CAPS: COACHING TEACHERSFacilitator: Dr. Lynne Paradis

BELIZE LITERACY PROGRAM

June 2011

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Intended Learning Outcomes:

That participants will:

-appreciate the critical role the principal serves in ensuring the critical components of good instruction are in place in classrooms

-identify basic minimum standards of teacher practice

-explore ways to use caps as an organizing framework for classroom instruction and assessment of teacher effectiveness

OPENER ACTIVITY

In pairs:

-Consider a teaching lesson you have witnessed that was excellent - why was it so good?

-Consider a weak lesson you witnessed – Why was it so weak?

What actions of the teacher contributed to both the strength and weakness factors?

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Reflection on Being a Principal

Provision of instructional leadership: Building relationships with staff Awareness of multiple curriculum areas Assessment and achievement School management – toilets, books, budgets

and much, much more!

Instructional Leadership

What is expected of the principal in order to demonstrate instructional leadership?

In pairs identify three indicators..

Instructional leadership looks like…

Enlist the assistance of staff. Collaboration between staff and

principalIdentify and affirm effective practicesTime devoted to provide instructional

leadershipAdd more to the list……

Principal Quality Instrument

This document outlines key indicators of principal success and can guide action in the areas:

Curriculum Pedagogy Assessment

Student Diversity Teacher Supervision

Collaboration

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Context and Content

Common language of teachnig Purposeful PD Leadership at all levels CAPS evident in classroom practice Collaboration and community What matters is success by June… Teachers understand LITERACY and the critical role in

student learning

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CAPS

C = CurriculumA = AssessmentP = Pyramid of InterventionsS = Spirituality

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Curriculum SupportBelize Curriculum -- the starting point for planning

Common languageResource auditsLearning OutcomesSelect teaching strategies

(pedagogy)Honor ‘learning research’

Guides to Good Teaching Strategy

Begin with the Learning OutcomesShare the outcomes with studentsConcepts - teach and illustrate the

languageBegin with specific (small) and build to

Big ideas or general learning outcomesInclude variety and choice Introduction, teaching phase, learning

phase and closure.

Students learn best when…

- Engaged in learning activities- Materials are available- Tasks are clear and manageable- They can work with other students- They know they are in a safe environment

- -emotional and social safety- -belief that their teachers believes

they can succeed- -affirmation and encouragement exist

Essential that:-assessment for rather than of learning -assessment aligns with learning outcomes-teacher is assessing continually through

observation, conversations with students in addition to products (assignments and testing)

- descriptive feedback is provided-grading expectations are clear-exemplars exist (eg. 100 % looks like..)

ASSESSMENT

Trouble Spots in Assessment

Zeros – the shut down impact Rewrites – I have a chance to show I know.. Right to fail --- Right to pass!! Power and control v.s Learning as a focus Student involvement in setting assessment Opportunity for choice/variety

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Pyramids of Intervention

Some students need more

TIME and SUPPORT

What safeguards protect this philosophy of

learning?

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Teacher and School Pyramids

Collaborate and determine possibilities to assist students with learning

Post a plan SHARE with students and parents Critical and empowering role of the teacher Levels: Classroom, School wide, Community supports

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SPIRITUALITY

Where appropriate permeation of faith enriches both faith development and learning

Use of illustration and example from scripture

References to beliefs and how they impact new learning

Ex. What is one connection between this new science concept and our faith?

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Teacher Supervision

Consistent, Clear, ongoing Walkabouts Use of teacher quality standard as a guide Descriptive feedback Focused on student learning Livelong learning focus

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Affirmations

Identify, Name and celebrate successes

Build capacity of school leaders

Intentional and purposeful action as an instructional leader

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Reflection and Sharing

What can I do next week to demonstrate that instructional leading is an essential role as a

school leader?

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CAPS – A Framework for Good Teaching

Refer to the handout in your booklet.

In table groups, take one of the letters of the acronym and discuss strategies you could use in your school to encourage teacher utilization of the concept.

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CAPS – A METAPHOR

How can this simple metaphor assist teachers to be better in their roles ?