REGION ONE EDUCATION SERVICE CENTER
INSTRUCTIONAL LEADERSHIP NETWORK
JANUARY 25, 2018
A Tiered Model of Effective Teacher Support Through High Impact Learning DesignsThe Power of Coaching
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Today’s Agenda
Consider differentiated support for new, emergent, and experienced educators.
Recognize the benefits of an instructional coaching learning design.
Use evaluation metrics to improve and enhance the effectiveness of instructional coaching.
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Statewide GoalsTEA Priorities
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48 4838
52 5144 49
4049 4540 42 41 43 40
0
10
20
30
40
50
60
70
80
90
100
Reading Mathematics Writing Science Social Studies
Percen
t Met
Performance at Meets Grade Level Expectation
Texas Academic Performance Report2016‐2017 STAAR Performance at Meets Grade Level
State 2017
Region 2017
Region 2016
5 year Interim Target (54%)
2016‐2017 Baseline (44%)
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2721
83.2
44.637.8
84.4
0
10
20
30
40
50
60
70
80
90
100
College Ready English Language Arts College Ready Mathematics College and Career Ready
Percen
t Met
Post Secondary Readiness
Texas Academic Performance Report 2016‐2017 Region One Performance
2015‐2016
2016‐2017
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How do we ensure that all students have access to effective educators?
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Strategic Approach to Tiered Support Highly Effective Educators
Right People Right Tools Right Time
New Teacher Support Academy
Emergent Teacher Support Academy
Experienced Teacher Support Academy Learning Designs
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Teaching Goal for Student Learning
Acquisition TransferDeep
Understanding
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What’s your strategy for reducing variability and improving educator effectiveness?
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John WoodenThe Greatest Coach of the 20th Century
Coach kept notes on each individual player and used this information when planning practices. He planned for each player, as well as the team as a whole. He took notes on players’ development, what each was struggling to learn, and prepared instruction in advance of practice. He paid special attention to the less‐talented, seeking ways to keep them learning, so they remained active, engaged practice participants. His approach was consistent with these findings from research: Teachers who more frequently do classroom assessments to identify misunderstandings have students who achieve more. More‐frequent progress checks help a teacher to be ready with corrective instructions, illustrations, and demonstrations. The teacher who does not anticipate student struggles can only hope that an effective correction will come to mind at the moment it is needed most.
Gallimore, R. (March 2006)
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Why Coaching?
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Instructional Coaching Practice & Research
Jobs for the Future
Instructional Coaching 101
Coaching is five times more likely to influence a teachers’ ability to change practice...
Joyce and Showers (2002).
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Teachers Need Real Feedback
https://youtu.be/81Ub0SMxZQo
Gates, B. (2013)
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FeedbackEffect Size = .75
Instructional Coaching
Cognitive Coaching
Literacy Coaching
Coactive Coaching
Executive Coaching
PracticeModeling Questioning
High Yield Practices
Effect Size = .46Effect Size = .55
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Assessing Needs
Professional Learning
(Skill Building)
Classroom Observation
Face to Face Feedback
Monitoring and Follow up
Instructional Coaching Process
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Partnership Approach: Non Evaluative
Equality
Choice
Voice Praxis
Dialogue
Reflection Reciprocity
Knight, J. (2007)
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Instructional Coaching Benefits
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Coaching Contributes to Transfer of Training
Practiced new strategies more often and with greater skill than uncoached educators with identical initial training
Adapted the strategies more appropriately to their own goals and contexts than did uncoached teachers who tended to practice observed or demonstrated lessons
Retained and increased their skill over time – uncoached teachers did not
Were more likely to explain the new models of teaching to their students, ensuring that students understood the purpose of their strategy and the behaviors expected of them
Demonstrated a clearer understanding of the purposes and use of the new strategies. The frequent peer discussions about them, including lessons and materials design, seemed to enable them to ‘think’ with the strategies in ways which uncoached teachers never showed
Joyce & Showers (2002)
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Instructional CoachingLessons from the Field
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External Feedback on Coaching Practices
Teacher
Benefits
Challenges
Student Response
Instructional Coach
Understanding of Role
Comfort and Ability to Coach
Challenges in Coaching
Administrator
Planning
Accountability
Changes in Teacher Practice & Mindset
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Feedback from Students
Students are more involved and take control of their learning.
My students have told me our lessons are more hands on.
Students enjoy the student centered approach. They enjoy working with peers…
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Common Barriers to Effective Implementation
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Unclear Expectatio
ns
Lack of U
nderstanding
Lack of C
ollabo
rative Cu
lture
Sche
duling Co
nflicts
Time
Accoun
tability
Supp
ort for Inno
vatio
n
Trust
Teache
r Resistance
Gap: Theo
ry and
Practice
Implem
entatio
n
Mon
itorin
g
Teachers Instructional Coach Instructional Leader
Common Barriers Effective Instructional Coaching
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Strengthening Instructional Coaching
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Instructional Coaching Quick Check
Self Check
1. Read each statement describing effective coaching practices.
2. Assess the strengths and the gaps for your district or a particular campus.
3. Rank the areas on a scale of 1 to 5. (1 is low and 5 high)
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Triangulation of Teaching DataMetrics
Instructional Coaching
AchievementImplementation
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New Teacher Support Academy
Emergent Teacher Support Academy
Experienced Teacher Support Academy Learning Designs
Differentiated Support for Educators
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ResourcesBambrick‐Santoyo, P. (2012). Leverage Leadership A Practical Guide to Building Exceptional Schools. San Francisco: Jossey‐Bass.
Easton, L. (2015). Powerful Designs for Professional Learning. Oxford, OH: Learning Forward.
Fisher, D., Frey, N. & Hattie, J. (2016). Visible Learning for Literacy: Implementing the Practices That Work Best to Accelerate Student Learning. Thousands Oak, CA: Corwin Press.
Gates, B. (2013). TED Talk Teachers Need Real Feedback. Retrieved from: https://www.ted.com/talks/bill_gates_teachers_need_real_feedback
Nater, S. & Gillmore, R. (2005). You haven’t Really Taught Until They Have Learned: John Wooden’s Teaching Practices and Principles. Morgantown, WV: Fitness Information Technology.
Hall, P. & Alisa Simeral. (2008). Building Teachers’ Capacity for Success: A Collaborative Approach for Coaches and School Leaders. Alexandria, VA: ASCD
Hattie, J. (2009). Visible Learning A Synthesis of Over 800 Meta‐Analyses Relating to Achievement. New York, NY: Routledge.
Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.
Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Thousands Oak, CA: Corwin Press.
Lewis, C. & Hurd, J. (2011). Lesson Study Step by Step How Teaching Learning Communities Improve Instruction.
Masley, B., Paranto, M. & Ahmadi, R. (2008). Instructional Coaching 101. Jobs for the Future.
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Division of Instructional, School Improvement &College Readiness SupportOffice of Curriculum, Instruction, and Assessment
Contacts
Dr. Eduardo Cancino, Deputy [email protected] 984‐6021
Kelly K. VanHee, [email protected] 984‐6151
Eunice Garza, [email protected] 984‐6192
Ramon Guzman, [email protected] 984‐6114
Liana I. Martinez, [email protected] 984‐6154
Karina Zuno‐Chapa, [email protected] 984‐6246Dr, Socorro Espinoza, [email protected] 984‐
Lucio Mendoza, [email protected] 984‐