Coaching and PLTs

Coaching and PLTs

Effective Coaching

Upper Yarra Secondary College

Rose Draffin & Joanne Andonopoulos

Context

School data consistently poor

Low socio economic area

Region appointed a number of coaches to UYSC and surrounding primary schools

Network formed a network of coaches with a lead coach

Key Factors for success

Voluntary

CoachIng (Ideally more than one - diversity)

PLT’s

Professional Learning/Bastow

Network team with lead coach

Focus on relationships/safe learning

Who is coached?

Teachers volunteered

30 teachers

Experienced to inexperienced

Structure of coaching

First 2 years - coaches

2 full time

1 at .5

1 at .4

Third year 1.4 coaches and 3 PLT’s

Right from the start there was positive take up of coaching:

Different coaches appealed to a wide range of teachers

Focus on building relationships

Coaches selected from within the current staff

Focus of CoachingYear 1: Teachers chose areas of focus to work with their

coach. Diverse and varied foci

Year 2: As above &

Study group (PLT) – Focus: Comprehension across domains.

Year 3: Three PLT’s, a number of staff volunteered to participate in groups lead by coach. Staff members as a group selected the area of focus for their learning, most of these were coached weekly or fortnightly as well.

Study group foci movie

PLT Foci Writing to Learn

Inquiry Based Learning

Independent Reading

Comprehension

What is it like working in a study group and being coached?

English Humanities

More:FocusedSupportAccountabilityDepth of learningEngagementCourage

ESTABLISHING SUSTAINABLE STUDY GROUPS

Things to consider when creating a model for your school:

Time commitment of facilitator to organise

Meeting schedule – time between sessions

Length of each session

Between Session Tasks

Accountability

Resources – texts for participants

Catering

STUDY GROUP FORMAT

First session:

Establish norms/protocols.

Negotiate the focus of the study group.

Look at relevant data.

Small reading and discussion.

Between Session Task.

STUDY GROUP FORMAT

Subsequent sessions:

Revisit last session.

Use protocol to share BST.

Look at relevant data.

Use protocol to discuss reading.

BST

Model strategies in study group that teachers will be trialling.

Role of PL and Network

Bastow – Role in change

Establishing Literacy coaching in your school

Leading Literacy in your school

Model used by these courses:-

Ongoing PL, working in PLT lead by trainer, work in school implementing strategies eg study group, reading workshop at yr7, developing a literacy plan

Network – role in leadership, PL and networking

Outcomes/Data

Initially a lot of the data we collected wasn’t reflective of the areas of coaching – Why

New to coaching

Different in a secondary:

PL and coaching leadership was from primary setting

Student teacher contact

Large staff more autonomous

Data

Student

Reading data

Teacher

Literacy in Art

Humanities impact on content

Key Factors for success

Voluntary

PLT’s

Professional Learning/Bastow

Network team with lead coach

Focus on relationships/safe learning

Coaching (more than 1 coach ideal -diversity)

Keys Texts Used in PLT’s

Example of strategiesQuick Writes

Writing breakExit slipAdmit slipBrainstormingDrawing & illustratingClusteringMapping

Written conversationWrite aroundCarousel brainstormingDouble entry journalNon stop writeKWL

Reading, Writing, Collaboration & Thinking

Activate and build background knowledgeListen to your inner voiceThink and wonder about textUse text and visual features to gain informationLeave tracks of thinkingAsk questions and wonder about informationRead with a question in mindDrawing inferenceTEEL

Turn and talkHome court advantageCreating group ground rulesAccountable talkDisagree agreeablyConversation questionsGallery walkJigsawText codingThink aloudProbable passageNot so silent ballVocab relay