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The Coaching Cycle: Before, during, after

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tahir
17 diapositives · 351 Views · Sep 04, 2014

The Coaching Cycle: Before, during, after. Christina Steinbacher-Reed. What the Research Says. full-time, site-based professional developer that works directly with teachers to help them incorporate research-based instructional practices (Knight, 2007). The big picture.

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  1. The Coaching Cycle: Before, during, after Christina Steinbacher-Reed

  2. What the Research Says • full-time, site-based professional developer that works directly with teachers to help them incorporate research-based instructional practices (Knight, 2007).

  3. The big picture. . .

  4. Continuum of Coaching Styles

  5. A Comparison of Styles (Brown, Stroh, Fouts, and Baker, 2005)

  6. Where are you on the continuum? • Remember, these types are not mutually exclusive • Successful coaches can analyze the context and select a style that is most appropriate for the situation. • Which style do you think is more effective with veteran teachers? How about with new teachers? • How about working with a teacher from a content area in which you have little or no background?

  7. How to Say it Like a Coach – Kathy Kee • Review the NSRF protocol – Three Levels of Text Protocol • Read the article and highlight short passages that really resonate with you • Work with a small group and use the protocol to discuss the text

  8. Questioning Strategies • Meditative Question in a B-D-A context • NSRF Probing Questions • Demonstration Questions

  9. Before • Purpose of the lesson • Instructional strategies that are going to be used • PLN framework—the Five Critical Experiences and the Four Lenses of Learning or the school • district’s adopted instructional model—as means for organizing the lesson • Formative assessment strategies to be used • Evidence of student engagement and learning • Specific focus areas on which coach should concentrate

  10. Let’s watch! • Observation of a ‘Before’ conversation • Note the questions the coach uses and how the teacher responds • Discuss your thoughts with a partner

  11. Your turn! • With a partner, practice a before conversation. Think about something that you are currently a planning (lesson, PD, dinner, etc). • One of you assume the role of the coach, the other as the coachee.

  12. During • Teacher’s purpose for the lesson • Evidence of student engagement and learning • Evidence of implementation of the literacy framework and/or core instruction model • Evidence of formative assessment strategies • Specific focus areas agreed upon during the pre-conference

  13. Let’s watch! • Observation of a ‘Before’ conversation • Record notes as though you were the coach • Discuss your notes with a partner • How would you approach this teacher in the ‘after’ reflective conversation?

  14. After • Things that went well based on the teacher’s purpose of the lesson • Evidence of student engagement and learning • Other learning experiences for the teacher during this lesson as agreed upon during the preconference • Things the teacher wants to continue working on • Date for next pre-conference, classroom visitation, or follow-up conversation

  15. Let’s watch! • Observation of a ‘Before’ conversation • Note the questions the coach uses and how the teacher responds • Discuss your thoughts with a partner • What might you do differently?

  16. Your turn! • With a partner, practice a reflective conversation. Think about something that you have just completed (a lesson, a project, a PD, dinner, etc.) • One of you assume the role of the coach, the other as the coachee.

  17. Reflection on the BDA Process • How are you feeling about this process? • Have you attempted a B,D, and/or A? How did it go? • Benefits? • Challenges?