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Coaching Effective Teaching

Strategies
Patricia M. Devino
&
Sarah L. Fitzsimons
The purpose of staff development is
not just to implement isolated
instructional innovations; its central
purpose is to build strong collaborative
work cultures that will develop the
long-term capacity for change.

Michael Fullan
Participants Will:
Define the roles of a coach as they relate to
implementing Effective Teaching Strategies
and effective models for coaching.
Practice coaching behaviors that influence
best practices.
Experience planning, reflecting, and
problem solving conversations as an
instructional coach.
Review the research-based Effective
Teaching Strategies in Step Four of the Data
Team process.
Essential Questions
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 for selecting, implementing, evaluating
the impact of Effective Teaching Strategies and
foster teacher reflection?

How does an effective instructional coach help


teachers use effective teaching strategies based
on student data?
Why Coaching?
Research on
Instructional
Coaching

Recent Research
Indicates That
With Classroom
Coaching,
Implementation
rates rise
85% - 90%

University of Kansas Center for Research on Learning


Instructional Coaching
Builds capacity for effective instructional practices
within specific content areas.

Creates a partnership approach with teachers.

Customizes professional development to match


each teachers needs and interests while they help
the school establish a common understanding
across all teachers. (Sweeney, 2003)
What are the characteristics of an
effective instructional coach, what do
they need to know and be able to do?
What is EFFECTIVE?
EFFECTIVE is defined as success
based on student outcomes not did
I like it, or did the students like it
but WAS IT EFFECTIVE?
What characteristics of an
effective coach do you view in
this video?
What are the parallels
between what this athletic
coach does and what an
instructional coach does?
Roles of an Instructional
Coach
Ten Roles of a Coach
Resource Provider Classroom Supporter
Data Coach Learning Facilitator
Curriculum Specialist School Leader
Instructional Specialist Catalyst for Change
Mentor Learner
Effective Teaching Strategies
and Coaching Roles
Nudge your neighbor to discuss which
roles apply and why?
Coachings Big Four

Content
Instructional Practices
Assessment for Learning
Classroom Management

Jim Knight, University of Kansas


Essential Question Reflection

What are the characteristics of an effective


instructional coach, what do they need to
know and be able to do?

What's the Big Idea?


Essential Question 2
How do instructional coaches
build teacher capacity for
selecting, implementing,
evaluating the impact of
Effective Teaching Strategies,
and fostering teacher
reflection?
Selecting Effective Teaching
Strategies
Interventionsthatareembracedare
powerful&easy
Ideas,values,technologiesthatdothejobwiththe
leastdemandonpsychicenergywillsurvive.An
appliancethatdoesmoreworkwithlesseffortwill
bepreferred
MihalyiCsikszentmihalyi
Howdoweensuretheyrepowerful?

Usingscientificallybasedinterventionsthat
resultinincreasedstudentachievement
Targetingstandards
Targetingstudentsmostpressingneeds
Usingchecklists,inclassdemonstrations,and
feedbacktoensurethatteachersresearch
basedpracticesareimplementedwithfidelity
Review of Effective Teaching Strategies

1.Similarities and Differences


2.Summarizing and Note Taking
3.Reinforcing Effort and Providing Recognition
4.Homework and Practice
5.Nonlinguistic Representation
6.Cooperative Learning
7.Setting Goals and Providing Feedback
8.Generating and Testing Hypothesis
9.Questions, Cues, and Advanced Organizers
10.Non-Fiction Writing
Pre-lesson Conference Selection of
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?
Beginning Stages

Activate prior knowledge, provide


background information, hook students:
Set Objectives
Provide Feedback
Questions, Cues, Advanced Organizers
Cooperative Learning
Identifying Similarities and Differences
During the Lesson

Identify strategies and activities that will be


used to support the teaching objectives
and determine how will students receive
feedback on their progress:

Nonlinguistic Representation
Note Taking and Summarizing
Questions, Cues, Advanced Organizers
Cooperative Learning
End of Lesson

Tie new knowledge to existing knowledge


and future knowledge, reflect, and evaluate:
Provide Recognition
Reinforce Effort
Summarize
Evaluate
Self-Assessment
Implementing Effective
Teaching Strategies
Instructional Coaching
Components

Collaboratively
Explore Data
(CED)
Implementing ETS
Model Demonstration Lessons (I do
You watch me)

Co-Plan and Co-Teach (We DO)

Observe (You Do- I watch you)


Instructional Coaching Continuum
E. Teacher Refines Implementation with Coaching
Feedback

D. Teacher Transitions to Guided Practice with Coaching


Support

C. Coach/ Teacher Build Co-Teaching Relationship


B. Committing to a Learning Relationship
A. Building Common Knowledge & Experience-
The on-going foundation for a professional learning
community
http://www.spokaneschools.org/ProfessionalLearning
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.
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
Evaluating Impact of
Effective Teaching
Strategies
Providing Feedback

Not evaluating teacher, but evaluating the


effectiveness of the Effective Teaching
Strategies as evidenced by:
fidelity of implementation
impact on student outcomes.
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 (depending on if observation,
model lesson, & or co-teaching stage)
Instructional adjustments the teacher made
during the lesson
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
Warm V. Cool Feedback
WARM COOL
Supportive Impersonal
Strength oriented Needs oriented
Focus on solutions Focus on the
Promotes positive problem
learning Provides constructive
criticism
Questions to Ask When
Debriefing/ Providing Feedback?
What did you see?
What was the focus on learning goals?
What standard was being used and are
the procedures and assignments
appropriate?
How will the student achieve according to
the standard being addressed?
What questions were being asked?
Did the lesson end with the focused
learning goals?
Contd
What ETS did you see incorporated in the
lesson? Was the ETS presented with
fidelity?
What needs did you see?
What suggestions do you have for teaching
this standard?
How can we support the teacher for future
student learning?
How can you work together to incorporate
collaboration on this lesson?
Contd

What did you learn about incorporating


ETS in this lesson?
What did you learn about this teachers
lesson from this session?
Teacher: ____________________
Conference date: ____/____/____

Classroom Check-up Feedback Form

Time on Task Opportunities to Ratio of Interactions Disruptions Effective Teaching


Respond (OTR) Strategies

Goal area(s):_________________________________
Intervention(s):
__________________________________________________________________
__________________________________________________________________
_____________________________________Adapted from Jim Knight
How would you provide
feedback to this teacher?
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.
John W. Brubacher, Charles W. Case,
and Timothy G. Reagan
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.
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?
Reflection Questions, contd
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?
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?

What's the Big Idea?


Essential Question 3

How does an effective instructional


coach help teachers use Effective
Teaching Strategies based on student
data?
Are the students learning?
Coaches:
assist teachers in the gathering and analysis of
formative assessment DATA about what students
know and can do as they enter a learning
experience;
help teachers use the data analysis to design
learning experiences at which students can be
successful; and
train teachers in the ongoing use of formative
assessment data.
The question we must teach
teachers to ask is not did the
students complete all the
assignments and do their
homework, but rather, did they
learn what they were supposed
to learn, did they retain it over
time, and can they use it in
ways that demonstrate
understanding at a high level.
Coaching Collaboration Throughout the Data
Team Process

Commitment
Time/Agenda
Norms
Planning
Structure
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
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.
Collaborative Lesson Planning
Collaborate on lesson/ unit plans using
template
To inform instruction
To ensure lessons incorporate ETS more
frequently
Used by teacher(s) and coach pre and post
lesson
Follow Norms
Follow a Structure
Helps us break down isolation
Meet Sally Friendly
See handout for Sally Friendly
Activity
How does an effective instructional coach
help teachers use Effective Teaching
Strategies based on student data?

What's the big idea?


Your Feedback

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feedback form provided.

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