Branching OutSeptember 26, 2013

Welcome Back!• Where are we now?• Where are we going?• PLN!• Introductions…

Please Do Now

Congratulations! We have seen some big changes since this time last year!

Please take 2 minutes to write 3 sentences: Where do you hope to be in APRIL of this year? What can I do to help you reach that point?

Shuffle…

• How would you rate your level of experience as an instructional coach?1. I’m ready to start learning about PIIC…2. I have the background. Now let’s do this!3. I think we’re finally starting to get

somewhere!4. I am a coaching ninja!

Shuffle…

• What is your BIGGEST concern right now?1. Time2. Experience / Knowledge3. Teacher Support4. I’m not even sure what to be

concerned about yet!

Shuffle…

• What is your availability as a coach?1. I’m not sure I actually have any time…2. I have a scheduled PIIC period. Now let’s do

this!3. I have some flexible time in my schedule, but

I’m not sure how to use it…4. I am a full-time instructional coach

Shuffle…

• Which part of PIIC do you think will be your biggest focus this year?1. One-to-one coaching2. Small group coaching3. Resource provider / Data

manager4. Teacher-leader

Shaking off the rust…

• Let’s take a quick look at our program.• Why are we here?

The B-D-A Cycle of Coaching

Before• Pre-conference for planning successful

instruction w/ individuals or team of teachers

During• Co-teaching• Modeling

After• Offering feedback through reflective and non-

evaluative conferences

Pre-Conference Planning (Before)

An instructional coach works collaborativelywith the teacher to . . .• identify the focus for the visitation

• review instructional goals and materials• clarify the role of the coach during the

classroom visitation• identify what the teacher should watch for

during a model lesson• co-construct visitation form

• establish a time for debriefing

Classroom Visitation (During)Based on the pre-conference, the coachand the teacher agree to one of thefollowing:

• Coach models a lesson/strategy with anidentified area of focus for the teacher

• Teacher and Coach co-teach

• Coach watches the teacher andcollects data using the co-constructed form

The coach provides feedback for the teacherbased on the teacher’s identified focus. Thecoach…

• Uses the co-constructed observation form tocollect data related to the identified focus areas

• Respects the parameters of the visitationprotocol

• Ensures that data collected are objective andnon-evaluative

• Reminds the teacher of the debriefingappointment

Classroom Visitation (During)

Debriefing (After)

• The debriefing is most effective when both partieshave had an opportunity to reflect and prepare theirthoughts• The lesson is reviewed by discussing the areas offocus agreed upon in the “before” or planning stage

• The instructional coach and teacher discuss studentengagement and how students responded to thelesson

• The coach helps the teacher recognize theareas of strength and areas of needin that lesson

Have a game planWatch the tapeIt doesn’t all happen on the field!

The Role of the PIIC Coach

The 4 Elements

The PIIC Resource Guide

The Role of the PIIC Coach

•What roles do you have in your school?

•How can these relate to coaching?

Standards for Professional Learning

Learning Communities

• Professional learning that increases educator

effectiveness and results for all students occurs

within learning communities committed to

continuous improvement, collective

responsibility, and goal alignment.

Learning Communities

• In your color groups:• Review the material and collaborate to design

one or two discussion questions for the group• Group discussion

• Focus Areas:1. How can this material impact teacher

practice?2. How can this material impact student

learning?

Literacy in Content Areas

• What are some non-text sources we can use to incorporate reading, writing, speaking, listening, and thinking into the content areas?

• Creative Commons• Library Thing• …?

Literacy in Content Areas

• Find your shape groups…

• Square - audio• Circle - video• Triangle – photography

• Find a resource to share with the group. Discuss how you could use this to incorporate literacy skills into a lesson.

A fork in the road…

Group 1• Read and discuss 15 Minutes

to a Transformed Lesson, using the text-rendering strategy of your choice.

• On chart paper: Design a graphic to present the main points of the article.

• Be prepared to present to the group

Group 2• Explore this wiki. Get

familiar with the sections and resources.

• Coach survey• If you have not completed it

yet, please do now…

• PIIC websites• Check out the links on the

wiki.

Group Planning Time

Ticket Out…

What are three ideas, skills, or tools you took from today's session that you can immediately put to use in your practice?

Discuss them with your letter team, then post to the discussion board.