1. No category

Coaching Effective Teaching
Strategies
Patricia M. Devino
&
Sarah L. Fitzsimons
The purpose of staff development is not just to
implement isolated instructional innovations; its
central purpose is to build strong collaborative
work cultures that will develop the long-term
capacity for change.
Michael Fullan
Participants Will:
• Define the roles of a coach as they relate to
implementing Effective Teaching Strategies
and effective models for coaching.
• Practice coaching behaviors that influence
best practices.
• Experience planning, reflecting, and
problem solving conversations as an
instructional coach.
• Review the research-based Effective
Teaching Strategies in Step Four of the Data
Team process.
Essential Questions
• What are the characteristics of an effective
instructional coach, what do they need to know
and be able to do?
• How do instructional coaches build teacher
capacity for selecting, implementing, evaluating
the impact of Effective Teaching Strategies and
foster teacher reflection?
• How does an effective instructional coach help
teachers use effective teaching strategies based
on student data?
Why Coaching?
Research on
Instructional
Coaching
Recent Research
Indicates That
With Classroom
Coaching,
Implementation
rates rise…
85% - 90%
University of Kansas Center for Research on Learning
Instructional Coaching…
• Builds capacity for effective instructional practices
within specific content areas.
• Creates a partnership approach with teachers.
• “Customizes professional development to match
each teacher’s needs and interests while they help
the school establish a common understanding
across all teachers.” (Sweeney, 2003)
What are the characteristics of an
effective instructional coach, what do
they need to know and be able to do?
What is EFFECTIVE?
EFFECTIVE is defined as success based on student
outcomes– not did I like it, or did the students like
it– but WAS IT EFFECTIVE?
What characteristics of an
effective coach do you view in
this video?
What are the parallels
between what this athletic
coach does and what an
instructional coach does?
Roles of an Instructional
Coach
Ten Roles of a Coach
•
•
•
•
•
Resource Provider
Data Coach
Curriculum Specialist
Instructional Specialist
Mentor
•
•
•
•
•
Classroom Supporter
Learning Facilitator
School Leader
Catalyst for Change
Learner
Effective Teaching Strategies
and Coaching Roles
• Nudge your neighbor to discuss which
roles apply and why?
Coaching’s Big Four
• Content
• Instructional Practices
• Assessment for Learning
• Classroom Management
Jim Knight, University of Kansas
Essential Question Reflection
What are the characteristics of an effective
instructional coach, what do they need to
know and be able to do?
What's the Big Idea?
Essential Question 2
How do instructional coaches
build teacher capacity for
selecting, implementing,
evaluating the impact of
Effective Teaching Strategies,
and fostering teacher
reflection?
Selecting Effective Teaching
Strategies
Interventions that are embraced are
powerful & easy
Ideas, values, technologies that do the job with the
least demand on psychic energy will survive. An
appliance that does more work with less effort will
be preferred
Mihalyi Csikszentmihalyi
How do we ensure they’re powerful?
Using scientifically based interventions that
result in increased student achievement
Targeting standards
Targeting students’ most pressing needs
Using checklists, in-class demonstrations, and
feedback to ensure that teachers researchbased practices are implemented with fidelity
Review of Effective Teaching Strategies
1.Similarities and Differences
2.Summarizing and Note Taking
3.Reinforcing Effort and Providing Recognition
4.Homework and Practice
5.Nonlinguistic Representation
6.Cooperative Learning
7.Setting Goals and Providing Feedback
8.Generating and Testing Hypothesis
9.Questions, Cues, and Advanced Organizers
10.Non-Fiction Writing
Pre-lesson Conference Selection of
Effective Teaching Strategies
• Determine the stage of learning:
Are you introducing new knowledge or do
you want the students to practice, review,
and apply knowledge already taught?
Beginning Stages
Activate prior knowledge, provide
background information, hook students:
•
•
•
•
•
Set Objectives
Provide Feedback
Questions, Cues, Advanced Organizers
Cooperative Learning
Identifying Similarities and Differences
During the Lesson
Identify strategies and activities that will be
used to support the teaching objectives
and determine how will students receive
feedback on their progress:
•
•
•
•
Nonlinguistic Representation
Note Taking and Summarizing
Questions, Cues, Advanced Organizers
Cooperative Learning
End of Lesson
Tie new knowledge to existing knowledge
and future knowledge, reflect, and evaluate:
•
•
•
•
•
Provide Recognition
Reinforce Effort
Summarize
Evaluate
Self-Assessment
Implementing Effective
Teaching Strategies
Instructional Coaching
Components
Enroll
Teachers
Observe
Collaborative
Reflection
Collaboratively Explore
Data (CED)
Identify
Need
Select
Effective
Teaching
Strategies
Co-Plan
and CoTeach
Model
Demonstration
Lesson
Implementing ETS
• Model Demonstration Lessons (I do –
You watch me)
• Co-Plan and Co-Teach (We DO)
• Observe (You Do- I watch you)
Instructional Coaching Continuum
E. Teacher Refines Implementation with Coaching
Feedback
D. Teacher Transitions to Guided Practice with Coaching
Support
C. Coach/ Teacher Build Co-Teaching Relationship
B. Committing to a Learning Relationship
A. Building Common Knowledge & ExperienceThe on-going foundation for a professional learning
community
http://www.spokaneschools.org/ProfessionalLearning
Planning Conference (Pre-Brief)
The teacher and coach confer to:
• Clarify learning goals (teacher and student)
• Collaboratively plan tasks or work the
students will complete to achieve the
intended outcomes
• Determine evidence of proficient student
achievement
• Identify student or teacher behaviors the
coach should observe
• Agree on the role(s) the teacher and the
coach will perform during the lesson.
In class support
The teacher and the coach collaborate in the
delivery of the planned lesson through these
activities:
•
•
•
•
Observation
Demonstration lesson
Co-Teaching
Gradual release of responsibility from
coach to teacher
Evaluating Impact of Effective
Teaching Strategies
Providing Feedback
Not evaluating teacher, but evaluating the
effectiveness of the Effective Teaching
Strategies as evidenced by:

fidelity of implementation

impact on student outcomes.
Debriefing
The teacher and the coach meet to discuss:
• Degree to which students have mastered
the learning outcomes
• Effective Teaching Strategies used by the
coach/teacher (depending on if observation,
model lesson, & or co-teaching stage)
• Instructional adjustments the teacher made
during the lesson
Feedback
Goal of feedback is to improve current
situations without criticizing or offending.
Should be:
• Descriptive rather than Evaluative (visible)
• Specific instead of general
• Given only when requested
• Given as soon as possible
• Realistic
• Positive
Warm V. Cool Feedback
WARM
COOL
•
•
•
•
•
•
•
•
Supportive
Strength oriented
Focus on solutions
Promotes positive
learning
Impersonal
Needs oriented
Focus on the problem
Provides constructive
criticism
Questions to Ask When
Debriefing/ Providing Feedback?
• What did you see?
• What was the focus on learning goals?
• What standard was being used and are
the procedures and assignments
appropriate?
• How will the student achieve according to
the standard being addressed?
• What questions were being asked?
• Did the lesson end with the focused
learning goals?
Cont’d
• What ETS did you see incorporated in the
lesson? Was the ETS presented with
fidelity?
• What needs did you see?
• What suggestions do you have for teaching
this standard?
• How can we support the teacher for future
student learning?
• How can you work together to incorporate
collaboration on this lesson?
Cont’d
• What did you learn about incorporating
ETS in this lesson?
• What did you learn about this teacher’s
lesson from this session?
Teacher: ____________________
Conference date: ____/____/____
Classroom Check-up Feedback Form
Time on Task
Opportunities to
Respond (OTR)
Ratio of Interactions
Goal area(s):_________________________________
Intervention(s):
_________________________________________________________________
_________________________________________________________________
_______________________________________Adapted from Jim Knight
Disruptions
Effective Teaching
Strategies
How would you provide
feedback to this teacher?
Reflection
“The teacher cannot rely on either instinct
alone or on prepackaged sets of techniques.
Instead, she or he must think about what is
taking place, what the options are and so
on, in a critical, analytical way. In other
words the teacher must engage in
reflection.”
John W. Brubacher, Charles W. Case,
and Timothy G. Reagan
Reflection
• The teacher and the coach independently
and systematically reflect on how their
collaborative work fosters the
development of the students’
understanding.
• Do this on an ongoing basis to re-examine
goals so that there is a cycle of
continuous improvement.
Questions to Foster Reflection
• What was I trying to accomplish?
• How did I go about completing the lesson
and solving problems I had along the way
(process)?
• What did I do well (strengths)?
• What did I have difficulty with
(weaknesses)?
• What have I learned/what would I do
differently?
Reflection Questions, cont’d
• What worked well?
• What did we learn?
• Did our conversations lead us closer to
our goals? How?
• Did we focus on the lesson or on other
issues?
• Did we do what we set out to do?
• How can we improve on this to make
coaching collaborating on lesson plans
more significant part of our work?
Essential Question 2
How do instructional coaches build teacher
capacity for selecting, implementing, and
evaluating the impact of Effective Teaching
Strategies and foster teacher reflection?
What's the Big Idea?
Essential Question 3
How does an effective instructional
coach help teachers use Effective
Teaching Strategies based on student
data?
Are the students learning?
Coaches:
assist teachers in the gathering and analysis of
formative assessment DATA about what students
know and can do as they enter a learning
experience;
help teachers use the data analysis to design
learning experiences at which students can be
successful; and
train teachers in the ongoing use of formative
assessment data.
The question we must teach teachers to ask is
not did the students complete all the
assignments and do their homework, but
rather, did they learn what they were
supposed to learn, did they retain it over
time, and can they use it in ways that
demonstrate understanding at a high level.
Coaching Collaboration Throughout the Data
Team Process
•
•
•
•
•
Commitment
Time/Agenda
Norms
Planning
Structure
Data Team Process
Step 1: Collect and Chart Data
Step 2: Analyze Strengths and Obstacles
Step 3: Establish SMART Goals
Step 4: Select Instructional Strategies
Step 5: Determine Results Indicators
Step 6: Monitor and Evaluate
Value of Collaboration Through
Instructional Coaching
• See what to avoid and/or include in our
practices.
• To inform lesson development and
instruction.
• Self-assessment and self-awareness of
strengths and areas of growth.
• Insights into lesson development and
Effective Teaching Strategies.
Collaborative Lesson Planning
Collaborate on lesson/ unit plans using
template
To inform instruction
To ensure lessons incorporate ETS more
frequently
Used by teacher(s) and coach pre and post
lesson
Follow Norms
Follow a Structure
Helps us break down isolation
Meet Sally Friendly
See handout for Sally Friendly Activity
How does an effective instructional coach
help teachers use Effective Teaching
Strategies based on student data?
What's the big idea?
Your Feedback
• Please take the time to complete the
feedback form provided.
• Make sure you have signed the CALI signin sheet before you leave (if you have not
done so already).
• Please initial signature on your way out.