INSTRUCTIONAL COACHING

Dr. Kathleen Lee, EdD and Michelle Lia, EdD

Loyola University Chicago

WHY INVEST TIME IN INSTRUCTIONAL COACHING?

• Done well, it can improve instruction and

outcomes for students

• Allows for differentiation that full faculty PD

sessions lack

• Helps ensure schoolwide change is implemented

• Combats the attempt, attack, abandon cycle

8STANDARD

8.1

8.2

8.3

8.4

8.5

STANDARD

9 9.1

9.2

9.3

NATIONAL STANDARDS AND BENCHMARKS FOR EFFECTIVE CATHOLIC ELEMENTARY AND SECONDARY SCHOOLS 12

SECTION TWO

Alignment with National Standards and

Benchmarks for Effective Catholic Elementary

and Secondary Schools

WHAT DOES THE RESEARCH SAY?

• Practices that promote instructional coaching success (Kansas University

Center for Research on Learning )

• Sufficient time to work with teachers

• Proven, research-based interventions

• Professional development for coaches

• Protecting their coaching relationships

• Ensuring administrators and coaches work together

TURN AND TALK

• Currently, how does your school offer teachers feedback about curriculum and

instruction?

• How does instructional coaching differ from teacher evaluations?

• Ideally, how might teachers receive feedback at your school?

• What complicates the task of helping adults?

KEY POINTS

• There is no one size fits all solution to instructional coaching

• Coaches might participate in goal setting, planning, observations, and reflection

alongside teachers. Consider what makes sense for your school

• Building coaching relationships matters

• People take it personally when we discuss their practice

• Support and encouragement are key parts of these relationships

• Transparency and accountability are crucial

• Offer feedback that includes concrete next steps as quickly as possible

IN PRACTICE: BEFORE THE VISIT

• Have an initial meeting with teachers to discuss their instruction.

• How is it going?

• What’s going well? Where is there room for improvement?

• You may or may not continue these meetings as the year progresses

• Goal setting is crucial to buy-in

• Often teacher led, unless you’d like a department or schoolwide focus

• Create a tool to provide teachers with feedback

• Send tool to teachers so they can prepare accordingly

• Feedback tool should be streamlined

• Have teachers send lesson plan and any key materials

CREATING AN INSTRUCTIONAL COACHING TOOL

• Often, coaches start with a more open tool

• You might include space to note research based practices already in place and action

steps for instructional changes

• Include space for how lesson attends to the teacher’s goal

• Structured tools provide teachers with a blueprint of what you’ll look for

• They can also be useful if your time to meet in person is brief (or non-existent)

Essential Instructional Practices Checklist

Teacher: ____________________ School: _____________________ Date: _____________ Time: in________out______

Grade level : _________________ Subject: ___________________________

EVIDENT THROUGHOUT EVERY DAY

The classroom shows the characteristics of the mission of a Catholic school. (DF 2a, 2b, 2c, 2d, 2e) 1. The teacher has rapport with the students.

It is obvious that the teacher cares about the students.

Yes--------------------No Notes & Evidence

2. The classroom environment is faithful, warm, and welcoming to all.

Yes--------------------No

3. The teacher is respectful of the students with regard to their person

and their academics at all times.

Yes--------------------No

4. Classroom expectations are evident to the students.

This includes behavior, small group work, etc.

Yes--------------------No

5. Catholic identity is integrated whenever possible.

Yes--------------------No

*NA=not observed during this observation timeframe

EVIDENT IN EACH LESSON

The teacher uses best practices throughout each lesson. A. The teacher sets a purpose for learning. The teacher states and posts

the objective for the lesson. (DF 1c)

Yes--------------------No Notes & Evidence

B. This lesson’s objective comes from the teacher’s written curriculum.

This curriculum is aligned to standards and aligned vertically to other

grades’ curricula.

Yes--------------------No

C. Direct Instruction: the teacher models, shows, and tells exactly what

the students will do. (I Do) (DF 1e)

Yes--------------------No

D. Guided Practice: The teacher and the students practice together. (We

Do) (DF 3c)

Yes--------------------No

E. The teacher provides time for the students to practice together during

guided practice. (You Do Together) (DF 3c)

Yes--------------------No

F. Independent Practice: Students work individually; the teacher checks

in with students. (You Do Alone) (DF 3e)

The requirements and/or expectations of the independent practice are

clearly stated and a visual is provided (e.g., page number on the board,

written description on board or on paper, etc.).

Yes--------------------No

G. The teacher provides intentional, targeted small-group instruction or individual instruction as part of her/his overall differentiation plan. This

can occur while students are working individually.

Yes--------------------No

H. Students productively talk and work together. (DF 3c) The norms or parameters for this are clear to students.

Yes--------------------No

I. Students spend a majority of the class time doing purposeful work of

that subject: solving problems, reading, writing, talking, thinking,

creating, etc. (DF 3c)

Yes--------------------No

J. The teacher uses formative assessment. (DF 3d)

The teacher gives feedback about progress regularly.

Yes--------------------No

K. Instruction is varied – direct instruction, partner work, small-group

work, individual work, etc. (DF 3e)

This includes students moving, talking, sharing, etc.

Yes--------------------No

L. The teacher believes that all children can learn. (DF 1a, 1b)

She/he differentiates for students based on data gleaned from formative

assessments, anecdotal notes, knowledge of student strengths, etc.

Yes--------------------No

M. Technology is integrated into the lesson in an appropriate and

meaningful way. (DF 2e)

This includes student use of technology.

Yes--------------------No

*NA=not observed during this observation timeframe DF=Danielson Framework

Michelle Lia, EdD Greeley Center for Catholic Education School of Education Loyola University Chicago

This is a professional document meant for use within the context of you and your classroom. Please do not share these confidential comments with

other professionals or post on social media.

Coaching Instrument

Teacher: School: Holy Trinity Date: Time:

Grade level (circle) 9th 10th 11th 12th Subject:

EVIDENT IN EACH LESSON

A. The teacher sets a purpose for learning. The teacher states the

objective for the lesson.

Yes--------------------No Notes & Evidence

B. The teacher uses the gradual release of responsibility. At some point in

the lesson, students get the opportunity to work through material in

groups, pairs, or individually

Yes--------------------No

C. Students have a clear task or purpose for each portion of the class

Yes--------------------No

D. Students are engaged in learning during each portion of the class

Yes--------------------No

E. Students spend a majority of the class time doing purposeful work of

that subject: solving problems, reading, writing, talking, thinking,

creating, etc.

Yes--------------------No

F. The teacher uses formative assessment and gives feedback about

progress regularly.

Yes--------------------No

*NA=not observed during this observation timeframe

General Best Practices Observed

Literacy Best Practices Observed

Progress Towards Literacy Goals

Ideas or Suggestions

YOUR TURN

• When observing a teacher in your department, what key practices would you

look for?

• What questions might you ask in a pre-coaching session?

• Take some time to sketch out a potential tool for use in your school.

IN PRACTICE: DURING THE VISIT

• As you observe, fill out your observational tool

• Consider having a quick aside with teacher to offer positive feedback or a brief

suggestion

WHAT AM I LOOKING FOR:

IS THE INSTRUCTION

VARIED?

Small Groups

Individuals

“Whole Group"

WHAT AM I LOOKING FOR?

Is the ratio of teacher talk 1/3student talk 2/3

evident?

WHAT OTHER QUESTIONS MIGHT I CONSIDER?

• Does the teacher know the students?

• Does the teacher use data (a.k.a. information) to make decisions?

• How does the teacher determine whether students have learned what is

taught? (What kinds of assessments does the teacher use?)

• Gradual Release of Responsibility

Gradual Release of Responsibility

AFTER THE VISIT

• Teachers should receive feedback as quickly as possible (24 hours if possible)

• If possible, debrief in person

• Consider how to structure debrief sessions

• You may want the teacher to guide the meeting.

• Use tool to review feedback

• End with instructional next steps

• Fewer is often better

• These should be concrete

HELPFUL LANGUAGE TO USE IN A COACHING CONVERSATION

• It’s wonderful to step into this classroom and see (point out specifics).

• The students were (engaged, working, etc.) except for . . . Why do you think that was happening?

• Was this a typical (morning, reading, group, lesson, etc.)?

• When I was watching, I was excited about your questioning technique.

• What has happened lately that you felt really excited and pleased about?

• The students were really learning actively when they divided the assignment…Does that fit with your sense of what was going on?

• Students were really learning actively when . . . Does that fit with your sense of what was going on?

• How did you know that students were understanding?

Source: Lyon, C. & Pinnell, G.S., “System for Change in Literacy Education”

THINGS TO CONSIDER

• Unique position of Catholic schools when it comes to curriculum and

instruction

• We don’t want to over-regulate teachers, but we do want to help them improve

• Your time is limited, so consider how to use it best

• Effective instructional coaching is an investment of time and resources, but it

can be a very valuable tool

YOUR TURN: TROUBLESHOOTING SCENARIOS

• 1. You are working with a well-respected veteran teacher whose instruction includes some great practices. However, the teacher rarely offers students’ a voice in the classroom and rebuffs suggestions to change this habit at PD sessions. How do you anticipate effectively coaching this teacher?

• 2. You are working with a first year teacher who has ambitious ideas for instruction but often loses patience and control of the classroom. This teacher has responded defensively when asked how class is going. How do you anticipate effectively coaching this teacher?

• 3. You have been coaching a teacher all year, and while the teacher is polite and often enthusiastic at pre and post visit discussions, few changes have been implemented in the classroom. The teacher has an excuse each time you ask about the instructional next steps. How do you anticipate effectively coaching this teacher?

THANK YOU!