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WELCOME BACK!

Coaching Classroom Instruction

Dr. Tina H. Boogren

Marzano Research Laboratory



Today’s Outcomes (pg. 2):

Reintroduce: Colleagues

Re-Establish: Procedures

Review: Common Language of

Instruction

Learn: Reflective Teaching/ Coaching

Classroom Instruction


Lecture

Reading

Audio-visual

Demonstration

Discussion Groups

Practice by doing

Teach others/immediate use of learning

Average Retention Rate

after 24 hours

5%

10%

20%

30%

50%

75%

90%

Adapted from David Sousa’s figure 3.8

in his text, How the Brain Learns

Boosting Retention


Table Family Discussion:

Describe a time when you were coached:

What was this process like?

What are the similarities between all group

members in regards to coaching?


First, let’s take time to…

Re-Introduce

Re-Establish

Review

Learn


Review


At the level of planning,

The Art & Science of Teaching

involves 10 “design questions”

teachers ask of themselves as they

plan a unit of instruction.


1. Learning goals and feedback

2. Interacting with new knowledge

3. Practicing and deepening

4. Generating and testing hypotheses

5. Engaging students

6. Establishing rules and procedures

7. Adhering to rules and procedures

8. Developing teacher–student relationships

9. Maintaining high expectations

The Art and Science of Teaching


At the level of observing teaching,

The Art & Science of Teaching sheds

light on three fundamental segments

of classroom instruction.


Fundamental Segments

of Classroom Lessons

Segments that are routine components

of every lesson

Content specific lesson segments

Segments that must be enacted on the

spot


SEGMENTS ENACTED ON THE SPOT

Learning Goals and Feedback

Rules and Procedures

ROUTINE SEGMENTS

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting with New

Knowledge

CONTENT SPECIFIC SEGMENTS

Student Engagement

High Expectations

Adhere

nce to

Rule

s a

nd P

rocedure

s

The Art and Science of Teaching (pg. 2)


To Remember (pg. 2):

3: Lesson Segments

10: Design Questions

41: Strategies (or Elements)



First, let’s take time to…

Re-Introduce

Re-Establish

Review

Learn


Today…

Reflective Teaching and Coaching

Classroom Instruction

in order to improve teacher expertise.



In any complex endeavor…

It is extremely difficult to reach and

maintain the highest levels of performance

without help.

The most effective help comes in the form

of coaching.

Gawande (2011)


Numbered Tables: Chapter 1• #1, 5, 9: History of Coaching and Clinical

Supervision as the… pgs. 3-5

• #2, 6, 10: Research on the Benefits of

Coaching, pgs. 5-7

• #3, 7, 11: Aspects of Coaching, pgs. 7-9

• #4, 8, 12: Requirements for Effective

Coaching, pgs. 9-11


Requirements for Effective

Coaching

Teaching is a Personal Profession.

Coaching will always be taken

personally.


Paralanguage

Vocal qualities, body gestures, and other

verbal and nonverbal behaviors that exist

alongside the words we speak.

On average, adults find more meaning in

nonverbal cues than in verbal ones.


Activity:

Describe—in detail—what a perfect day

looks like for you…

Record a few sentences to describe this.

(pg. 4)


Elbow Partners:Person A: Relate what your perfect day includes.

(60 seconds)

Person B: Actively listen to Person A with

positive and encouraging questions and body

language.

When you hear the howl, Person B ‘switches

off’ and becomes disinterested and detached—

this should be echoed in paralanguage.


A Foundation for Coaching

Establishing a Model of Effective

Teaching = The Art and Science of

Teaching

Using a Scale to Measure Teachers’

Progress

Conducting a Self-Audit

• Handout, pg. 5




Establishing a Model of Effective Teaching

= The Art and Science of Teaching


Progress




Table Family Facilitators:

Compare your table-mates to the picture

and assign a grade (only) to each person:

A, B, C, D, or F


Reflection:

Did both evaluators assign the same

grade?

What was the criteria for the grade?

Will that grade help in improving this skill?

What would be more helpful feedback?


Let’s Try it Again:

Not Using (0): Not trying/remaining

seated.

Beginning (1): Begin standing with your

arms at your sides.


Developing (2):

Bend your knees.

Balance on your right foot and cross your left

thigh over your right, resting your toes gently

on the floor.

Fix your gaze at a point in front of you.


Applying (3):

Keep balancing on your right foot.

Pick your left leg off the floor and hook your

left foot behind your right calf.

Balance for one breath.


Innovating (4):

Hold the bottom half of your body in place.

Extend your arms straight out in front of your

body.

Drop your left arm under your right.

Bend your elbows, and then raise your forearms

perpendicular to the floor.

Wrap your arms and hands, and press your palms

together (or as close as you can get them).

Lift your elbows and reach your fingertips toward

the ceiling.

Hold for one minute.


Facilitators: Assign a Score/Level


Reflection: Did your facilitator assign you the same

level you would assign yourself?

Was the criteria for the score clear?

Do you know what to do to reach the next

level?/Do you know how to guide the

teacher to the next level?

Is this more helpful than the original

‘grade’? How?


Focused Feedback & Practice

“In the absence of feedback, efficient

learning is impossible and

improvement only minimal even for

highly motivated subjects. Hence,

mere repetition of an activity will not

automatically lead to improvement.”

Effective Supervision, 2011


Focused Feedback

“Feedback that involves too many

elements or is too broad has little

influence.”

Effective Supervision, 2011



Progress

•See Coaching Classroom Instruction:

•pg. 23



In your own words or pictures (pg. 5)



Establishing a Model of Effective Teaching

= The Art and Science of Teaching


Progress




Complete a profile

Select growth goals

Verify the teacher’s selections

Write S.M.A.R.T. growth goals


Complete a Profile

Sample: CCI book, pages 24-28

Blank copies:

www.marzanoresearch.com/classroomstrategi

es

Handout, pg. 6-11

• Think about yourself OR

• Think about someone you’re coaching

http://www.marzanoresearch.com/classroomstrategies


Selecting Growth Goals

Select two or three elements each year (ish).

for which you have low scores

and in which you are interested in


Verifying the Teacher’s Selections

Once a teacher has selected specific

areas on which to focus, the coach should

verify the teacher’s selections:

Observation(s)

Video recording of the teacher


Writing S.M.A.R.T. Growth Goals

Teacher and coach/mentor work together

to write SMART goals for the elements he

or she has chosen to work on.

Handout, pg. 12


S.M.A.R.T. Goals

Specific

Measurable

Attainable

Realistic

Timely


S.M.A.R.T. Goal?

Students will improve their writing skills in

English 9.

Why or why not?


S.M.A.R.T. Goal? The percentage of English 9 students scoring a

3 or better on the writing standards rubric will

increase by the end of the second term.

Data study may have revealed a trend

indicating at best 72% of students have

received a 3 or higher on the standard. An

increasing trend would be anything above

73%, with an ultimate goal towards 100%.


Writing S.M.A.R.T. Growth Goal(s):

Handout, pg. 12




Self-viewing provides reality.

Enhanced if the viewing was focused.

View it multiple times focusing on different

aspects.

More specific in comments.

More careful analysis than watching

others.

Self-Video Data


Student Surveys

Questions to match your goals

Google forms

Text the mob

Sticky notes

Survey monkey

Marzanoresearch.com/classroomstrategies


Sample Student Surveys

• http://www.marzanoresearch.com/docume

nts/reproducibles/becoming_reflective/surv

eysforreflectivepractice.pdf

http://www.marzanoresearch.com/documents/reproducibles/becoming_reflective/surveysforreflectivepractice.pdf


Student Survey Data

Focused questions pertinent to teacher

goals

Questioning wait time

Open questions versus closed

“As your teacher, I’ve been trying to wait a

little while before calling on someone to

answer a question. How does this change the

way you think when questions are asked?”


Sample Student Responses

Student #1: “Sometimes it’s a little awkward. I feel like you’re waiting for some magic signal before you call on anybody. But now that I know that you’re just giving us time to think, I’ll probably be more comfortable.”

Student #2: “I like it. It gives me some time to think. Usually I don’t bother to think about questions in class because I know someone else will probably figure out the answer before me.”

Student #3: “I don’t need you to wait. I always know the answer right after you ask the question.”


Student Achievement Data

Most valid type of data.

Identify two groups of students with whom

you can teach the same content.

Teach the same content to both classes

using a selected strategy in one class but

not in the other.

Administer the same pretest and posttest

to both groups and compare the results.


Putting the Data Together

• Ultimate goal: Allow teachers to track their

progress over time


Coaching Classroom Instruction

Solo Work:

Use CCI book, pages 30-35

Take notes on handout, page 13

Compare answers with your elbow partner.


Not Using (0) to Beginning (1)




Not Using(0) to Beginning(1)

Provide teachers with research supporting the

element. (the why)

Provide teachers with some sample strategies in

the element. (the what)

Once a specific strategy has been selected,

provide an understanding of the steps in the

strategy. (the how)

Model or co-teach the strategy. (optional)


CCI Book, pages 37-58 SOLO ACTIVITY:

Choose one of the forty-one elements (see

handout, pg. 3) and find the following information

for it:

Which lesson segment and design question are

associated with the element?

What research and theory are associated with

the element?

What strategies are associated with the

element?


Role-Play: A Coaching Session

Two volunteers:

Teacher

Coach


Role-play: A Coaching Session...

What lesson segment and design question

are they discussing?

What research and theory is presented?

What strategies are presented?


Beginning (1) to Developing (2) and

Developing (2) to Applying (3)




Beginning (1) to Developing(2)

• A teacher at the Beginning (1) level understands

why a particular strategy is important and is

actively trying the strategy out.

• To move from Beginning (1) to Developing (2):

• Teacher must execute all the steps of the

strategy without errors or omissions.


Developing (2) to Applying (3)

• To move from Developing (2) to Applying

(3):

• Teacher must MONITOR students’ responses

to the strategy by watching to see if the

strategy is producing the desired effect on

students.


ApplyingTeacher Actions + Desired Student

Responses

When a teacher independently monitors

students’ responses and makes adaptations

as necessary, the teacher is functioning at the

applying/proficient level.

The student evidence indicates whether a

strategy is having the desired effect.


Elbow Partners: Role-play a situation where a teacher and

coach are meeting to work on a specific

strategy.

Person A: Choose a strategy.

Person B: Coach the teacher from a 1 to a 2

and from a 2 to a 3.

Switch roles.


Applying (3) to Innovating (4)




Integrate several strategies to create a

macrostrategy.

Adapt strategies for unique student needs

and situations.



Integrate several strategies to create a

macrostrategy.

Adapt strategies for unique student

needs and situations.


Adapt a Strategy…

•See CCI book, Table 5.1, pg. 156

•Read vignette on pg. 208


Cross-Town Buddies Role-play a situation where a teacher and

coach are meeting to adapt a strategy for

unique student needs and situation.

Person A: Choose a strategy.

Person B: Guide the teacher from Applying

(3) to Innovating (4).

Switch roles.


Resource: Sample Coaching

Questions

Handout, pg. 14

Highlight your favorites


Effective vs. Ineffective Feedback

See handout, pg. 15


Reflection (pg. 17)

• A NEW learning, UN-learning, or RE-

learning from today.

• I will take what I’ve learned today back to

my current role by…

• Something I want to dig into more deeply

is:


Thank you!

Evaluations

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