Seminar 2

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• Welcome!
• Seminar 2
• October 13th and 14th

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September Seminar Survey Summary
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Quality Indicators
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Most Beneficial Activities

• Coaching Conversations/Conferences
• Role of the Coach
• Collaborating with Coaches as Resources
• Making the Case
• SCOG

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Coaches Work in September

• Coaching Heavy
• Establishing goals and priorities
• Setting expectations with teachers about role of
  a coach
• Curriculum development and lesson planning
• Classroom Observations
• Coaching Light
• Building relationships with teachers
• Informal/non-evaluative classroom observations
• Sharing resources

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Coaches Work in September

• Challenges
• Lack of goal/purpose
• Developing knowledge and skills
• Successes
• Beginning to have a better understanding of
  role/feel more productive
• Developing trust with teachers, building
  relationships
• Most teachers receptive to coaching

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Areas for Continued Development

• Coaching Strategies
• Technology
• Assessment

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Goals for Seminar

• Strategies to establish and maintain effective
  coach-administrator relationships
• Methods for using formative assessments with
  individual teachers and PLCs
• NCOSP tool to collaboratively look at student
  work to inform instructional practice

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Goals for this session

• Deepen understanding of the difficult process of
  change

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Describe a Change in Your Practice

• What were you teaching or doing?
• What change did you make?
• How did you know you should be doing something
  differently?
• How did you decide to change, was there data or
  evidence of some sort that made you think you
  should?
• How did you know whether the change was working?
• Who else played a role?

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Share

• Share your description of change in your practice
  with your table group
• Table group asks clarifying questions
• Each person shares change experience
• Listen for differences in the way each person
  approached change

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Discuss

• What implication does a deeper understanding of
  individual experiences with change have for your
  coaching practice?

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Goals for session

• Deepen understanding of strategies to increase
  success of coaches in schools

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Reflect and Share

• Coaches, revise, amend, or refine your advocacy
  statements from last session to describe your
  role to your administrators
• Share your descriptions with your table group

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Strategies for Success

• How have people in your schools supported you as
  youve fulfilled your role as coach?
• What additional support would be beneficial?

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What the Teacher Leader Needs From the Principal

• Read or review the NSDC article
• Follow the 4A protocol with your table group

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Facilitator of a Protocol

• Review purpose
• Preview steps of the protocol
• Consider norms for protocol
• Model and refer to norms
• Ground discussions in evidence
• Encourage specificity

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Reflect

• What specific actions will you take back in your
  schools to achieve the coaching goals you aspire
  to?

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• Break
• Back at 1015 am

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Goal for this session

• Create a shared responsibility for coaching,
  establish coaching goals, promote communication
  between coaches and administrators.

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Contracting Conversation

• Read through the Contracting Conversation packet
• Consider the questions for your role and prepare
  your answers

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Contracting Conversation

• Have a Contracting Conversation with your
  administrator
• If your administrator is not present, prepare for
  a Contracting Conversation by role playing the
  conversation with another coach

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Discuss

• How did having a Contracting Conversation (or
  preparing for one) help clarify the parameters of
  your work and the supports you and your
  administrator will provide for each other?

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Panel Discussion

• How did coach and administrator develop a shared
  vision?
• How do the coach and administrator communicate?
• How does the administrator support the coach?

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3 Key Strategies for Administrators

• NSDC article for administrators
• Describes strategies to ensure long term
  sustainability of coaching programs

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Reflect

• What ideas or strategies from this mornings
  sessions will be most useful for you in your work
  with teachers at your schools?
• In your work with administrators?

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• Lunch
• 12-1 pm

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Goals for Session

• understanding of the importance of the effective
  use of formative assessment

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Reflect

• What is formative assessment?
• Why is it important to use formative assessment?

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Formative Assessment Research

• Inside the Black Box Raising Standards Through
  Classroom Assessment by Paul Black and Dylan
  William

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3 Formative Assessment Questions

• Is there evidence that improving formative
  assessment raises standards?
• Is there evidence that there is room for
  improvement?
• Is there evidence about how to improve formative
  assessment?

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• Is there evidence that improving formative
  assessment raises standards?

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• I taught a great lesson but the wrong class came.
• Anonymous

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• Is there evidence that there is room for
  improvement?

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• Learning can and often does take place without
  the benefit of teaching- and sometimes even in
  spite of it- but there is no such thing as
  effective teaching in the absence of learning.
• (Angelo and Cross, 1993)

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• Is there evidence about how to improve formative
  assessment?

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Working Inside The Black BoxAssessment for
Learningin the Classroom
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KMOFAP Project

• Group of teachers willing to take the risks and
  extra work involved
• Supervisory staff members who understood the
  issues
• Secondary schools
• Two science and two mathematics teachers

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Jigsaw

• How Change Can Happen (page 11)
• Questioning
• Feedback Through Grading
• Peer Assessment and Self-Assessment
• Formative Use of Summative Tests

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Implications for Coaching

• How can these research findings be communicated
  to teachers in schools?

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What You Can Do

• Read the last section of the report, from page 20
  to the end
• Come up with one action item that you can
  implement back at your schools
• Share with the group

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Up Next

• Tech Byte
• Break

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Questioning

• One learns nothing by giving students right
  answers or lucid explanations. Students are
  much more significantly helped when they are led
  to confront contradictions and inconsistencies in
  what they say.
• Arnold Arons

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Goals for this session

• Deepen understanding of questioning as a
  formative assessment for coaching as well as
  teaching

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Questioning Resources

• Some Purposes and Kinds of Questions
• Narrow and Broad Questions
• Pocket Guide to Probing Questions

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Issaquah Protocol

• Read through Powerful Questions to see some
  examples of probing questions
• Go through the Issaquah Protocol with your table
  group to model questioning in coaching situations

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Closing

• Daily evaluations
• Begin again at 8 am