCoachingUofTexas.pdf
Costa, A. & Garmston, R. (1985, February) "Supervision for Intelligent Teaching."
Educational Leadership, 42 (5), 70-80.
Costa, A. & Garmston, R. (1992) Cognitive Coaching: A Strategy For Reflective
Teaching Teacher support specialist instructional handbook. Winterville, GA:
Northeast Georgia RESA, pp. 91-96.
Costa, A. & Garmston, R.(2002). Cognitive Coaching: a Foundation for Renaissance
Schools. Norwood, Massachusetts: Christopher-Gordon, Inc., 398-399.
End of Grade
Mathematics
2015
North Carolina Teacher Evaluation Process
Teacher Summary/End-of-Year Rating Form (Required)
This form is to be jointly reviewed by the teacher and evaluator or designee during the Summary Evaluation Conference
conducted at the end of the year. Principals are required to complete this form for Initially Licensed Teachers. The principal’s
designee may complete it for Probationary Teachers who are not Initially Licensed teachers and for Career Teachers.
Annette Smith
Name: ________________________________________________________________________________________
2014-2015
School: ____________________________________________________________ School Year: ________________
Principal
Evaluator: _______________________________________________
District: _______________________________
Date Completed: ________________________________ Evaluator’s Title: _________________________________
✔ Career Status Teacher (Please check one)
________ Probationary Teacher _________
Standard I: Teachers Demonstrate Leadership
Elements
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
✔
✔
A. Teachers lead in their classrooms.
B. Teachers demonstrate leadership in the school.
✔
C. Teachers lead the teaching profession.
D. Teachers advocate for schools and students.
✔
E. Teachers demonstrate high ethical standards.
Overall rating for Standard I
✔
✔
Evidence or documentation to support rating:
✔
Leads PLC meetings, shares ideas and strategies within the EC ___ Lesson Plans
✔ School Improvement Planning
___
Department and throughout the school. Facilitates monthly
✔ Teacher Working Conditions
___
professional development to the staff - differentiation of
___ Surveys
instruction, working with students who have ADHD, student
___ Journals
conferencing, etc.
✔ Service on Committees
___
Recommended Actions for Improvement:
✔ Professional Learning Communities
___
___ National Board Certification
___ Student Handbooks
✔ Relevant Data
___
___ Membership in Professional Organizations
___ Discipline Records
Resources needed to complete these actions:
___ Student Work
✔ Class Rules and Procedures
___
✔ Formal and Informal Mentoring
___
_________________________________________
_________________________________________
_________________________________________
Comments:
© 2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
36
North Carolina Teacher Evaluation Process
Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
Elements
Developing
Proficient
A. Teachers provide an environment in which each child has a positive, nurturing
relationship with caring adults.
B. Teachers embrace diversity in the school community and in the world.
C. Teachers treat students as individuals.
D. Teachers adapt their teaching for the benefit of students with special needs.
E. Teachers work collaboratively with the families and significant adults in the lives of
their students.
Overall rating for Standard II
Accomplished
Distinguished
Not
Demonstrated
✔
✔
✔
✔
✔
✔
Evidence or documentation to support rating:
✔ Student Profiles
___
✔ Documentation of Referral Data and Use of IEPs
___
____with
Student
Surveysweekly and more often as nee
Has a very positive relationship with all students. Communicates
parents
✔
____ Communications with Parents/Community
____ Cooperate with ESL Teachers
____ Lessons that Integrate International Content
Recommended Actions for Improvement:
____ Use of Technology to incorporate cultural
awareness into Lessons
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Resources needed to complete these actions:
Comments:
© 2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
37
North Carolina Teacher Evaluation Process
Standard III: Teachers Know the Content They Teach
Elements
Developing
Proficient
Distinguished
Not
Demonstrated
✔
A. Teachers align their instruction with the North Carolina Standard Course of Study.
B. Teachers know the content appropriate to their teaching specialty.
Accomplished
✔
C. Teachers recognize the interconnectedness of content areas/disciplines.
D. Teachers make instruction relevant to students.
Overall rating for Standard III
✔
✔
✔
Evidence or documentation to support rating:
✔ Display of Creative Student Work
____
✔ Use of Standard Course of Study
____
✔ Lesson
____
Plans
Makes instruction relevant to students - always helps them make
connections
to prior knowledge.
✔ Content Standards
____
_________________________________________
_________________________________________
Recommended Actions for Improvement:
_________________________________________
_________________________________________
Comments:
Resources needed to complete these actions:
© 2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
38
North Carolina Teacher Evaluation Process
Standard IV: Teachers Facilitate Learning for Their Students
Elements
Developing
Proficient
Accomplished
Distinguished
A. Teachers know the ways in which learning takes place, and they know the appropriate
levels of intellectual, physical, social, and emotional development of their students.
✔
✔
B. Teachers plan instruction appropriate for their students.
✔
C. Teachers use a variety of instructional methods.
D. Teachers integrate and utilize technology in their instruction.
E. Teachers help students develop critical thinking and problem-solving skills.
✔
✔
✔
✔
✔
✔
F. Teachers help students work in teams and develop leadership qualities.
G. Teachers communicate effectively.
H. Teachers use a variety of methods to assess what each student has learned.
Overall rating for Standard IV
Comments:
Not
Demonstrated
Evidence or documentation to support rating:
✔ Lesson Plans
____
✔ Documentation of Differentiated Instruction
____
Constant differentiation of instruction for all students. Also facilitates professional development monthly to h
____ Display of technology used
Recommended Actions for Improvement:
____ Materials used to promote Critical Thinking
and Problem Solving
✔ Professional Development
____
Get students using the technology in the classroom. Plan questioning to move students to the higher levels o
✔ Collaborative Lesson planning
____
✔ Use of student learning teams
____
Resources needed to complete these actions:
_________________________________________
_________________________________________
_________________________________________
_________________________________________
© 2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
39
North Carolina Teacher Evaluation Process
Standard V: Teachers Reflect on Their Practice
Elements
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
✔
A. Teachers analyze student learning.
B. Teachers link professional growth to their professional goals.
C. Teachers function effectively in a complex, dynamic environment.
Overall rating for Standard V
✔
✔
✔
Evidence or documentation to support rating:
✔ Lesson Plans
____
Comments:
✔ Completion of Professional Development
____
✔ Formative Assessments
____
✔ Participation in Professional Learning Community
___
✔ Student Work
____
Recommended Actions for Improvement:
✔ Formative and Summative Assessment Data
____
✔ Professional Development Plan
____
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Resources needed to complete these actions:
Teacher Signature
Date
Principal/Evaluator Signature
Date
Comments Attached:
Yes __
No
Principal/Evaluator Signature
Date
(Signature indicates question above regarding comments has been addressed).
Note: The teacher’s signature on this form represents neither acceptance nor approval of the report. It does, however, indicate that the teacher has reviewed
the report with the evaluator and may reply in writing. The signature of the principal or evaluator verifies that the report has been reviewed and that the
proper process has been followed according to North Carolina State Board of Education Policy for the Teacher Evaluation Process.
© 2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
40
Teacher Profile – Annette Smith
Annette Smith is a sixth-year teacher at your middle school, and she has been at this middle
school for her entire career thus far. She is an exceptional children’s teacher, and her caseload
includes seventh and eighth grade students. She has three pullout mathematics classes, one
curriculum assistance class, and one inclusion mathematics class. Mrs. Smith collaborates with
her students’ other teachers weekly, and she offers strategies for the regular classroom
teachers to ensure her students’ success in other courses. She uses technology to present
information to her students on a daily basis and has set a personal goal to get her students
using technology more. In year one of Standard 6, Mrs. Smith’s students did not meet expected
growth; however, you would never guess that now observing her teaching aptitude.