Instructional Coaching

•Principles and Practices

Octaviano James Beltran III H. M. King High School

Kingsville ISD

What is an instructional

coach?

• an on-site professional developer who partners

with educators to identify and assist with

implementation of proven teaching methods

Why Coaching?

Recent Research Indicates That With Classroom Coaching, Implementation rates rise… 85% - 90%

University of Kansas Center for Research on Learning

Research on Instructional Coaching

What do coaches do?

Instructional Coaching…

• Builds capacity for effective instructional practices within specific content areas.

• Creates a partnership approach with teachers. • “Customizes professional development to match

each teacher’s needs and interests while they help the school establish a common understanding across all teachers.” (Sweeney, 2003)

•Instructional coaches understand change

as a process

Instructional Coaching Components

Instructional Coaching Process

Enroll Teachers

Identify

Need

Select

Effective Teaching

Strategies Model

Demonstration Lesson

Co-Plan and Co-Teach

Collaborative Reflection

Observe

Coaches are Partners with Teachers

Effective instructional coaching programs are grounded in seven key principles: • Equality – Instructional Coaches and Teachers Are

Equal Partners • Choice – Teachers Should Have Choice Regarding What

and How They Learn • Voice – Professional Learning Should Empower and

Respect the Voices of Teachers • Dialogue – Professional Learning Should Enable

Authentic Dialogue • Reflection – Reflection Is an Integral Part of

Professional Learning • Praxis – Teachers Should Apply Their Learning to Their

Real-Life Practice as They Are • Reciprocity – Instructional Coaches Should Expect to

Get as Much as They Give

Ten Roles of a Coach • Resource Provider • Data Coach • Curriculum Specialist • Instructional

Specialist • Mentor

• Classroom Supporter • Learning Facilitator • School Leader • Catalyst for Change • Learner

Coaching’s Big Four

• Content

• Instructional Practices • (teaching strategies)

• Assessment for Learning

• Classroom Management Jim Knight, University of Kansas

Teacher-Coach Conversation Cycle

Stage 2 Collaboratively

determine evidence to be collected and

assessment tools.

Stage 3 Implement instruction

that meets student needs based on

evidence collected.

Stage 4 Monitor and adjust practice based on

evidence.

Stage 1 Set goals for students’

learning behaviors based on state

standards.

Session Attended by: O. James Beltran - Science Specialist

Shifting to Student-Centered Coaching

Session Attended by: O. James Beltran - Science Specialist

Student-Centered Coaching Teacher-Centered Coaching Relationship-driven Coaching Focus on using all types of data including student work to make informed decisions about instruction.

Focus is on teacher behaviors and the absence or presence of these in the classroom.

Focus is on providing support to teachers without challenging actions or beliefs.

District curriculum or programs are viewed as tools for ensuring high levels of student learning of the content standards.

Implementation of a specific curriculum or program is viewed as the primary goal of coaching.

District/state curricula or programs are part of the conversations with teachers and are viewed as a possible resource for teachers and the coach.

Trust and respect are an essential prerequisite for this kind of coaching. Coach must be courageous and bold, keeping the focus on student outcomes not teacher behavior.

Trust and respect are an essential prerequisite for this kind of coaching. Deep conversations around teacher decision-making are the core of this type of coaching.

Respect is an essential prerequisite for this type of coaching. Focus is on teachers decision-making without discomfort ensuring coach has a congenial relationship with the teacher.

Coach is viewed as a necessary partner for ensuring high levels of student success.

The coach is often used as a tool to hold teachers accountable for specific classroom behaviors.

Coach is viewed as a voluntary source of support.

Shifting to Student-Centered Coaching

Session Attended by: O. James Beltran - Science Specialist

Student-Centered Coaching Teacher-Centered Coaching Relationship-driven Coaching Focus on using all types of data including student work to make informed decisions about instruction.

Focus is on teacher behaviors and the absence or presence of these in the classroom.

Focus is on providing support to teachers without challenging actions or beliefs.

District curriculum or programs are viewed as tools for ensuring high levels of student learning of the content standards.

Implementation of a specific curriculum or program is viewed as the primary goal of coaching.

District/state curricula or programs are part of the conversations with teachers and are viewed as a possible resource for teachers and the coach.

Trust and respect are an essential prerequisite for this kind of coaching. Coach must be courageous and bold, keeping the focus on student outcomes not teacher behavior.

Trust and respect are an essential prerequisite for this kind of coaching. Deep conversations around teacher decision-making are the core of this type of coaching.

Respect is an essential prerequisite for this type of coaching. Focus is on teachers decision-making without discomfort ensuring coach has a congenial relationship with the teacher.

Coach is viewed as a necessary partner for ensuring high levels of student success.

The coach is often used as a tool to hold teachers accountable for specific classroom behaviors.

Coach is viewed as a voluntary source of support.

3-5 Year Transition Plan

Current H. M. King Reality

There is nothing wrong with starting with a Relationship-Driven Coaching model, but we must get to a more Student-centered approach in order to be truly impactful.

Student-Centered Coaching – Instructional Leadership

• Practices for Student-Centered Coaching – Framed by a goal for student learning. – Involves regular analysis (weekly) of formative

assessments & student work. • Requires teachers to sort student work samples as to what is

“on-target” – Includes a partnership in which the teacher

and coach co-design and co-deliver instruction (2x a week on average).

– Organized through coaching cycles. – Led by the school leader, creating high

accountability & high support systems. Session Attended by: O. James Beltran - Science Specialist