Introduction to Coaching Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

Introduction to Coaching

Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

Make your Mark!

• List one thing a coach does.

• List one adjective to describe a coach.

• List one thing a coach is NOT.

• What kind of results does a CFF coach want to see?

Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of EducationClassrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

This I believe…

This I Believe is an international project engaging people in writing, sharing, and discussing the core values that guide their daily lives. These short statements of belief, written by people from all walks of life, are archived and featured on public radio. The project is based on the popular 1950s radio series of the same name hosted by Edward R. Murrow. http://www.thisibelieve.org/


http://www.thisibelieve.org/

I believe that an accomplished coach…• Recognizes that teaching is an intellectually challenging

vocation • Considers the diverse needs of teachers and collaborates to

negotiate the challenging terrain of teaching and learning• Understands the implications of assessment and instruction

and appreciates the importance of ongoing reflection• Is a problem solver, understanding that if teachers and students

aren’t learning, solutions are rooted in action, not negative reaction.

• Communicates, collaborates and challenges perceptions• Realizes there are times when academic content must take a

back seat to a caring conversation and that people learn best when they are treated with kindness and respect.

Moran, M. (2007) Differentiated Literacy Coaching: Scaffolding for Student and Teacher Success. Alexandria, VA: ASCD.


Le Book

http://www.youtube.com/watch?v=4pyjRj3UMRM


http://www.youtube.com/watch?v=4pyjRj3UMRM

How do we get…?


School 1.0 School 2.0• Teacher Centered • Content coverage • Memorizing information • Lecturer • Whole group configuration• Single instructional and learning

modality• Memorization and recall• Single discipline• Isolated• Textbook dependent• Teachers teaching to one learning

style• Learning content• Learning isolated skills

and factoids• Acting purely as a student• Technology as Add-on

• Learner Centered• Learning and Doing• Using Information• Facilitator/Co-Learner• Flexible grouping configuration• Multiple instructional and learning

modalities to include all students• Higher Order Thinking Skills - creativity• Interdisciplinary• Collaborative• Multiple sources of information• Teachers addressing multiple

learning styles• Learning how to learn• Completing authentic projects

• Acting as professional in the discipline• Technology integrated into Curriculum

and Instruction


Research

Implementation rate for new learning in traditional professional development without follow up is…

10%

Showers, Murphy, and Joyce, 1996


Research on CoachingOn-site, job embedded professional

development

Implementation rates rise…

85% - 90%

University of Kansas Center for Research on Learning


Coaching in Pennsylvania

•CFF

•PAHSCI

•Reading First

•Accountability Block Grants

•Coach Collaborative Board

Coaching as a Vital Component of an Aligned, Standards-Based System(available on your thumb drive and the wiki)


University of Kansas Center for Research on Learning

In a survey of 107 teachers

• Do teachers think watching a coach model practices… – Made it easier to implement? 6.51– Increased their fidelity to instructional practices?

6.4– Made them more confident about implementing?

6.22

• Do teachers think they learned other teaching strategies while watching a coach model? 6.13

Scale = “1” (strongly disagree) to “7” (strongly agree)


Build an environment

…within which teachers are willing to try new approaches to support student learning.


Help teacher recognize what he/she knows

Help teacher recognize what he/she needs to learn

Help teacher recognize what he/she can do

How do you build collaborative partnerships?


Where Does a Coach Begin?

Coaching Continuum

Low Risk

High Risk

Levels of Intensity (Bean, 2004)Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education

Ten Roles of a Coach

1.Resource Provider

2.Data Coach3.Curriculum

Specialist4.Instructional

Specialist5.Mentor

6. Classroom Supporter

7. Learning Facilitator

8. School Leader9. Catalyst for

Change10. Learner

Joellen Killion,

Deputy Executive Director, National Staff Development Council


A Coach is NOT…• Evaluator• Supervisor• The Expert• Whistle Blower• Fixer• Tutor for state

testing!• Technology fix-it

person


Where do Coaches Begin?

• Visit - watch, listen, learn

• Elicit

• Reinforce, support, serve

• Collaborate


Your Job Description. ,

! ?


Your Job Description.

something you are certain you can do right away

,

something that made you pause to consider whether you expected to be doing that

!

something you are excited about

?

something you are wondering if you can do


Coach Panel

Cohort 1 and 2 Coaches


Construct Your Own Learning!

• Product: A tool to take back to your colleagues to explain your new role

• Resources: On your thumb drive and on the wiki

• Review the materials you’re interested in.

• Reflect


Resources

• Ten Roles of Coaching(CoachRoles10.doc)

• Coach Reflections.Doc

• Conversations Can Kick off the Coaching (CoachingKnight2007.pdf)

• Technology Without Tears(Technologywouttears.pdf)

• Coaching Activities – Levels of Intensity(RitaBeanCoachingAct.pdf)

• EdHub Definitions, Podcasts, White Paper


Reflect

• How are you going to communicate your role?

• What’s your product going to look like? Word, website, PowerPoint, Keynote, wiki

• What are you going to include?


Conversations Can Kick Off the Coaching


Questions to Ask

• What are the rewards you experience as a teacher?

• What are your professional goals and what obstacles interfere with your ability to achieve your professional goals?

• What are your students’ strengths and weaknesses?

• What kinds of professional learning are most/least effective for you?


Points to Ponder

• We’re going to have a conversation…• Gather specific information - about students,

administrative challenges, building culture• Educate teachers about coaching• Demonstrate respect, value, and belief in the

teacher.• Explain the partnership approach of coaching.• Listen authentically, empathize, communicate

respect, and validate concerns


Elements of Coaching

• Non-Coaching - LoI 0

• Preparation - LoI 1

• Participation- LoI 1

• Partnership - LoI 1

• Facilitation - LoI 2

• Collaboration - LoI 2

• Transformation - LoI 3




Documents

Introduction to Coaching Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education