Branching Out September 26, 2013
Welcome Back! • Where are we now? • Where are we going? • PLN! • Introductions…
Please Do Now Congratulations! We have seen some big changes since this time last year! Please take 2 minutes to write 3 sentences: Where do you hope to be in APRIL of this year? What can I do to help you reach that point?
Shuffle… • How would you rate your level of experience as an instructional coach? • I’m ready to start learning about PIIC… • I have the background. Now let’s do this! • I think we’re finally starting to get somewhere! • I am a coaching ninja!
Shuffle… • What is your BIGGEST concern right now? • Time • Experience / Knowledge • Teacher Support • I’m not even sure what to be concerned about yet!
Shuffle… • What is your availability as a coach? • I’m not sure I actually have any time… • I have a scheduled PIIC period. Now let’s do this! • I have some flexible time in my schedule, but I’m not sure how to use it… • I am a full-time instructional coach
Shuffle… • Which part of PIIC do you think will be your biggest focus this year? • One-to-one coaching • Small group coaching • Resource provider / Data manager • Teacher-leader
Shaking off the rust… • Let’s take a quick look at our program. • Why are we here?
The B-D-A Cycle of Coaching
Pre-Conference Planning (Before) An instructional coach works collaborativelywith the teacher to . . . • identify the focus for the visitation • review instructional goals and materials • clarify the role of the coach during the classroom visitation • identify what the teacher should watch for during a model lesson • co-construct visitation form • establish a time for debriefing
Classroom Visitation (During) Based on the pre-conference, the coachand the teacher agree to one of thefollowing: • Coach models a lesson/strategy with anidentified area of focus for the teacher • Teacher and Coach co-teach • Coach watches the teacher and collects data using the co-constructed form
Classroom Visitation (During) The coach provides feedback for the teacherbased on the teacher’s identified focus. Thecoach… • Uses the co-constructed observation form to collect data related to the identified focus areas • Respects the parameters of the visitationprotocol • Ensures that data collected are objective andnon-evaluative • Reminds the teacher of the debriefingappointment
Debriefing (After) • The debriefing is most effective when both partieshave had an opportunity to reflect and prepare theirthoughts • The lesson is reviewed by discussing the areas of focus agreed upon in the “before” or planning stage • The instructional coach and teacher discuss studentengagement and how students responded to thelesson • The coach helps the teacher recognize theareas of strength and areas of needin that lesson
Have a game plan Watch the tape It doesn’t all happen on the field!
The Role of the PIIC Coach
The 4 Elements
The PIIC Resource Guide
The Role of the PIIC Coach • What roles do you have in your school? • How can these relate to coaching?
Standards for Professional Learning
Learning Communities • Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
Learning Communities • In your color groups: • Review the material and collaborate to design one or two discussion questions for the group • Group discussion • Focus Areas: • How can this material impact teacher practice? • How can this material impact student learning?
Literacy in Content Areas • What are some non-text sources we can use to incorporate reading, writing, speaking, listening, and thinking into the content areas? • Creative Commons • Library Thing • …?
Literacy in Content Areas • Find your shape groups… • Square - audio • Circle - video • Triangle – photography • Find a resource to share with the group. Discuss how you could use this to incorporate literacy skills into a lesson.
A fork in the road… Group 1 Group 2 Explore this wiki. Get familiar with the sections and resources. Coach survey If you have not completed it yet, please do now… PIIC websites Check out the links on the wiki. • Read and discuss 15 Minutes to a Transformed Lesson, using the text-rendering strategy of your choice. • On chart paper: Design a graphic to present the main points of the article. • Be prepared to present to the group
Group Planning Time
Ticket Out… What are three ideas, skills, or tools you took from today's session that you can immediately put to use in your practice? Discuss them with your letter team, then post to the discussion board.
