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Coaching Facilitation Institute 2009

Coaching Facilitation Institute 2009. Laney Howard: howardl@thompson.k12.co.us Lauri Brandt: brandtl@thompson.k12.co.us Kim Watchorn: watchornk@thompson.k12.co.us Adapted from the: Instructional Coaching Institute from the Instructional Coaching Group and

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Coaching Facilitation Institute 2009

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  1. Coaching Facilitation Institute2009 Laney Howard: howardl@thompson.k12.co.us Lauri Brandt: brandtl@thompson.k12.co.us Kim Watchorn: watchornk@thompson.k12.co.us Adapted from the: Instructional Coaching Institute from the Instructional Coaching Group and University of Kansas Center for Research on Learning

  2. Partnership Principles: The theory behindinstructional coaching

  3. Partnership Principles • Equality • Praxis • Dialogue • Choice • Voice • Reflection • Reciprocity www.instructionalcoach.org

  4. Equality Partnership carries the intention to balance power between ourselves and those around us. --Peter Block www.instructionalcoach.org

  5. Equality • We all have equal value; Each opinion &/or idea counts www.instructionalcoach.org

  6. Praxis The act of applying new ideas to our own lives. In short, when we learn, reflect, and act, we are engaged in praxis. www.instructionalcoach.org

  7. Dialogue • Respectful, energizing conversation; suspend opinions & listen authentically; thinking together www.instructionalcoach.org

  8. Choice • “Command” can cause resistance; whereas, Choice fosters internal commitment • Having the right to say “no” • Treating teachers as professionals www.instructionalcoach.org

  9. Voice • Build trust: allow for the teacher to share his/her “personal vision” • Give people words, concepts, and tools that help them express who they are--help them find their voice! www.instructionalcoach.org

  10. Reflection • For personal growth; allows to reject ideas or work through them • Reflect: On action • Reflect: In action • Reflect: For action www.instructionalcoach.org

  11. Reciprocity • Everyone benefits when one person learns • Teachers learn from students as much as students learn from teachers • Every learning situation is a chance for learning www.instructionalcoach.org

  12. What Does An Instructional Coach Do?

  13. Enroll teachers • Large-group presentation • Small-group presentation • Interviews • Informal conversations • Principal (or other) referral www.instructionalcoach.org

  14. “The Interview Song” to the tune of “Row, Row, Row Your Boat” • Enroll your tea-ea-chers • With the Interview • Gather Info, Educate, Develop Relationships www.instructionalcoach.org

  15. Identify what to do: • Through… • Interviews or other conversations • Coach observation • Referral • Teacher initiative • Modeling • Co-Teaching www.instructionalcoach.org

  16. Methods, Strategies, & Opportunities for Involvement; Consider the Big Four: A Framework for identifying what to do • Classroom Management • Content • Instruction • Formative Assessment www.instructionalcoach.org

  17. Explaining strategies • Instructional Coach • Breaks down the instructor’s materials • Lays out the step-by-step procedures • Suggests what the teacher should watch for during the model lessons • Does everything possible to make it easier for teachers to implement • Asks about and addresses collaborating teacher’s concerns • Co-constructs Observation Form with teachers • See: Reference section for examples www.instructionalcoach.org

  18. Model Lessons: You watch me! Goal: To show a teacher exactly how to implement a particular strategy • Be fully aware of critical teaching practices you need to model • Ensure that teacher knows the purpose of the model lesson • Provide concrete description of what you’ll be doing • Clarify roles for behavioral management • Co-construct an observation form • Ensure your collaborating teacher knows how to use the form www.instructionalcoach.org

  19. Observe: “I watch you” • Coach uses the observation form to watch for data related to: • Critical teaching behaviors • Fidelity to scientifically proven practices • Student behavior and performance • Additional specific teacher concerns • {The Big Four} www.instructionalcoach.org

  20. Collaborative Exploration of Data • Based on the partnership principles • Involves observations to open up dialogue, rather than to state a single truth • Should be • constructive, but provisional • empathetic and respectful • Coach and teacher identify what data will be gathered www.instructionalcoach.org

  21. Support: On-going Collaboration • More modeling, observation, collaborative exploration of data, and dialogue • Each relationship is differentiated to fit the unique needs of each teacher www.instructionalcoach.org

  22. Instructional Coaching Process: The Components of Coaching • Enroll • Identify (strategies) • Explain (strategies) • Model (You watch me) • Observe (I watch you) • Explore (Collaborative Exploration of Data) • Support • Reflect www.instructionalcoach.org

  23. After-action Review • What was supposed to happen? • What happened? • What accounts for the difference? • What will I do differently next time? • On your own: coaching form, notebook, computer journal, tape or iPod oral history • With your team • With collaborating teacher www.instructionalcoach.org

  24. Time to reflect Final Thoughts… • What do you feel? • What do you think? • What are you going to do? www.instructionalcoach.org

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