Welcome back

1
Welcome back!

• Memphis City Schools
• Instructional Coaches
• Day 2
• July 24, 2007

2
Exit Card Feedback

• You said
• 3 things you can apply immediately.
• 2 comments about the days design.
• 1 question you have.

3
Instructional Coaches Work

• Essential Questions
• How do I determine what work to do?
• How can I choose the work that will have the
  greatest impact on teachers and student learning?
• What are the different kinds of work I can do?
• What does my day look like?

4
Coaches Decision Points

• Accessing coaching services
• Content focus
• Roles and services
• Teams vs. individuals
• Some or all teachers
• In classrooms or out

5
Discussion

• Consider the questions in the packet related to
  the decision points.
• With a learning partner discuss what might be
  possible answers to these questions.

6
Coaching Stances

• Skilled mentors and coaches support learning
  for themselves and others and operate across a
  continuum of interactive patterns.

Expert Colleague Mediator
Consult Collaborate
Coach
7
Ultimate Goal

• Create reciprocal, learning focused
  relationships, support self-directed learning
• Enhance capacity for engaging in productive
  collegial relationships

8
Consult
Inform regarding processes and protocols Advise
based on well-developed expertise Advocate for
particular choices and actions.
9
Collaborate
Participate as equals in planning, reflecting and
problem solving.
10
Coach
Nonjudgmental mediation of thinking and decision
making.
11
Reflective Stance for Coaching
12
Consulting
13
Collaborating
14
Coaching
15
Versatility across this continuum provides us
with options for working with others in ways that
are developmentally and situationally appropriate.
16
Without developing fluency within each stance,
the coach will not have the the option of
choosing.
Consult
Collaborate
Coach
17
Across the continuum . . .

• Maintain trust and rapport
• Mediate thinking by promoting inquiry, probing
  for clarity, and encouraging
  self-directed reflection
• Support data acquisition
• Co-ponder (think together with the teacher to
  consider problems, choices and concerns)

18
Impact of Instructional Coaches Work

• As a table group, look at the tasks an
  Instructional Coach might perform (p. 24).
• Rank the list from 15 (high) to 1 (low) based on
  the impact you perceive the task will have on
  student achievement.

19
Your Introduction

• Design the contents of a letter/pamphlet to
  introduce yourself to your staff.
• Include an explanation of your role and services.
• Describe how a teacher would access your
  services.
• Add other essential information.
• Share your draft with a partner at your table.

20
Resources / Tools

• Look through pp. 25-30 at sample resources to
  help Instructional Coaches initiate their work.
• With your 400 Learning Buddy, examine the
  resources and determine those you find
  particularly helpful and explain how you might
  use them.
• Share your letter of introduction and get
  feedback from your Buddy.

21
Partnership Agreements

• Essential Questions
• What are Partnership Agreements?
• Why are they important to Instructional Coaches?
• With whom do Instructional Coaches form
  partnership agreements?
• What do Instructional Coaches make partnership
  agreements about?
• How do Instructional Coaches form contracts?
• What follow-up is necessary after a Partnership
  Agreement meeting?

22
Partnership Agreement

• Mutual agreement between the Instructional Coach
  and his/her client(s) that defines their working
  relationship
• Includes parameters, scope, expectations,
  responsibilities, roles, etc.
• Can be renegotiated at any time
• May be written and signed

23
Importance of Partnership Agreements

• Clarifies role and expectation
• Avoids confusion or surprises
• Establishes mutual agreements
• Others

24
Instructional Coaches Clients

• Principals
• Individual teachers
• In-classroom work
• Out-of-classroom work
• Teams of teachers
• Others?

25
Components of Partnership Agreements

• Principal
• What roles and responsibilities
• Which teachers/grades/ departments/teams
• Boundaries of work
• Support and resources needed to be successful
• Ways to assess effectiveness
• Timelines
• Guidelines
• Expectations
• Deployment
• Confidentiality
• Communication
• Procedures

• Teacher
• Time
• Place
• Location
• Services requested
• Resources
• Responsibilities
• Expectations
• Data
• Confidentiality
• Follow-up

26
Practice 1

• With your 600 Learning Buddy, select one
  scenario (pp. 45-46) to use for practice.
• Decide who the client is in your scenario.
• Generate the questions you want to ask in your
  conversation.
• Use p. 47 to record your questions.

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Practice 2

• With your 800 Learning Buddy, select a new
  scenario--one neither of you used in the last
  practice-- to use for this practice.
• Determine who will play the part of the client
  and who will be the Instructional Coach. Use
  contracting maps if you wish (pp. 48-50).
• Instructional Coach facilitates a conversation.
  (6 minutes)
• Debrief for 2 minutes. What worked?
• Select a second scenario--another one.
• Switch roles and repeat. (6 minutes)
• Debrief for 2 minutes. What worked?

28
Decision Points (when establishing partnership
agreements with principal)

• Accessing Coaching Services
• Content Focus
• Roles and Services
• Teams vs. Individuals
• Some or All Teachers
• In Classrooms and/or Out
• Review Instructional Coaches Roles and
  Responsibilities.

29
Essential Questions Revisited

• Return to p. 41.
• Complete the sentence stems with a partner.

30
Principles of Partnership -- Essential Questions

• As a coach what principles underlie my
  relationship and interactions with my colleagues?
• How do I build trust with my colleagues?
• How do I listen effectively?
• How do I ask questions that will promote learning
  and reflection?
• How do I empower teachers to become independent
  professionals committed to their own continuous
  development in order to improve student learning?

31
Classroom Supporter

• P. 31-39
• Essential Questions
• What are the various ways I can support a teacher
  in his or her classroom?
• How do I decide what way is most appropriate?
• What tools can I use to make classroom support
  most effective?
• When I visit a classroom, what do I look for?
• How do I gather information when I am visiting?

32
Continuum of Coaching Interactions

• Consult Collaborate Coach
• Dependence Interdependence
  Independence

33
Consult
34
Collaborate
35
Coach
36
Demonstration Lessons

• Determine specific skills, knowledge, attitudes,
  or behaviors you wish to showcase.
• Plan how you will amplify what you will
  demonstrate in your teaching.
• Preview the lesson with the teacher.
• Assign the teacher the role of observer with a
  data template.
• Debrief the visit.

37
Tips

• Demo lessons are equal work for you and the
  observing teacher.
• The purpose is learning. -- amplify!
• One or two demonstrations are great. Three is
  too many. Practice gradual release.

38
Co-Teaching
39

• Professionals do not work alone they work in
  teams. Professionals begin their preparation at
  the university but do not arrive in the workplace
  ready to practice alone. They continue their
  preparation on the job by working in teams and
  giving one another ideas and feedback.
• What do you think about that?
• Examples? Evidence?

40
Current Knowledge of Co-Teaching

• On the chart paper at your table, create a mind
  map of what you know now about co-teaching.
  Everyone at your table should contribute and
  share ideas.

41
Collaborative Relationships

• Think about the successful collaborative
  relationships you have had in your life -- both
  personal and professional. What has made these
  relationships successful? How do the Principles
  of Partnership apply?
• Jot your ideas and share
• with a learning partner.

42
Why Co-teach?

• Provides more opportunities for students to be
  successful
• Leads to higher levels of student engagement
• Meets the individual needs of students
• Involves greater diversity of instructional
  strategies and instructor input
• Provides learning opportunities for teachers
• What do you hope will be the outcomes of
  co-teaching?

43
Co-Teaching
44
Co-Teaching must include

• Co-Planning
• Who will do what?
• Model of co-teaching?
• Agreements?
• What goal do we hope to accomplish with students?

• Co-Debriefing
• How did it go?
• What did students learn?
• What were our challenges?
• Celebrations?
• What do we need to do next time when we co-teach?

45
Model A

• One person teaches group, one person teaches
  individuals or small group

• One teacher takes the lead in instruction and one
  teacher provides on purpose instruction.
• One teacher gives short lessons to
  individuals/groups during or as follow up to
  large group instruction.

46
Model B Parallel or Simultaneous Teaching

• Two teachers teach the same content to 2
  different groups OR content is divided in half
  and each teacher teachers a portion of the
  content to a small group and then teachers switch
  groups.

47
Model C Differentiated Simultaneous Teaching

• Teachers are monitoring and teaching different
  groups at the same time.
• Can be heterogeneous groups or homogeneous
  groups.

• Most often takes place with reading groups,
  learning centers, or cooperative learning
  groupings.
• Can be a case where one group needs modified
  instruction or more focus on one area such as
  vocabulary.

48
Model D Leveled Groups

• Teachers teach different content to 2 homogeneous
  groups

• Groups are divided based on skill level and
  receive instruction. Grouping is fluid and based
  on skills thus can change on a regular basis.

49
Model E Teaching Together

• Teachers co-teach and monitor student work
  together and teach whole class.

• E-1- Tag Team
• Teachers take short turns teaching a part of the
  content

50

• E-2 - Speak and Chart
• One teachers take the lead teacher role while the
  other person charts ideas or creates visuals for
  the instruction

• E- 3 Duet Teaching
• Very short segments of teaching content with
  teachers finishing one anothers thoughts or
  adding ideas all the time.
• Each teacher is totally focused on the
  instruction and attentive to what other teacher
  is saying.

51
Co-Teachers need to discuss..

• Beliefs about teaching and learning
• Expectations for student behavior and work
• Expectations for roles and responsibilities for
  each teacher including which models of
  co-teaching to use and when to use them
• Expectations for interaction patterns between
  teachers to feel comfortable working together
  including how to give feedback to one another

52
Co-Teacher Agreements

• What are examples?
• What is most important to you when co-teaching?
• What will you do differently next time you
  co-teach?

53
Principles of Partnership

• Equality
• Choice
• Voice
• Reflection
• Dialogue
• Praxis

54
Task

• With learning partners at your table
• Learn about the principle assigned to your group
• Create a chart that
• Highlights key points
• Includes a graphic that illustrates the
  significance of the principle

55
Gallery Walk

• Designate a docent who will remain with your
  chart and be prepared to answer questions for
  visitors
• Visit the exhibits of colleagues from different
  groups. Learn about the other principles.
• Ask for clarification if needed.

56
Exit Slip