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CJUSD Instructional Coaching Model
- 3. Improving Student Outcomes and Building Capacity Improving Student Outcomes and Building Capacity
- 6. LevelofSupportLevelofSupport Level of ControlLevel of Control Pearson and Gallagher (adapted), 1983 DemonstrationDemonstration Guided PracticeGuided Practice Independent PracticeIndependent Practice
- 8. W T H O R G Solomons & Duggan, 2014 CELEBRATE SUCCESSCELEBRATE SUCCESS BUILD RELATIONSHIP AND TRUSTBUILD RELATIONSHIP AND TRUST Planning&CoachingCycleTasks
- 10. Curriculum& Instruction Instructional Platform TeachingCulture TechnologyInfrastructure PedagogyShifts EDUCATORGOALS DIGITALAGECONCEPTS DIGITALAGE EXPECTATIONS DEVICEANDPOLICY SUPPORT PERSONALIZEDLEARNING ELEMENTS Collaborate withothers Collaboration Tools Teachers work in a cloud computing environment Updated Acceptable Use Policies Flexible, Anytime, Everywhere learning Redefine Teacher Role and Expand "Teacher” as Facilitator Student-Driven and Personalized Learning Path Mastery/Competency- Based Progression/Pace Inquiry and Project-Based, Authentic Learning School-wide Learning Outcomes Communicate information Content Management Systems Teachers share content digitally through a website/content management system Website publishing policy Findandshare resources Personal Learning Network Teachers collaborate and communicate digitally with local and global circles Social networking policy Devices/bandwidth to support digital curriculum Give formative feedback Formative Response Tools Teachers give automated formative feedback during instruction and track student behaviors/reflections Mobile device for teachers Classroom projectors Deliver digital content Open Educational and Curricular Digital Resources Teachers curate digital content and deliver self- paced/differentiated instruction in a blended learning environment 1-to-1 environment for students Digital resource evaluation rubric Facilitate student inquiry Electronic Portfolios Teachers facilitate project- based, authentic learning assessments that are student-driven 1-to-1 environment for students and BYOD Student publishing policies Administration ADMINISTRATION TIPPINGPOINTS Flexible PD policies Digital PD resources Administrative expectations Administrative modeling Collaborative work time with colleagues and coaches 1-to-1 environment (BYOD) Purchasing efficiency Flexible pathway scheduling College and Career student support services EdTechEdTech ChallengeChallenge ChartChart
- 11. INSTRUCTIONAL ENHANCEMENT INSTRUCTIONAL TRANSFORMATION Laptop notes Copy & paste Presentation Email Discussion Send email PDF Google form Laptop notes Copy & paste Presentation Email Discussion Send email PDF Google form SUBTITUTE Technology is a direct tool substitution SUBTITUTE Technology is a direct tool substitution Mobile notes Forward link Animation Google Drive Blog SMS/Forum Search tools Auto marks Mobile notes Forward link Animation Google Drive Blog SMS/Forum Search tools Auto marks AUGMENT Technology is used to functionally improve AUGMENT Technology is used to functionally improve Transposition Annotation Video present Google Class Google Docs Hang Outs Newsela Digital product Transposition Annotation Video present Google Class Google Docs Hang Outs Newsela Digital product MODIFY Technology allows for significant task redesign MODIFY Technology allows for significant task redesign Shared notes Group maps Participatory iTunes Google Sites Virtual class iBook Response tools Shared notes Group maps Participatory iTunes Google Sites Virtual class iBook Response tools REDEFINE Technology allows for existence of new tasks REDEFINE Technology allows for existence of new tasks Note Taking Research Present Share Collaborate Communicate Read Assess Note Taking Research Present Share Collaborate Communicate Read Assess ORIGINAL TASK ORIGINAL TASK S A M R
- 14. Measurable increases in STUDENT SUCCESS Measurable increases in STUDENT SUCCESS
- 16. Dweck, 2012
- 17. LASD(adapted),2012 Connect Experiences Discover the links between learning at school and outside the classroom Personalize Learning Use each student’s abilities and interests to maximize learning Nurture a Growth Mindset Create opportunities to reflect and grow Process & Outcome Value the approach as much as the result Empower Students Help students understand that their voice has impact Leverage Technology Utilize technology as a tool for learning and efficiency Take Action Implement and facilitate change directed at student success
- 18. Solerno, 2008
Notas do Editor
- Good Teachers! As a coach, it is my goal to support and assist you to reach your goals for student learning. I look forward to partnering with you to reach your goals for students. In addition to working alongside you in a small-group setting, I would also like the opportunity to work with you in a coaching cycle. In a coaching cycle, we will work together to look at student work, plan lessons, and co-teach. You will choose the focus based on what would benefit your students the most. Once a week we will meet together for a 30- to 40-minute planning session to analyze assessments or student work, discuss lessons, and use this information to drive further instruction. Please keep in mind that my calendar fills on a first-come, first-serve basis, so please complete and return the attached interest survey as soon as possible. If you would like to participate at a later date, just let me know. Thank you for giving this your thoughtful consideration. I look forward to working with you. Sincerely, Silvia Name: I would like to participate in a coaching cycle beginning in November. I would like to participate in a coaching cycle at a later date. 1. What would you like to focus on? 2. What are your goals for your students? 3. What is the best time to set up a weekly planning session? 4. Based on your goals for students, what is the best time for me to work with you in your classroom?
- What is the main idea that you want to teach? For example, do you want students to be able to describe the process of splinting a broken arm, create a sprite object in a graphic design program, or safely use a chef ’s knife? Try to keep the focus tight so that your lesson doesn’t instead become a unit. How can you “hook” students at the start of your lesson, focusing their attention so that they are ready to learn? Start by thinking about your main idea. What aspect of it could be particularly interesting to the students in your class? Things that surprise, excite, intrigue, or raise questions are all good starting points. What are the lesson’s specific learning objectives? In other words, what should the students be able to do, demonstrate, or explain to indicate that they have grasped the main idea? A typical lesson has between two and four objectives. Too many more and you may want to split your lesson into several separate ones. What activities will help your students achieve the learning objectives? Lectures, demonstrations, lab work, group work and student projects are all examples of activities that you many want to consider. How will you assess whether students have met the learning objectives? A test or quiz at the end is only one way to assess learning. Portfolios, observations, and writing samples can all be used as additional forms of assessment.