continuum of coaching - ETO - Miami

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Coaching
Continuum/Cycle
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
An effective Instructional
Coach differentiates
professional learning
opportunities by thinking of
coaching as a continuum.
CONTINUUM OF COACHING
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
CONTINUUM OF COACHING
Interactive coaching
Facilitate a
workshop or
session to
improve
learning and
instruction
Provide an
observation lesson
to improve learning
and instruction
Intraactive coaching
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 of10the Coaching Model
Co-planning;
Co-teaching;
Collaboration
Preconference;
Observation with
feedback;
Modeling/Debrief
Action
Researc
h; Book
Studies;
Lesson
Study
How will an Instructional
Coach know when to shift on
a continuum?
11
Essential Question
 What factors impact your ability to carry out the
coaching continuum?
Considerations for Entry Points
 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
14
 Think of a real school scenario.
 Share with an “elbow-partner.”
 Consider a coaching point based on the
scenario.
 Where on the continuum of coaching
would you start and why?
 Be ready to share with whole group.
Opportunities for Coaching
15
 Differentiation is key!
 Allow participants choice based on their own
personal needs






Workshop
Observation Lesson
Co-teaching
Confer, Observe, Debrief
Study Group
Action Research
Opportunities for Coaching
Facilitate a
Workshop
Observation
Lesson
CoTeaching
Confer,
Observe,
Debrief
Study
Group
Action
Research
16
Continuum of Coaching
 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
17
Continuum of Coaching
 Observation lesson
 An observation lesson alone will not have much impact
on learning unless it includes time to debrief.
 Co-teaching
 Conversation is the key.
Observation
Lesson
Co-Teaching
18
Demonstrating vs. Co-teaching
Observation lesson
 Coach meets with the
teacher prior to lesson
 Teacher is an observer
during the lesson
 Coach and teacher debrief
and discuss
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
19
Action Research
 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
20
Continuum of Coaching
 Study Groups
 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
21
Coaching Continuum…
22
Confer, Observe,
Debrief
Coaching Cycle
PreConference
PostConference
Observation
Observation
Plan/Model
Lesson
Co-Teach
Suggested Cycle at-a-glance
Day
Task
1
Pre-Conference/Coach observes the
teacher
Coach models the entire instructional
block using required components
Coach and teacher co-teach
2
3
4
Coach observes the teacher
again/Debriefing
Essential Question
 What factors impact your ability to carry out the
coaching continuum?
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