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PIIC Professional Development CAIU April 8, 2013 Elementary Coaches’ Network

PIIC Professional Development CAIU April 8, 2013 Elementary Coaches’ Network. Nancy Neusbaum PIIC Mentor/Curriculum Specialist CAIU . Random Thoughts for Smart People.

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PIIC Professional Development CAIU April 8, 2013 Elementary Coaches’ Network

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  1. PIIC Professional Development CAIUApril 8, 2013Elementary Coaches’ Network Nancy Neusbaum PIIC Mentor/Curriculum Specialist CAIU

  2. Random Thoughts for Smart People Why is it that during an ice-breaker, when the whole room has to go around and say their name and where they are from, I get so incredibly nervous? Like I know my name, I know where I’m from, this shouldn’t be a problem…

  3. Introductions Go to website www.wolframalpha.com Enter your first name in search box Discover one interesting fact about your name; is it true for you? Introduce yourself to three different people, telling them your interesting fact.

  4. Norms for Elementary Coaches’ Network MeetingsEstablished February 14, 2013 • Relevance • Brain-storming • At least one new learning • Engagement • Time for reflection – after the meeting • Challenges thinking CAIU Coaching wiki: http://caiu-coachesnetwork.wikispaces.com/

  5. Essential Questions • How do the PIIC four quadrants help focus our work? • How do the partnership principles help us in our work as coaches (revisited)?

  6. PIIC’s 4 Quadrants

  7. Ten Roles of a Coach • Resource Provider • Data Coach • Curriculum Specialist • Instructional Specialist • Mentor • Classroom Supporter • Learning Facilitator • School Leader • Catalyst for Change • Learner JoellenKillion, Director of Special Projects, NSDC (now called LearningForward)

  8. Closed Sort JoellenKillion’s Ten Roles of the Coach • Sort into four piles on the PIIC Four Quadrant paper. • Record an example for each role.

  9. Blain Lee, The Power Principle “The principles you live by create the world you live in; if you change the principles you live by, you will change your world.”

  10. Are you a writer? • Think about a recent conversation you have had with a teacher you ‘coach’. • Create a narrative of the conversation. • Where did the conversation take place? • What triggered the conversation? • Give a few exact quotes and/or questions you said or asked. • What was the resolution?

  11. Partnership Principles Page 53 in Chapter 3 handout for summaries • Equality • Praxis • Dialogue • Choice • Voice • Reflection • Reciprocity • - Jim Knight, “Instructional Coaching”

  12. Choose a Principle Which partnership principle do you think your conversation best illustrates? Why? Read the section of Chapter 3 that goes into detail about that principle. Talk to your friend sitting with you. Share your written conversation and comments. Ask questions of each other. Write a good summarizing statement for your principle. Include a direct quote from text.

  13. Before/During/After Model of Instructional Coaching • The PIIC model partners one-on-one instructional coaching with a targeted focus on literacy development across all content areas.

  14. Pre-conference for planning successful instruction with individuals or team of teachers • co-teaching • modeling • observing • note taking The BDA Coaching Cycle Before During After • offering feedback through reflection and questioning In which part of the cycle did your conversation take place?

  15. Pre-Conference Planning (Before) • Instructional Coach works collaboratively with 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 Observation/Visitation Form • establish a time for debriefing

  16. Classroom Visitation (During) • Based on the pre-conference, the coach and the teacher agree to one of the following: • Coach models a lesson/strategy • Teacher and Coach co-teach • Coach observes the lesson and collects data using co-constructed form

  17. Extra Pair of Eyes • Goal: To provide feedback for the teacher based on the teacher’s identified focus • The coach- • Uses the co-constructed data collection form to • collect data related to the identified focus • Respects the parameters of the visitation protocol • Insures that the data collected is objective • Reminds the teacher of the debriefing • appointment

  18. Debriefing (After) • The debriefing is most effective when both parties have had an opportunity to reflect and prepare beforehand. • The Instructional Coach designs questions to foster collaborative reflection on the lesson. • The lesson is analyzed with respect to what went well and what might be done differently in the future. • Issues related to student engagement and performance are identified and reviewed. • The coach and the teacher plan next steps.

  19. What are your next steps? • Going back to your written conversation, what do you see as your next steps, if applicable? • What goals can you set for the rest of the year? Next year? • Another end-of-year meeting?

  20. Where do we go from here? What do you want to talk about in future meetings? What trainings would help you? When can I visit? How can I support you and your administration as you support your teachers?

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