Instructional Coaching

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Instructional Coaching by Mind Map: Instructional Coaching

1. student learning increases by applying the right kinds of effort and metacognitive strategies to whatever we want to learn

2. How do they manage their responsibilities?

2.1. they have to balance their expectations and time

2.1.1. set goals: helps coaches manage their time and workday

3. Roles of coaches include: data coach, mentor, content and instructional specialist, advocate and champion for change

4. Coaching Heavy and Coaching Light

4.1. coaching Heavy is focused on improving the teaching and student learning; coaches go beyond their comfort zone and create goals with their teachers; they take risks with the teacher and shift their attention to making a difference in the classroom and don't worry about being liked

4.2. Coaching heavy is not corrective

4.3. Coaching light is where coaches focus more on being liked and maintaining relationships with the teachers instead of improving a teacher's craft

4.4. Coaching light is providing materials, lesson demos, and not holding teachers accountable for learning new strategies and implementing them

5. Research on Coaching

5.1. reports show that there is a strong link between teacher quality and student acheivement

5.2. Peer Coaching in the form of PD is helpful to educators

5.2.1. more research is needed questions that still need to be answered include: how do support systems create the space of coaching, best practices, what is the direct impact on student achievement, and how should coaches distribute their focus

5.3. one time PD is not enough and follow up is critical to successful implementation of coaching tools

5.4. Cognitive Coaching increases teacher self efficacy

6. Literacy Coaching

6.1. focuses on literacy

6.1.1. current status of literacy coaches: work of literacy coaches and outcomes

6.2. it is affecting teacher behavior, beliefs, collaboration, and thinking

6.3. literacy coaches use the teacher identity (good/obedient teacher) to help them develop how they will collaborate with teachers

7. Cognitive Coaching

7.1. goal is to have transformative learning

7.1.1. and to create self-directed persons with the cognitive capacity for being productive members of society self managing refers to creating a vision and setting goals; self monitoring refers to observing oneself and the environment (thinking about thinking); self modifying refers to being introspective and evaluating one's goals

7.2. five states of mind for cognitive coaching are: Efficacy, Consciousness, Craftsmanship, Flexibility, Interdependence

7.3. constructive model of learning that forces people to maximize one's own work

7.3.1. four support functions: Cognitive Coaching, collaborating, consulting, and evaluation This allows for self-transformational levels to occur in educators

7.4. overall, I think it shows the importance of why how we think is just as critical to the actions we take when collaborating with coaches and take action to improve our student learning

8. Content Coaching

8.1. put shortly is to focus on content and to master how to deliver the content in order for student learning to improve

8.2. Effort based principles of learning: socializing intelligence, academic rigor in a thinking curriculum, accountable talk, clear expectations, self-management of learning, learning as apprenticeship, fair and credible evaluations, recognition of accomplishment

8.2.1. instructional core is the lesson design, enactment, diagnosis and enhancement of student learning

8.3. Tools: YAG, pacing guides, assessments, curriculum materials

8.3.1. NCLB forces a fidelity to follow the standards and sometimes even "teach to the test"

8.4. coaching goes beyond the assigned lesson that day but also looks at ways for the student to use prior knowledge and make connections with new learning

8.5. it is important for coaches to use their content knowledge but they can still provide good feedback for lessons and courses where they are not necessarily certified in

8.6. preconference and post conferences are essential in helping teachers come up with new ways to introduce new material

8.6.1. this is where essential questions and creating appropriate check for understanding are developed

8.6.2. choosing to move forward is important in the discussion because the teacher and the coach will reflect on what worked well and didn't; this may lead to conflict when teaching tested subjects

8.7. framework for lesson planning: what is the curricular content to be learned by the students? how is the content being taught? why is this content being taught? and who is the lesson designed to teach?

9. Differentiated Coaching

9.1. Our personality and learning styles are affected by how we perceive and react to instructional coaches

9.2. change is difficult and before teachers change their actions they have to change their beliefs

9.2.1. when teacher needs are not met there is an increase in resistance

9.3. this chapter uses personality types as a framework to differentiate coaching styles

9.4. step 1: create a hypothesis about teacher's natural style (this chapter uses personality) step 2: identifying teacher beliefs step 3: identifying the problems the teacher wants to solve; step 4: developing a coaching plan

9.4.1. trust is important and it comes with the right coaching style. The chapter has several guides that help coaches approach teachers based on their Myers-Brigg personality type

9.5. when it comes to identifying problems it is important to select the most pressing one and ask teacher what that is

9.5.1. crucial to develop ideas together that fit the teacher's style

9.6. this type of coaching provides teachers with the best autonomy to decide how they will become better educators

10. Leadership Coaching

10.1. eveyrone needs coaching

10.1.1. even administration

10.2. some myths that are not true are that coaching is for underperforming teachers/leaders and that anyone can be a coach

10.3. what it takes: active listening, possibility thinker, compassionate, nonjudgmental, focused on results (HIGH ONE), courageous, focused on action, continuous learner, inspirational thinker, curious

10.3.1. be willing to step out of your comfort zone and take risks with your teachers and leaders

10.4. can supervisors be coaches?

10.4.1. the answer varies based on the level of trust

10.5. good coaching takes into consideration the whole person and are able help leaders organize their time so they can perform better in their responsibilities

10.6. coaches help teachers/leaders improve their brain function

10.7. one of the benefits of coaching is reducing turn over rate and helping create stability

11. Instructional Coaching

11.1. partnership philosophy focuses on the relationship that exists between the teachers and coaches

11.1.1. 7 principles: Equality, Choice, Voice, Dialogue, Reflection, Praxis, Reciprocity

11.2. the big four framework

11.2.1. classroom management what are the students doing and is there a positive classroom atmosphere

11.2.2. instruction are good questions being asked, as re students receiving feedback, guided through the lesson

11.2.3. content is there a plan for the teaching of the course, can the teacher summarize the top ten concepts of the course?

11.2.4. assessment for learning are students being checked for understanding and are they on target (is this being measured)

11.3. steps: enroll teachers (word of mouth is fastest and most efficient), identify (similar to a preconference where there is discussion or observation about needs), explain (coaches make their case in various ways about what needs to change) modeling (both ways); explore (use data); refine (make changes), and reflect (keep track of notes)

11.4. coaches need time and effective strategies in order to be successful

11.4.1. coaches need PD

11.4.2. principals and coaches should get along and have a similar goals for the school

12. Classroom Management

12.1. bad classroom management interferes with good teaching

12.2. CHAMPs Approach; conversation, help, activity, movement, participation

12.3. STOIC Intervention Planning includes: structure for success, teach expectations, observe and monitor, interact positively, correct fluently

12.4. staff needs to be aware which model is being used for effective classroom management

12.4.1. walkthroughs can be effective if they are used as check ins to help teachers refocus their practices based on their short evaluations

12.5. coaches will select teachers to work with on classroom management; plenty of discussion and modeling will take place BEFORE the teacher is observed; then they will explore the data and review the results

12.6. Classroom check up focuses on how teachers redirect students and how they are praised for when they are doing well in class

12.7. the guidelines for feedback to teacher were good example to follow because it can help the teacher understand specifically what they are forgetting or doing well