ETO’s Way of Work
Instructional Coaching
Essentials
Education Transformation Office (ETO)
Effective coaches have to care
deeply about teachers and
students, and they also clearly
have to communicate to others that
they care.
Each one of you holds the “KEY”
to success.
Norms
• Silence cell phones, please no text messaging or
internet use
• Participate and share
• Listen with an open mind
• Ask questions
• Work toward solutions
• Use time effectively
Group Objectives:
•Have a thorough understanding of
coaching responsibilities
•Develops a sense of instructional
urgency school wide
•Develop coaching calendar based on
school needs
•Understand the purpose and
components of an effective log
•Gain an understanding of how to
complete the coaching cycle with the
guidance of administration to
improve instructional capacity.
Role of the Coach, Way of
Work and Setting Expectations
of an Instructional Coach
Who is an Effective Instructional
Coach?
Who is an Effective Instructional Coach?
• An educator who has:
– Been a successful teacher in their subject area
– A proven track record of student achievement
– The ability to mentor, inspire and motivate
adults
– A vision and is willing to change and adapt to
the needs of the students and teachers
– Pedagogical knowledge, content expertise
interpersonal capabilities
Who is an Instructional
Coach?
An on-site professional
developer who partners with
educators to identify and assist
with implementation of proven
teaching methods
An Instructional Coach…
• Provides initial and ongoing professional development
for classroom teachers via Professional Learning
Communities (PLC’s) such as: study groups, Lesson
Study and daily follow up support.
• Plans, develops and/or prepares Professional
Development, lessons for modeling, coaching sessions,
etc…
• Assists teachers in analyzing data and then models
effective instructional strategies that target students’
needs.
An Instructional Coach…
• Co-teaches in classrooms to increase instructional
density to meet the needs of all learners.
• Mentors teachers in classrooms which includes
observing and providing feedback.
• Collaborates with teachers regarding lesson planning,
grouping for instruction, intervention strategies, and
other topics related to reading.
The constant in all of these activities is that they lead to better
instructional practices and higher student achievement…
Enrique A. Puig & Kathy S. Froelich, 2010,
The Literacy Coach: Guiding in the Right Direction (2nd ed.)
ETO Expectations of the Coach
• Keeps a weekly log of their work and develops
a strategic weekly coaching calendar with the
school’s leadership team.
• Spends a majority of the school day in direct
support of classroom instruction.
• Keeps a “Record of Services Binder”
documenting support services
Instructional Coaches are not expected to…
• Be assigned as a regular classroom teacher
• Perform administrative functions that would
confuse his/her role for teachers
• Spend a large portion of time administering or
coordinating assessments, as these tasks prohibit
the coach from impacting classroom instruction
and therefore student achievement
• Model in a class where the classroom teacher is
NOT an active participant
Active Role
Passive Role
Activity
Do a quick write: Make a list of active roles that
coaches play.
Then with your group decide on the most
strategic roles and fill in the hand-out provided.
As a group make another list on the other side of
the paper of the opposite action of that role.
(Passive vs. Active)
Active Role
 Establishes a schedule for
in-classroom coaching
 Keeps a log of coaching
activities and meets with
the administration to
reflect on the work.
 Works with the
principal/assistant
principal to establish
priorities for the use of
coaching time
Passive Role
 Coach waits to be
“invited” into
classrooms
 Keeps little
documentation about
the use of time
 The use of time is
left to the coach’s sole
discretion
Active Role
 Works with the schools’
leadership team to
develop the coaching
calendar and keeps a log
as a reflection of the work.
 Meets with
administration to discuss
the progress of the teacher
as a result of the coaching
support.
Uses the coaching log as a
self reflection to be highly
effective.
Passive Role
 No documentation of the
coaching process is provided
or shared.
Logs are seen as
compliance and contain a
laundry lists of tasks
completed vs. actions taken
to build instructional
capacity and not used as a
method to grow
professionally.
Active Role
 Provides explicit
explanations and
demonstrations of effective
instruction on a regularly
scheduled basis (explicit
instruction, implementation
of the instructional
framework, active learning
strategies, higher order
questioning, varied
instructional strategies,
effective vocabulary
instruction, etc.)
Passive Role
 Little if any
classroom modeling
and demonstration are
provided; prefers to be
a ‘walkthrough’
expert and primarily
observes classroom
teachers
Active Role
Accepts resistance as
normal and knows to
work closely with
resistant teachers
Analyzes data and
student work with
teachers to assist in
planning instruction and
professional
development
Passive Role
Afraid of resistance
and seeks to avoid
resistant teachers;
sees resistant
teachers as the
“principal’s problem.”
Coaching and
professional
development
experiences are not
tied to data and
student work.
Active Role
Passive Role
 Demonstrates superior
questioning strategies for
teachers as a lever for
school wide change
 Demonstrates limited
understanding of why
questioning strategies are a
critical component in
teaching
 The principal and the
coach provide most of the
school’s leadership
 Builds capacity at the
school by broadening
leadership beyond the
principal and the coach
Steckel, B. (2009). Fulfilling the promise of literacy coaches in urban schools: what does it take to make an impact. The
Reading Teacher, 63(1), p.14.
Way of Work for Instructional Coaches
• Work with teachers to plan, implement and to
reflect on instruction using the Florida
Continuous Improvement Model (FCIM) Plan, Do,
Check and Act.
• Assess student needs using data
• Focus instruction on the Next Generation
Sunshine State Standards (NGSSS) and Common
Core Standards
• Refine teacher understanding of the areas where
students are struggling or succeeding
• Customizes instruction for student achievement
Way of Work for Instructional Coaches
 Model best practices in professional development
sessions and classroom modeling sessions.
 Meets regularly with the leadership team to
analyze data and assists the team in developing
and implementing a strategic action plan and
content based initiatives for the year to improve
student achievement.
 Assist teachers in setting goals, interpreting
formative and summative assessments, and
monitoring growth towards the goal.
Way of Work for Instructional Coaches
• Work with teachers to ensure that research based
programs and instructional strategies are
implemented with fidelity.
• Provide daily coaching and mentoring support to
all teachers including ESOL and ESE.
• Implement/Facilitate the Lesson Study process.
• Assist with the facilitation of the Literacy
Leadership team to build a school wide culture of
literacy across all content areas.
• Attend coaching professional development to aid
in increasing knowledge in best practice
strategies in all content areas.
Classroom Walk Through
What is it?
An observation technique that allows the observer to
record “snapshot” information on the effective
elements of a classroom including instructional
strategies, standard-based objectives, aligned
instructional materials, level of cognitive interaction,
classroom displays and resources, student engagement,
and more.
Classroom Walk Through Continues…
Why do it?
Research shows that the classroom walk through
provides a powerful tool for instructional leaders to
gather information for the purposes of coaching,
program planning, and professional development.
The visit also helps teachers improve their instruction
and identify the best teaching practices at your
school
Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011). Evaluating teacher effectiveness: can classroom observations
identify practices that raise achievement? Education Next, 11(3).
Walkthroughs are an initial tool
• Coaches need to go beyond being an observer.
• After needs are established either by the
coach or administration a coaching cycle
needs to be implemented.
• Coaches should always been seen as a willing
participant in classroom instruction and
support to the classroom teacher.
Coaches ICADS Meetings Will Include…
•
•
•
•
•
•
•
•
•
•
Powerful, proven practices
Walkthroughs
Interventions & enrichment professional development
Continuous training in the coaching continuum
Continuous training in data analysis
Job-embedded professional development
Effective dialogue
Reflections
Networking
Continuous training in refining common planning and
the lesson study process
Coaching Logs
• The cornerstone of the ETO way of work
• The PMRN Log is required by the state for funding
(Reading Coaches Only)
• The ETO Log is utilized as a reflection of your
work and impact as a coach to improve classroom
instruction and as a tool to use in the Strategic
Leadership Coaching.
• It is not a reflection on what the teacher did or
didn’t do.
• The log should not be a list of things you have
done throughout the day.
Steckel, B. (2009). Fulfilling the promise of literacy coaches in urban schools: what does it take to make an impact. The
Reading Teacher, 63(1), p.14.
Coaching Logs
• You will submit your coaching log every Friday to
the administrator.
• The administrator will write a reflection about
your work, suggest next steps and assist you and
the other coaches in developing the next week’s
calendar.
• The administrator will email the logs and the next
week’s calendar to the Instructional Supervisor
assigned to your school by Friday PM.
Strategic Leadership Coaching Model
1
4
Principal and Assistant
Principals monitor
classroom instruction and
assessment data to ensure
the coached skills are being
implemented .
3
Principal and Assistant
Principals debrief with
coaches on their progress
with targeted teachers.
Principal and Assistant
Principals meet with
coaches to share and
discuss
walkthrough/coaching logs
and assessment data.
Principal/Assistant
Principals directs coaches to
assist targeted teachers in
specific areas. A calendar of
support is developed.
2
Coaches conduct the
coaching cycle with
targeted teachers in specific
instructional areas.
Use of a Coach’s time
• How do we ensure the coach’s time is used for
maximum benefit?
• What do you believe are the most important
ways coaches spend their time?
32
Discuss with your table group
• What do you consider to be direct
instructional support of teachers?
• What percentage of the coaches’ time will
be spent providing direct support?
What percentage of the coaches’ time will
be spent providing direct support?
Eighty percent of your time should be
spent providing direct, instructional
support to classroom teachers.
Consider
Time
Allocations
Coaches’ Recommended
Time Allocation Percent Distribution
What portion of the coaches’ time will be spent in each of these roles?
Coaching Responsibilities
Approximate Coaching Time
Percentage
Professional Development
(Department, Grade Level, School Wide)
Planning/Lesson Study
Modeling Lessons
80
Coaching
Coach-Teacher Conferences
Data Reporting
Data Analysis
Meetings
Knowledge Building
Managing Materials
Other
20
Calendars vs. Coaching Logs
• Prioritizing Support
– Teacher needs may be
identified:
• When analyzing data
• From administrative
walkthroughs (Tiering)
• Classroom visits
• Teacher requests
• Developing Calendars
– Consider time allocations
– Coaching Cycle
– What your week will look
like
– Testing Calendar
– Holidays/Special Events
• Modifying (be flexible)
• Always have a plan B
Developing Calendars
• Meet with the administration, discuss
observations from administrative walkthroughs
and needed support.
• Prioritize teachers based on observation and data
points.
• Begin support with new teachers first.
• Consider the coaching cycle and continuum while
developing calendar.
• Red Flags appear if only one part of the cycle is
present.
MONDAY
Teacher Coach
2
2
TUESDAY
Cycle
Coach
Cycle
Sachse
M
1
X
Grant
CP
X
Bek
M
1
Davis
Baillou
CL
Teacher
Coach
Cycle
Teacher
Coach
Cycle
2
1
4
X
Grant
4
Burke
Baillou
Teacher
Coach
P
CL
4
1
X
Baillou
KB/
ICAD
2
Teacher
Coach
Cycle
Teacher
Coach
Cycle
Coach
Grant
Cycle
ED
ADMIN
Baillou
ED
Teacher
Coach
Cycle
Grant
2
Austin
Grant
CL
3
X
Grant
KB/
ICAD
4
Marlingahus
X
Baillou
P
3
X
Baillou
KB/
ICAD
4
Burke
Baillou
CL
Teacher
Coach
Cycle
Teacher
Coach
Cycle
Teacher
Coach
Cycle
Teacher
Coach
Cycle
CP
6
Victor
Marlinghaus
Grant
OT
5
X
Grant
KB/
ICAD
6
Victor
6
Davis
Baillou
CL
5
X
Baillou
KB/
ICAD
6
X
Baillou
P
5
X
Teacher
Coach
Cycle
4
Victor
Marling
Grant
5
READING
Baillou
OT
5
Cycle
OT
CL
4
5
CL
Baillou
ADMIN
4
CL
Grant
Bek
1
Teacher
CL
OT
Baillou
2
OT
Grant
X
KB/
ICAD
Grant
Baillou
Calixte
Titus
Grant
Baillou
X
8
X
X
Bek
8
Cycle
1
Burke
6
Coach
Cycle
FRIDAY
Coach
M
3
3
Teacher
2
Coach
THURSDAY
Teacher
Grant
Austin
3
Cycle
6
Teacher
2
2
6
8
WEDNESDAY
Teacher
X
3
6
Teacher
Coach
Cycle
Teacher
Coach
7
K-G
Grant
CL
8
X
Grant
7
X
Baillou
P
8
Reading
Baillou
7
8
Cycle
P
CP
4
Teacher
Grant
6
Coach
Cycle
8
X
8
Robinson
7
X
Grant
KB/
ICAD
7
X
Baillou
KB/
ICAD
7
CL
Grant
Baillou
Calendar to Logs
P
CP
8
• The calendar should be the starting point to
strategically plan the work that will occur on a
week to week basis
• The log is an actual record and reflection of the
work that occurred
• The log becomes a reflection piece for the coach
and the leadership team to use as a guide to
move to next steps.
• The log should be a reflection of your impact as a
coach, not on what the teacher did or did not do.
Elementary Calendar Template
Coach:__________________________________
Gr
MONDAY
Teacher Time
CALENDAR WEEK OF: ____________________
TUESDAY
WEDNESDAY
THURSDAY
Cycle
Gr
Teacher
Time
Cycle
Gr
Teacher
Time
Cycle
Bello
8:40am
M
K
Sosa
8:20
CE
2nd
Smith
8:30am
M
5th
K
Doe
9:15
CT
K
Doe
9:15
CT
2nd
ALL
9:30
DC
1st
Diaz
9:45
O
1st
Diaz
9:45
M
3rd
ALL
10:30
DC
ALL
10:00
CP
ALL
10:00
CP
2nd
Smith
11:45
M
2nd
Gr
Teacher
Time
FRIDAY
Cycle
Gr
Teacher
4th
3rd
ALL
11:00
CP
3rd
Gancedo
11:00
CP
1st
ALL
12:15
DC
4th
Moore
12:30
M
4th
Moore
12:30
M
4th
ALL
1:00
DC
5th
ALL
1:00
CP
5th
Bello
1:00
M
2nd
Diaz
2:00
ED
K
ALL
2:00
CP
1st
ALL
2:00
CP
Self
3:00
GR
Methods of Coaching PR=Pre-Conference; O=Observation; M=Modeling; CD=Coaching Debriefing;
CT=Coteaching Lesson; CP=Common Planning; ED=Educational Discussion; GR=Gathering Resources; WTWalkthrough; CE=Classroom Environment; DC=Data Chats; PPD=Providing Professional Development;
RPD=Receiving Professional Development; LS=Lesson Study; CTC=Coach Teacher Conference; OT=Other
Time
Cycle
Secondary Calendar Template
MONDAY
Teacher Coach
2
2
TUESDAY
Cycle
Teacher
Coach
Cycle
X
Sachse
ML
1
X
Grant
CP
X
Bek
ML
1
Davis
Baillou
CT
2
1
Teacher
Coach
Cycle
4
X
Grant
P
4
Burke
Baillou
CT
4
Coach
Teacher
Coach
Cycle
3
English
Grant
PDP
3
Burke
Baillou
CT
Teacher
Grant
Baillou
6
X
Grant
OT
5
Victor
Marling
6
Bek
Baillou
CT
5
READING
Coach
Coach
Cycle
8
X
Grant
OT
8
Calixte
Titus
Baillou
M
Bek
KB/
ICAD
2
Baillou
CT
1
X
Baillou
KB/
ICAD
2
1
Teacher
Coach
Cycle
4
Austin
Grant
CT
4
X
Baillou
P
7
X
Baillou
P
X
Grant
8
Reading
Baillou
8
CP
Cycle
Grant
4
Marlingahus
3
X
Baillou
KB/
ICAD
4
Burke
Baillou
CT
Teacher
Coach
Cycle
ML
4
Teacher
Coach
Cycle
X
Grant
KB/
ICAD
6
Victor
5
X
Baillou
KB/
ICAD
6
X
Baillou
P
5
X
Teacher
Coach
Cycle
Cycle
P
Coach
KB/
ICAD
CT
8
Teacher
Grant
Baillou
CL
ED
X
Davis
Grant
Baillou
3
6
Coach
ADMIN
Cycle
5
Teacher
ED
Coach
Cycle
6
Grant
Cycle
2
3
Coach
ADMIN
Coach
Teacher
D
K-G
Teacher
Grant
Grant
7
Cycle
X
6
Cycle
Coach
1
CP
Coach
Teacher
M
Victor
Marlinghaus
PDP
FRIDAY
Grant
Teacher
Teacher
7
2
Austin
Cycle
Cycle
5
Teacher
2
Coach
4
Cycle
6
Teacher
THURSDAY
2
3
Teacher
8
WEDNESDAY
D
6
Teacher
Coach
Cycle
7
X
Grant
KB/
ICAD
8
X
7
X
Baillou
KB/
ICAD
8
Robinson
7
Grant
Grant
Baillou
P
CP
8
Methods of Coaching M=Modeling; PR=Pre-Conference; O=Observation; CD=Coaching Debriefing;
CT=Coteaching Lesson; CP=Common Planning; ML=Model Lesson; ED=Educational Discussion;
GR=Gathering Resources; WT-Walkthrough; CE=Classroom Environment; DC=Data Chats; PPD=Providing
Professional Development; RPD=Receiving Professional Development; LS=Lesson Study; CTC=Coach
Teacher Conference; OT=Other
Reflecting on
the teacher’s
actions not
on the
coaches
PMRN Logs (Reading Coaches Only)
Each coach is required to complete an electronic bi-weekly coaching
log to the state that includes the following components:
Category
Description
Professional
Development
Providing or facilitating professional development sessions such as workshops,
trainings, learning communities to increase educator’s mathematical knowledge
Planning
Planning, developing and/or preparing professional development sessions.
Coaching Model
Modeling/Coaching/
Conferencing
Coaching (pre-conference, modeling/co-teaching/observation, and post conference)
teachers in classrooms.
Data Analysis/Data
Reporting
Assisting teacher in interpreting data including diagnostics test, embedded
assessments and FCAT. Compiling Data Reports.
Meetings
Attending school, area and district meetings regarding mathematics issues.
Knowledge Building
Remaining current in trends of mathematic education through personal study or
professional development sessions.
Other
List other duties as assigned.
•List successes that have occurred in the last reporting period
•Note any concerns that you would like to share with your principal
Record of Services Binder
 Components
 Weekly Calendar/Logs
 Conference Forms
 Professional Development Schedule, Agendas, Sign in
sheets, etc.
 Note Taking/Note Making
 Lesson Study Log
 Coach Created Materials
▪ Supplemental/Modified Curriculum
▪ Focus Calendars (Secondary Benchmarks)
 Data Chats
▪ (Students/Teachers)
Successes & Challenges
 Take a few minutes and share with
your group:
 If you become a coach what will be your
first steps working with your school?
 What challenges do you think you would
face as a new coach?
 What solutions have you thought of to
face your challenges as a new coach?
 As a table group, write some of those
thoughts on chart paper
ETO’s Instructional
Review Process
Instructional Reviews
• Instructional Reviews are conducted three
times a year
• Beginning of the Year, Mid year, and End of
the Year
• The School Leadership Team participates in
the review process and collaborates with the
ETO team to write the Instructional Review
Action Plan for sustainability and
improvement.
Instructional Strategies
• ETO is based on the premise of improving the
quality of instruction across all classrooms and
improve student achievement for all learners.
• Each content area has developed a set of
instructional strategies/best practices/look fors
that are supported by the administration,
coaches and teachers to improve instruction.
• After looking at the subject area specific
strategies, work with a partner from another
instructional area and discuss similarities and
differences.
Instructional Strategies
• The reviews will focus on the implementation
of the subject area specific strategies.
• Walkthroughs will be conducted by the
coaches, administrators, ETO and State
Support Staff.
• Needs will be assessed collaboratively
• The team will debrief as to the status of the
Instructional strategies/Best Practices and
next steps will be developed with the team
Consider this….
People accomplish more together than in
isolation; regular, collective dialogue about an
agreed-upon focus sustains commitment and
feeds purpose; effort thrives on concrete
evidence of progress; and teachers learn best
from other teachers. We must ensure that
these concepts operate to produce results.
Schmoker, 1999, p. 44
Questions
ETO Curriculum Support Leads
Pablo Ortiz, Assistant Superintendent
Charmyn Kirton, Administrative Director
David Moore, Administrative Director
Candida Gil, Patricia Sosa, Giselle Dove, Tiffany
James, (Elementary)
Darliny Katz, Cecelia Magrath, Oksana Sosa,
Melissa Martinez, Chanell Madison, Ron
Marcelo, Gladys Barrio, Ingrid-Carias, Marion
Chase, Tammy Southwood Smith (Secondary)