Title: Roles and Responsibilities of the Instructional Coach
1Roles and Responsibilities of the Instructional
Coach
2- Your role as an instructional
- coach is to
- provide and communicate a rationale about why
the improvement of instruction is essential - Katherine Casey
3The Craft of Coaching
- Role of the Coach
- Qualifications
- Coachs Compact
- Responsibilities of the Coach
- Coaching Continuum
- Coachs Schedule
- Collaborative Structures
4Qualifications
- Minimum of three years successful teaching
experience in content area with appropriate
certification (Reading, Mathematics, Science) - Reading/literacy coach must be endorsed or K-12
certified in the area of reading or working
toward that status by completing a minimum of two
(2) reading endorsement competencies of sixty
(60) in-service hours each or six (6) semester
hours of college coursework in reading per year
(F.S. 6A-6.053)
5Qualifications
- Ability to work with administrators and faculties
- Ability to prepare and deliver presentations and
workshops to varying audiences, including content
area teachers and administrators - Ability to provide coaching experiences in
classrooms using the coaching model - Exhibit knowledge of content area
- Demonstrate special expertise in high quality
content instruction - Ability to analyze data and use it to inform
instruction
6Reading Coach Compact
7Mathematics Coach Compact
8Science Coach Compact
9- In an effort to make your job more
- focused and more effective, you
- should be moving from a provider
- of information to a learning partner with
teachers
10An Instructional Coach Serves
- as a professional development liaison within the
school to support, model, and continuously
improve the instructional programs to assure
academic improvement for ALL students. - as a stable resource at the school site to
support high quality implementation of
research-based instruction. - as a mentor in developing ideal content-rich
classrooms
11A common goal guides a coach to support the
mathematics science, reading learning of all
students by supporting teachers to improve their
teaching of mathematics science,
reading. Marilyn Burns (2006)
12A Coaching Continuum
- Coaching duties take many forms including
- Facilitating Workshops
- ? ? ? ? ? ? ? ? ? ?
- Providing Demonstration Lessons Co-teaching
Observing, Conferencing, and Debriefing - ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
- Facilitating teacher self-discovery
The constant in all of these activities is that
they lead to better instructional practices and
higher student achievement
13A Coaching Continuum
- The activities listed on the next slide range
from providing information in order to improve
instruction, to giving teachers actual coaching
to improve what they are doing, and finally, to
helping teachers examine what they need and
facilitating their development as master teachers
14Facilitate a study group to investigate common int
erest topics to improve instruction and
student achievement.
Facilitate action research to seek Resources
after reflection to improve instruction
and student achievement.
Confer, observe, and debrief to improve instructio
n and student achievement.
Co-teach with colleague to improve
instruction and student achievement based on
mutually agreed upon learning goals and
success indicators.
Provide an observation lesson to
improve instruction and student achievement
with feedback and collaborative input.
Facilitate a workshop or session to
improve instruction and student achievement
15Coaching Continuum
Confer, observe, and debrief
to improve instruction and student achievement
Facilitate a study group to investigate common int
erest topics to improve instruction and
student achievement
Facilitate action research to seek resources after
reflection to improve instruction
and student achievement
Facilitate a workshop or session to
improve instruction and student achievement
Provide an observation lesson to
improve instruction and student achievement
with feedback and collaborative input
Co-teach with colleague to improve
instruction and student achievement based on
mutually agreed upon learning goals and
success indicators
Highly directive
Highly reflective
16Roles and Responsibilities Aligned to the
Coaching Continuum
- Provide initial and ongoing professional
development for classroom teachers via study
groups and daily support. - Planning, developing and/or preparing PD, lessons
for modeling, coaching sessions, etc. - Model effective instructional strategies for
teachers and co-teach in classrooms to increase
instructional density to meet the needs of all
learners. - Coach and mentor teachers in the classrooms which
includes observing and providing feedback.
17Roles and Responsibilities Aligned to the
Coaching Continuum
- Conferencing with teachers regarding lesson
planning, grouping for instruction, and
intervention strategies. - Coordinating, scheduling and facilitating student
assessments. - Analyzing student data to assist teachers with
informing instruction based on student needs. - Continue to increase your knowledge base of best
practices in instruction and intervention. - Maintain, organize and facilitate use of
instructional materials and resources.
18Guiding Question
- How do each of these categories affect student
achievement and lead to better instructional
practices?
19Instructional Coach Schedule
- The District Curriculum and Instruction Framework
for Successful Schools requires all coaches - maintain a daily/weekly schedule
- have schedule accessible in an administrators
office
20Guiding Question
- Does the data in your school justify how you
spend your time?
21Opening the Door To Coaching
- Administrative direction
- Troubleshooting or problem-solving
- Follow-up to professional development
- Grade-level or department planning meetings
- Invitation or request
22Collaborative Structures
23The Challenge of Coaching
- Creating a feedback mechanism
- Clearly delineating outcomes
- Planning follow-up based on outcomes
-
24Successful Follow-Up Meetings
- Start with what is working and has gone well.
This helps people see their progress and focus on
success. -
- Move to what has not worked so well by framing
concerns or road blocks as - How could I ..?
- Ask the person being coached to generate ideas to
move forward, then select specific ones to work
on.
25Follow-up Reflection
- . . . Follow-up is even more commonly
missed when the coaching is about initiating
alternatives. We are so relieved to have the
meeting over with and the situation handled that
we dont give a second thought to a follow-up
meeting and we are always surprised when the
situation does not miraculously resolve itself.
It is at this point that we often blame the
person we are coaching. - Kathy Jourdain
26Characteristics of Coaching
- Supportive rather than evaluative
- Observation-based and focused
- Collects data agreed upon with the classroom
teacher - Shares ideas and practices
- Conversations are based on professional dialogue
and revolve around teaching and learning issues.
- Interaction is collegial rather than competitive
- Relationship is dynamic and should focus on the
teachers need - Reduce isolation
- Transfer learning from theory to practice
- Assure a high quality implementation
27Non-Negotiables
- All instructional coaches must submit the Coach
Compact to the appropriate subject area District
office. - Ensure coaches are not the teacher of record and
do not provide pull out instruction outside the
context of providing professional development for
teachers and do not teach more than 1 class.
Exception being itinerant coaches who should not
be given a class assignment. - Instructional coaches (Mathematics, reading, and
science) must provide their daily/weekly schedule
in writing to a school administrator. The
schedule must be kept in a binder in the
administrators office.
28Non-Negotiables
- A school administrator must attend the
instructional coach meeting and monitor the
implementation of the Coach Action Plan. - Instructional coaches must provide required
Professional Development to school staff.
Evidence should include agenda and attendance
roster. - Maintain fidelity to the Pacing Guides.