capacity building day one picture goes here.. 1. the instructional facilitator works with all...

CAPACITY BUILDING

DAY ONE

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Theory of Change

History of Instructional Facilitation in Arkansas

• Barkley – Quality Teaching in a Culture of Coaching• Killion – Taking the Lead• Knight - Instructional Coaching

Quality Teaching in a Quality Teaching in a Culture of CoachingCulture of Coaching

Stephen G. BarkleyExecutive Vice President

Performance Learning Systems

888.424.9700sbarkley@plsweb.com

blogs.plsweb.comwww.plsweb.com

stevebarkley/twitter.com

Taking the Lead

Joellen Killion

http://www.learningforward.org/news/authors/killion.cfm

• Roles• Tools

www.arkansasideas.org

Instructional CoachingInstructional Coaching

http://www.Instructionalcoach.orghttp://thebigfour.ning.com/http://www.radicallearners.com/

Jim Knight

Jim Knight Kansas Coaching ProjectUniversity of Kansasjimknight@mac.com

Instructional Facilitatingis

ContentPlanning

Using the Big Four

Assessment for Learning

InstructionClassroomManagement

to insurestudent engagementand mastery through

by motivatingstudents andmonitoring progressthrough

1. Develop questions

2. Answer questions

3. Specific proficiencies

4. Mini assessments

5. Teach effectively

6. Revisit, reflect, revise

.

.

1. Thinking Devices

2. Effective Questions

3. Stories

4. Cooperative Learning

5. Challenging Assignments

6. Experiential Learning

CriticalVariables

1. Time on Task

2. Opportunities to Respond

3. Ration of Interactions

4. Disruptions

5. Alignment with Expectations

S = structure for success

T = teach expectations

O = observe & monitor

I = interact positively

C = correct fluently

1. Guiding Questions

2. Learning Maps

To show connections and focus on essential content through

To enable a positive , safe learning environment through

•Mechanical

•Metaphorical

Eight Coaching ComponentsEight Coaching Components

• Enroll • Identify• Explain• Model Picture goes here.

• Observe• Explore• Support/Refine• Reflect

Diane Sweeney65 South Ulster StreetDenver, Colorado 80230303-332-6791 (phone)302-380-1854 (fax)diane@sparkinnovate.com

Professional Development = Student Achievement

“In most cases, program effectiveness is judgedby an index of participants’ satisfaction with theprogram or some indication of change in theirprofessional knowledge. Rarely is change inprofessional practice considered, and rarer stillis any assessment of impact on studentlearning.”

Thomas Guskey, 1995

Students are Students are herehere

Students need Students need to be hereto be here

Core Practices for Student-Centered Coaching

What goes What goes here?here?

Students are Students are herehere

Students need Students need to be hereto be here

Core Practices for Student-Centered Coaching

1. Set a goal for student learning.2. Assess students’ needs in

relationship to the goal.3. Use student evidence to drive the

decision-making.4. Plan and deliver instruction.5. Monitor and adjust instruction

based on student evidence.6. Refine instruction through

coaching support.7. Keep lines of communication

open between teachers, instructional facilitators, principals, and district office.

School Change

Student Achievement Student Achievement

Change in Change in Student BehaviorStudent Behavior

Change in Teaching Change in Teaching BehaviorBehavior

Change in Change in Leadership Leadership BehaviorBehavior

Source: Model developed by Steven Barkley 14

Change in PLC and Peer Coaching

Theory of Change

Student-Centered Coaching

Diane Sweeney, Student-Centered Coaching

Theory of Change

Student-Centered Coaching

STUDENT-CENTERED COACHING

Read pages 10-14

As you read these pages, think about howstudent-centered coaching is similar or differentto your current practice.

“…when crafting a culture of learning, we reinforce the concept that each and every member of our community has room for new knowledge and growth.”

Sweeney, 2011, p. 50

Responsibilities for Crafting a Culture of Learning

Sweeney, 2011

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Getting a Student-Centered Coaching Culture Up and Running

– Clarify role with principal• Enroll

– Define student-centered coaching for teachers• Enroll

– Assess school culture• Use Prochaska’s Stages of Change

– Collaborate with teachers to identify a focus • Identify and Explain

Student-Centered Coaching with Data

• It moves the coaching conversation away from what a teacher thinks and focuses on student evidence.

• The richer the array of student evidence we use, the better our decision making and instruction.

Sweeney, 2011, pp.63-64

Assessment of Learning

• Post-Assessment

• Picture goes here.

• Pre-Assessment

• Picture goes here.

Meanwhile … in the Principal’s Office

• Make time for conversations about data.• Participate in conversations about data and hold

others accountable to do so as well.• Craft a culture of trust and collaboration.

Sweeney, 2011, pp.80-81

Why Coaching Cycles?

“Organizing coaching into cycles helps coachescreate a structure for their time in a way thatdrills down to impact student learning.”

Sweeney, 2011, p. 31

TYPES OF COACHING CYCLES

One-to-One Coaching Cycle• Focus - 6-9 Weeks• Student learning goal• Formal/informal student data• Planning session • 1-3 times per week in

classroom

Small Group Coaching Cycle• Focus – 3-6 weeks• Shared student learning goal• Formal/informal student data• Group planning session• Variety of activities led by

instructional facilitator

Student-Centered Coaching

The Instructional Facilitator• Coaching cycles with one-to-one and/or small groups (4-6 at a time)

– Planning– Pre-brief, observation, post-brief

• Facilitating professional development• Managing data and assessment• Gathering resources• Mentoring• Facilitating informal planning sessions• Assisting teachers in organizing materials• Working with PLCs

Sweeney, 2011, pp. 31

Meanwhile … in the Principal’s Office

The work of an instructional facilitator can beoptimized by the principal:• Being in classrooms• Providing teachers with options for participation• Determining a school-wide focus for teacher and

student learning• Committing to weekly or bi-weekly meetings with

the coachSweeney, 2011, pp. 36-38

Student-Centered Coaching

Beginning

DuringEnd

Quiz/Quiz – Trade/Trade

1. Write a question on the front of your card concerning the information you have learned so far.

2. Write the answer to your question on the back of the card.

3. At the signal find a partner and read your question. (Coach him/her if needed.) Take turns.

4. Switch cards and at the signal find another partner. Repeat.

Sweeney, 2011, p. 88Diane Sweeney, p. 88

Beginning of Coaching Cycle

Sweeney, 2011, p. 88

S.M.A.R.T. GOALS• Specific• Measurable• Achievable• Results-oriented• Time-bound Killion, 2008

During the Coaching Cycle

Sweeney, 2011, p. 88

At the End of the Coaching Cycle

Sweeney, 2011, p. 88

School Change

Student Achievement Student Achievement

Change in Change in Student BehaviorStudent Behavior

Change in Teaching Change in Teaching BehaviorBehavior

Change in Change in Leadership Leadership BehaviorBehavior

Source: Model developed by Steven Barkley 38

Change in PLC and Peer Coaching

Next Steps

• Share today’s information with principal• Develop and post schedule• Enroll teacher(s) in a coaching cycle

- Use Results-Based Coaching Tool

CAPACITY BUILDING

DAY TWO

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StudeStudeTargetTarget

One-to-One Coaching

Small–Group Coaching

Learning Labs/Coaching Labs

Student-Centered Coaching Opportunities

• One-To-One – one teacher at a time with instructional facilitator

• Small Groups – small group of teachers with common student need with instructional facilitator

• Learning Lab – creates a framework for teachers to observe in each other’s classrooms

• Coaching Lab – focuses on coaching practices

SMALL GROUP COACHING CYCLES

• Involve three to six teachers• Use a Results-Based Coaching Tool

Sweeney, 2011, p. 96

Beginning of Small Group Coaching Cycle

Sweeney, 2011, p.97

During Small Group Coaching Cycle

Sweeney, 2011, p.97

End of Small Group Coaching Cycle

Sweeney, 2011, p.97

Learning Labs

• Model Classrooms Picture goes here.• Peer Learning Labs• Student-Centered Learning Labs

How can Student-Centered Learning Labs optimallymeet teachers’ professional developmentneeds?

Sweeney, 2011, p. 108-112

Instructional Facilitator’s Role/Responsibilities for Learning Labs

• Facilitates lab• Supports host teacher• Structures follow-up• Enlists lab participants in coaching cycle• Collaborates with principal to ensure

shared focusSweeney, 2011, p. 115-117

Meanwhile … in the Principal’s Office

• Creates collaborative network focused on student learning and teacher practice

• Provides time for collaboration and reflection• Ensures trained facilitator is provided for

managing learning labs

Sweeney, 2011, p. 117-118

Developing a Learning Lab1. Determine purpose2. Identify lab host3. Work intensively for extended period of time

with lab host4. Develop protocol and norms

– Pre-brief– Observation– Debrief

5. Follow-up

Protocols for Student-Centered Learning Labs

Sweeney, 2011, p. 112

Classroom Observation Norms

• Record detailed notes• Sit close to action• Talk only to students when appropriate or not at

all• Maintain silence and avoid being a distraction• Respect lab host• Have a positive attitude

Sweeney, 2011, p. 122

Note-taking tool for observation

Focus Question:

Look For’s:Student Evidence Instructional Practices

Practice

Video of your choice goes here.

Debrief

1. Student Evidence2. Implications3. Response from lab host4. Next steps

Coaching Labs

“Coaching labs provide coaches with the opportunity to meet with a small group of colleagues and observe a fellow coach who acts as a lab host. The goal of the lab is to provide coaches with time to observe one another’s practice, as well as time for rigorous reflection.”

Sweeney, 2007, p. 38

Jigsaw

Note what the host instructional facilitator,the host teacher, and lab participants are doingduring the coaching lab.

1. Coaching Labs – 165 – 167 (bottom of)2. Setting the Context/Pre-brief w/teacher – 167-170 (bottom of)3. Obs. Cl. Instr./Debrief w/ Teacher – 170 -173 (middle of)4. Debriefing Coaching – 173-175 (stop at Meanwhile…)

How are Learning Labs and Coaching Labs similar and different?

• P. 112 – Figure 6.1 – Protocol for Student-Centered Learning Labs

• P. 166-167 – Figure 9.2 – Protocol for Coaching Lab

Meanwhile…in the District Office

District leaders can:•Keep the lines of communication open between instructional facilitators, principals, and the district office•Establish expectations and tools for evaluating the impact of coaching•Manage time and support for instructional facilitators Sweeney, 2011, pp.175-176

StudeStudeTargetTarget

One-to-One Coaching

Small–Group Coaching

Learning Labs/Coaching Labs

Planning a Coaching Lab

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Next Steps

• Continue Coaching Cycle with Results-Based Coaching Tool

• Prepare for Coaching Lab