literacy coaching: an essential “piece” of the puzzle
TRANSCRIPT
Literacy Coaching:Literacy Coaching:An Essential “Piece” of the PuzzleAn Essential “Piece” of the Puzzle
Our Goals for TodayOur Goals for Today
Participants will:
make connections as to how coaching aligns with other Wake County initiatives.
deepen their understanding of the rationale and role of a coach.
explore ways to enhance the coach’s role within their own school community.
Participants will:
make connections as to how coaching aligns with other Wake County initiatives.
deepen their understanding of the rationale and role of a coach.
explore ways to enhance the coach’s role within their own school community.
Agenda ReviewAgenda Review
Coaching HistoryOur Coaching Journey: Reflections on
the RideThe Coaching ConnectionTeacher Learning TeamsNext StepsReflections
Coaching HistoryOur Coaching Journey: Reflections on
the RideThe Coaching ConnectionTeacher Learning TeamsNext StepsReflections
Today’s Norm:Balance the Dimensions of Success
Today’s Norm:Balance the Dimensions of Success
Process
Results
Relationship
Accomplish goals.
Maintain a learning mindset.
Have all voices heard and valued.
Coaching History Coaching History
Launched in 2005/2006 with K-2 Literacy Coaches
Changed in 2007/2008 to include 3-5 Literacy Coaches
Expanded in 2008/2009 to a total of 82 coaches17 schools with 2 to 6 coaches3 coaching cohorts
Launched in 2005/2006 with K-2 Literacy Coaches
Changed in 2007/2008 to include 3-5 Literacy Coaches
Expanded in 2008/2009 to a total of 82 coaches17 schools with 2 to 6 coaches3 coaching cohorts
Coaching Training Coaching Training
Focuses on best practices in literacy instruction
Develops coaching competencies that facilitate work with adult learners
Provides ongoing opportunities for coaches to support and learn from one another
Focuses on best practices in literacy instruction
Develops coaching competencies that facilitate work with adult learners
Provides ongoing opportunities for coaches to support and learn from one another
Professional CollaborationProfessional Collaboration
Teachers read and discuss professional literature and research.Rating: 1=Never, 2=Sometimes, 3=Often, 4=Always or Almost Always, 5= Don’t Know
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Professional CollaborationProfessional Collaboration
Grade level members plan collaboratively for classroom instruction.
Rating: 1=Never, 2=Sometimes, 3=Often, 4=Always or Almost Always, 5= Don’t Know
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After
Classroom InstructionClassroom Instruction
Teachers use current research to modify classroom instruction.Rating: 1=Never, 2=Sometimes, 3=Often, 4=Always or Almost Always, 5= Don’t Know
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Classroom InstructionClassroom Instruction
Teachers participate in discussions about individual student’s work and assessments.
Rating: 1=Never, 2=Sometimes, 3=Often, 4=Always or Almost Always, 5= Don’t Know
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After
Classroom InstructionClassroom Instruction
Teachers share instructional strategies to meet the needs of all students.
Rating: 1=Never, 2=Sometimes, 3=Often, 4=Always or Almost Always, 5= Don’t Know
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Before
After
The Rollercoaster of Change
The Rollercoaster of Change
Getting Aboard
Vision or Idea
Constraints/Barriers
Despair
Dialogue
Hope
Planning
Action
Results
MicrolabMicrolab
1. Facilitator will pose two questions.2. Participants will have one minute to reflect
on the questions.3. Each person in the group will have one
minute to respond to the questions while others listen.
4. When the minute is up, the next person speaks.
5. After the last person speaks, take 3 minutes to discuss comments or ask questions as a group.
1. Facilitator will pose two questions.2. Participants will have one minute to reflect
on the questions.3. Each person in the group will have one
minute to respond to the questions while others listen.
4. When the minute is up, the next person speaks.
5. After the last person speaks, take 3 minutes to discuss comments or ask questions as a group.
Microlab QuestionsMicrolab Questions
When you think about your school’s coaching program…
Where are you on the rollercoaster ride?
What do you hope to gain from today’s session that will support your school in moving forward?
When you think about your school’s coaching program…
Where are you on the rollercoaster ride?
What do you hope to gain from today’s session that will support your school in moving forward?
Reflections from the Ride: The Coach’s Perspective
Reflections from the Ride: The Coach’s Perspective
Getting Aboard
Vision or Idea
Constraints/Barriers
Despair
Dialogue
Hope
Planning
Action
Results
Without a high level of information sharing among individuals, schools, and throughout the district, change will not be sustained.
Michael Fullan
Without a high level of information sharing among individuals, schools, and throughout the district, change will not be sustained.
Michael Fullan
Reflections from the Ride: The Principal’s Perspective Reflections from the Ride: The Principal’s Perspective
Getting Aboard
Vision or Idea
Constraints/Barriers
Despair
Dialogue
Hope
Planning
Action
Results
Sharing InsightsSharing Insights
Literacy Coaching:Literacy Coaching:An Essential “Piece” of the PuzzleAn Essential “Piece” of the Puzzle
Wake County Initiatives:Where’s the Connection?
Wake County Initiatives:Where’s the Connection?
Data Teams Professional Learning Communities
Intervention Alignment
Data Teams Professional Learning Communities
Intervention Alignment
Data TeamsData Teams
Purpose:
To assign a few people the responsibility of organizing, preparing, and analyzing data so that the full faculty can focus on discussing the implications of that analysis.
Purpose:
To assign a few people the responsibility of organizing, preparing, and analyzing data so that the full faculty can focus on discussing the implications of that analysis.
Data TeamsData Teams
Connections:
The data team’s work guides PLCs in selecting a focus.
Coaching cycles can be a vehicle and support for teachers to improve their practice in that area.
Connections:
The data team’s work guides PLCs in selecting a focus.
Coaching cycles can be a vehicle and support for teachers to improve their practice in that area.
Professional Learning Communities
Professional Learning Communities
Purpose:
To provide a structure for teachers to work collaboratively in order to improve student achievement.
Purpose:
To provide a structure for teachers to work collaboratively in order to improve student achievement.
Professional Learning Communities
Professional Learning Communities
How is this achieved?
Sharing and analyzing data from common assessments
Learning from each other to improve instructional practice
How is this achieved?
Sharing and analyzing data from common assessments
Learning from each other to improve instructional practice
Where Does Coaching Fit?
Where Does Coaching Fit?
Professional Learning Communities
The data tells us an area of need for students.
The data tells us which teacher does well with that area.
But what if this is an area where most or all of the teachers within a grade level have limited knowledge?
Professional Learning Communities
The data tells us an area of need for students.
The data tells us which teacher does well with that area.
But what if this is an area where most or all of the teachers within a grade level have limited knowledge?
Based on the Data…Based on the Data…
PLCs may decide they need to learn more about a specific topic.
In a coaching cycle…Teachers have some common learning
about that topic.Teachers watch each other applying that
new learning in a demonstration lesson.Teacher behaviors are more likely to
change with this level of support.
PLCs may decide they need to learn more about a specific topic.
In a coaching cycle…Teachers have some common learning
about that topic.Teachers watch each other applying that
new learning in a demonstration lesson.Teacher behaviors are more likely to
change with this level of support.
Guiding Questions for PLCs
Guiding Questions for PLCs
What do we want all students to learn? How will we know if they have learned it? What experiences will we provide them
so they can learn?What will we do if they do learn it? What will we do if they don’t learn it? How will we improve our instruction
based on the learning results?
What do we want all students to learn? How will we know if they have learned it? What experiences will we provide them
so they can learn?What will we do if they do learn it? What will we do if they don’t learn it? How will we improve our instruction
based on the learning results?
Intervention AlignmentIntervention Alignment
Use data to determine if 80%-90% of students are meeting benchmarks.
Identify the students who are not meeting benchmarks.
Dig deeper to identify the “holes” in those students’ previous learning.
Plan strategic interventions to address those specific needs.
Monitor student progress to see if the interventions are working.
Use data to determine if 80%-90% of students are meeting benchmarks.
Identify the students who are not meeting benchmarks.
Dig deeper to identify the “holes” in those students’ previous learning.
Plan strategic interventions to address those specific needs.
Monitor student progress to see if the interventions are working.
Intervention AlignmentIntervention Alignment
What if 80%-90% of students are not meeting benchmark?
A coaching cycle might focus on identified areas of need and adjusting core instruction (common learning and application of new learning).
What if 80%-90% of students are not meeting benchmark?
A coaching cycle might focus on identified areas of need and adjusting core instruction (common learning and application of new learning).
Intervention AlignmentIntervention Alignment
What if the teachers are unsure of how to analyze digging deeper assessments?
A coaching cycle might focus on one of the areas of reading that are assessed through a digging deeper assessment.
What if the teachers are unsure of how to analyze digging deeper assessments?
A coaching cycle might focus on one of the areas of reading that are assessed through a digging deeper assessment.
Intervention AlignmentIntervention Alignment
What if the teachers are unsure of what the interventions might look like?
A coaching cycle might focus on planning for specific strategic interventions.
What if the teachers are unsure of what the interventions might look like?
A coaching cycle might focus on planning for specific strategic interventions.
The Biggest Challenge: Time
The Biggest Challenge: Time
One suggested schedule for a weekly PLC
Week 1 – Analysis of data from common formative assessment
Week 2 – Analysis of digging deeper data (Kid Talk)
Week 3 – Common learning Week 4 – Common learning and review data
to determine if interventions are workingDemonstration Lesson – during the week
One suggested schedule for a weekly PLC
Week 1 – Analysis of data from common formative assessment
Week 2 – Analysis of digging deeper data (Kid Talk)
Week 3 – Common learning Week 4 – Common learning and review data
to determine if interventions are workingDemonstration Lesson – during the week
The Biggest Challenge: Time
The Biggest Challenge: Time
Week 5 – Analysis of data from common formative assessment
Week 6– Analysis of digging deeper data (Kid Talk)
Demonstration Lesson – during the week
Week 7 – Common learningDemonstration Lesson – during the week
Week 8 – Common learning and progress monitoring
Week 9 – Reflection and celebration of student achievement and teacher learning
Week 5 – Analysis of data from common formative assessment
Week 6– Analysis of digging deeper data (Kid Talk)
Demonstration Lesson – during the week
Week 7 – Common learningDemonstration Lesson – during the week
Week 8 – Common learning and progress monitoring
Week 9 – Reflection and celebration of student achievement and teacher learning
Other PLC StructuresOther PLC Structures
Discuss the PLC schedule for your school with others at your table. How does this structure support…
Focus on student achievement?Focus on teacher learning?
Discuss the PLC schedule for your school with others at your table. How does this structure support…
Focus on student achievement?Focus on teacher learning?
How Does Coaching Support the 4 Strategic
Directives?
How Does Coaching Support the 4 Strategic
Directives? Learning and teaching
Recruitment and retention of teachers
Systems and structures
Fiscal accountability
Learning and teaching
Recruitment and retention of teachers
Systems and structures
Fiscal accountability
Wake County Initiatives:Where’s the Connection?
Wake County Initiatives:Where’s the Connection?
Data Teams Professional Learning Communities
Intervention Alignment
Data Teams Professional Learning Communities
Intervention Alignment
Team “Check In”Team “Check In”Teamwor
k
Supporting Teacher Learning Teamsby Chappuis, Chappuis & Stiggins
Supporting Teacher Learning Teamsby Chappuis, Chappuis & Stiggins
Read the article with the following framing questions in mind:
What is the message that resonated with you?
What is at the heart of this article? How will you most effectively utilize your
team of coaches to facilitate team learning and, ultimately, foster student achievement?
Read the article with the following framing questions in mind:
What is the message that resonated with you?
What is at the heart of this article? How will you most effectively utilize your
team of coaches to facilitate team learning and, ultimately, foster student achievement?
1. Listen actively.2. Build on what others say.3. Don’t step on others’ talk. Silences
and pauses are OK.4. Let the conversation flow as much as
possible.5. Refer to the text; challenge others to
go to the text.6. Watch your own air time – both in
terms of how often you speak, and in terms of how much you say when you speak.
1. Listen actively.2. Build on what others say.3. Don’t step on others’ talk. Silences
and pauses are OK.4. Let the conversation flow as much as
possible.5. Refer to the text; challenge others to
go to the text.6. Watch your own air time – both in
terms of how often you speak, and in terms of how much you say when you speak.
Text-Based SeminarPurpose: Enlargement of understanding of a text, not the
achievement of some particular understanding.
Text-Based SeminarText-Based Seminar
Select a table facilitator and a scribe.
The facilitator will open the discussion by posing the framing question.
The scribe will record and share “big” ideas/insights with the whole group.
Select a table facilitator and a scribe.
The facilitator will open the discussion by posing the framing question.
The scribe will record and share “big” ideas/insights with the whole group.
Sharing InsightsSharing Insights
Avoiding the PitfallsAvoiding the Pitfalls
Avoid the Pitfalls
Keys to SuccessKeys to Success
Block out enough time for coaching.
Provide teachers with a consistent collaborative planning time.
Honor the role of the coach.Make coaching training a priority.Make communication a priority.
Block out enough time for coaching.
Provide teachers with a consistent collaborative planning time.
Honor the role of the coach.Make coaching training a priority.Make communication a priority.
Planning for Next Steps
Closing ClipClosing Clip
ReflectionsReflections
An idea I had...
A feeling I experienced…
An action I plan to take …
An idea I had...
A feeling I experienced…
An action I plan to take …