31 6-earthsoft-instructional coaching
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"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career guidance and for Professionals for soft skills enhancements. We are working speading , sharing knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx. Also visit www.slideshare.net and search using key word - earthsoft Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60 http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013 Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct free training/ workshop seeking help of existing platforms Kindly spread to your friends.Thank you! - Earthsoft Foundation of Guidance Let us make earth little softer.. "
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31 6-earthsoft-instructional coaching
- 1. Earthsoft Foundation of Guidance Edge-Aggressive-Reliable-Trust-Honesty-Soft-Obedient-Fun-Transparent Making earth little softer
- 2. About us Earthsoft Foundation of Guidance (EFG) has uploaded following presentations at http://myefg.in/downloads.aspx Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct free training seeking help of existing platforms. Kindly share with your friends •Motivation for higher study, Planning for study, Education guidance, Career guidance, Career available after SSC & HSC •Personality development – 3 files •How to prepare resume, Tips to attend interview successfully •Religion related –To understand basic religion, Do & Don’t tips •Health related - Be vegetarian, Be healthy, Manage health •Corporate - Project management, Assertiveness, Ownership, Effective communication, Leadership, Be entrepreneur •Finance - To avoid speculation in stock market •Social - Women empowerment, Choosing life partner, conflict resolution, stop ragging, stop alcohol, snakebite treatment Making earth little softer
- 3. Objectives • To identify characteristics of the best teacher • Effective teaching and learning methods • Strategies to implement • Using questioning to enhance learning • Instructional coach • Designing & planning a lesson • Classroom management • About Teachers • Understanding students Making earth little softer
- 4. Essential Question • 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? Making earth little softer
- 5. Instructional Coaching • An instructional coaching is to bring evidence- based practices into classrooms by working with teachers and other school leaders • 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 • Coaching helps the school establish a common understanding across all teachers. Making earth little softer
- 6. Role of coach • Resource Provider • Data Coach • Curriculum Specialist • Instructional Specialist • Mentor • Classroom Supporter • Learning Facilitator • School Leader • Catalyst for Change • Learner Making earth little softer
- 7. Coaching big four • Content • Instructional Practices • Assessment for Learning • Classroom Management Making earth little softer
- 8. Essential Question • How does an effective instructional coach help teachers use Effective Teaching Strategies based on student data? Making earth little softer
- 9. Selecting Effective Teaching Strategies Making earth little softer
- 10. 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? • Similarities and Differences • Summarizing and Note Taking • Homework and Practice • Setting Goals and Providing Feedback • Questions, Cues, and Advanced Organizers • Pre-lesson Conference Selection of Effective Teaching Strategies Making earth little softer
- 11. Beginning Stages • Activate prior knowledge, provide background information, hook students: • Set Objectives • Provide Feedback • Questions, Cues, Advanced Organizers • Cooperative Learning • Identifying Similarities and Differences Making earth little softer
- 12. During the Lesson • Identify strategies and activities • Determine how will students receive feedback • Nonlinguistic Representation • Note Taking and Summarizing • Questions, Cues, Advanced Organizers • Cooperative Learning Making earth little softer
- 13. End of Lesson • Tie new knowledge to existing & future knowledge • Reflect and evaluate • Provide Recognition • Reinforce Effort • Summarize • Evaluate • Self-Assessment Making earth little softer
- 14. Coaching Components Enroll Teachers Identify Observe Need Collaboratively Explore Data (CED) Model Lesson Effective Teaching Demonstration Strategies Co-Plan and Collaborative Co-Teach Reflection Making earth little softer
- 15. Implementing • Model Demonstration Lessons • - (I do – You watch me) • Co-Plan and Co-Teach • - (We DO) • Observe • - (You Do- I watch you) Making earth little softer
- 16. Evaluating Impact of Effective Teaching Strategies Making earth little softer
- 17. Instructional Coaching Continuum A. Building Common Knowledge & Experience- • The on-going foundation for a professional learning community B. Committing to a Learning Relationship C. Coach/ Teacher Build Co-Teaching Relationship D. Teacher Transitions to Guided Practice with coaching support E. Teacher Refines Implementation with Coaching Feedback http://www.spokaneschools.org/ProfessionalLearning Making earth little softer
- 18. Providing Feedback • Not evaluating teacher, but evaluating the effectiveness of the Effective Teaching Strategies as evidenced by: • Fidelity of implementation • Impact on student outcomes. Making earth little softer
- 19. 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 • Instructional adjustments made by the teacher during the lesson Making earth little softer
- 20. 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 Making earth little softer
- 21. Warm V. Cool Feedback Warm Cool Supportive Impersonal Strength oriented Needs oriented Focus on solutions Focus on the problem Promotes positive Provides constructive learning criticism Making earth little softer
- 22. Questions to Ask Questions to Ask When Debriefing/ Providing Feedback? • What did you see? • What was the focus on learning goals? • What standard was being used? • Are procedures and assignments appropriate? • How will the student achieve according to the standard? • What questions were being asked? • Did the lesson end with the focused learning goals? Making earth little softer
- 23. Questions to Ask • What did you see incorporated in the lesson? Was that presented with fidelity? • What needs did you see? • What suggestions do you have for teaching? • How can we support the teacher for future student learning? • How can you work together to incorporate collaboration on this lesson? • What did you learn about incorporating ETS in this lesson? • What did you learn about this teacher’s lesson from this session? Making earth little softer
- 24. Coaches to do • To gather and analysis of formative assessment DATA about • - what students know and • - can do as they enter a learning experience • To design learning experiences using data analysis for success of students • To train teachers in the ongoing use of formative assessment data. • To check, are the students learning? Making earth little softer
- 25. Coaching Collaboration • Coaching Collaboration Throughout the Data Team Process • Commitment • Time/Agenda • Norms • Planning • Structure Making earth little softer
- 26. 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 Making earth little softer
- 27. Value of Collaboration • 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. Making earth little softer
- 28. Collaborative Lesson Planning • Collaborate on lesson/ unit plans using template • To inform instruction • To ensure lessons incorporated more frequently • Used by teacher(s) and coach pre and post lesson • Follow Norms • Follow a Structure • Helps us break down isolation Making earth little softer
- 29. Roles of an Instructional Coach Making earth little softer
- 30. Essential Question • We must teach teachers not to ask a question, did the students complete all the assignments and do their homework? but rather • Did they learn what they were supposed to? • Did they retain it over time? • Can they use it in ways that demonstrate understanding at a high level? Making earth little softer
- 31. Essential Questions • What do I want all students to know and be able to do at the end of this lesson? • What will I do to cause this learning to happen? • What will students do to facilitate this learning? • How will I assess to find out if this learning happened? • What will I do for those who show through assessment that the learning did not take place? Making earth little softer
- 32. Interventions • 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 Making earth little softer
- 33. Ensure to be 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 research- based practices are implemented with fidelity Making earth little softer
- 34. 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. Making earth little softer
- 35. 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 Making earth little softer
- 36. Reflection Making earth little softer
- 37. 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? Making earth little softer
- 38. Reflection Questions • 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? Making earth little softer
- 39. 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? Making earth little softer
- 40. 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 Making earth little softer
- 41. 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. Making earth little softer
- 42. Critical Reflection in S-L • Students must engage • Not only in thinking about the past experience, but considering problematic questions associated with power, history and agency • Questioning practices and assumptions that appear to make lives easier • Students become caught up in a circular interplay between the familiar and the strange • Students come to really hear, see, or feel what the other tries to convey and experience • Students to feel the desire to help the other in their need Making earth little softer
- 43. Steve Yelon, (1996) MSU Professor Emeritus 2009 TASEM - What is Effective Classroom Teaching? Jim Knight, University of Kansas Todd Whitaker (2004) Annette Breaux and Todd Whitaker (2006) Delivered by: Razwan Faraz Adopted from: Book by Stephen R Covey Patricia M. Devino & Sarah L. Fitzsimons A powerpoint presentation by Thank You Marney sobel & Mary anne lapenna Keith Lakes, Behavior Consultant Lisa Smith, Instruction/Behavior Consultant What Is Effective Classroom Teaching? Kevin M. Johnston, MSU TA Programs Making earth little softer
Notas do Editor
- Quote from Taking the lead…An instructional coach is someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders our one-on-one support for teachers, coaches, and school leaders around evidence-based literacy strategies and the instructional coaching process with the goals of increasing student engagement, improving student achievement, and building teacher capacity in schools.
- Quote from Taking the lead…An instructional coach is someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders our one-on-one support for teachers, coaches, and school leaders around evidence-based literacy strategies and the instructional coaching process with the goals of increasing student engagement, improving student achievement, and building teacher capacity in schools.
- Quote from Taking the lead…An instructional coach is someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders our one-on-one support for teachers, coaches, and school leaders around evidence-based literacy strategies and the instructional coaching process with the goals of increasing student engagement, improving student achievement, and building teacher capacity in schools.
- Handout 5 add non- fiction writingReinforcing Effort and Providing RecognitionNonlinguistic RepresentationCooperative LearningGenerating and Testing HypothesisNon-Fiction Writing
- What are some of the school wide needs you see? Are teachers having difficulties beginning lessons (initiations), ending lessons (closure)? Decisions will come from observations, listening to teachers and looking at data with the teachers…
- that will be used to support the teaching objectives
- Model—I do (You watch me)Co-teach—we doObserve- You do (I watch you)Collaborative Exploration of Data::Based on the partnership principles • Involves observations to open up dialogue, rather than to state a single truth• Should be – constructive, but provisional – empathetic and respectful• Coach and teacher identify what data will be gathered
- Handout 7 Instructional planning meeting agendaHandout 8 Differentiation strategies
- (depending on if observation, model lesson, & or co-teaching stage)
- ** realistic with changes– change can’t happen overnight…
- Keep? Delete? Or Substitute? Your suggestions….
- Coaches need provide extensive training to teachers so they learn to use every piece of student work, all student responses, and student questions as data sources about how well students are learning. Even SUMMATIVE assessments become data sources—because we can determine whether or not individual students have mastered or are moving towards mastery of the identified standards.
- The roles of an instructional coach focuses on the working relationships between a teacher and the coach in order to increase the teacher’s capacity to:PLAN lessons based on the systematic study of student needs through looking at student data- data analysisTHINK about the intentional choices teachers make in the instructional process. REFLECT with the coach on lessons as they implement instructional practices. (ETS)This process is cyclical and is characterized by teachers and coaches working at various levels within this coaching continuum based on STUDENT and STAFF needs.
- As coach collaborative lesson planning is essential