Coaching Suite of Tools

Marcia Foster

Key Learning and ImplicationsLearning Move away from one-shot workshops to more hands-on,

classroom-based support. Use of coaches, mentors and other building-level staff to

provide professional development for teachers. Content should be proven effective. TeacherLine’s courses useful, but want more customized

solution that complements current model of professional development (PD).

Implications Use current content to meet local PD needs

Year 1 Instructional Coaching Year 2 Mentoring Year 3 Learning Communities

Grant Year 1:Inform Development

Build knowledge on coaching Design Team Surveyed TeacherLine

facilitators/coaches Literature Review Needs Assessment

Key Learning: Coaching Role varies

Provide onsite, job embedded, continuous professional development. Instructional, peer, content, ELL Focus on content and strategies Facilitate development of study groups

and professional learning communities Support varies (time, compensation,

training) Funding varies from state to federal

grant

Key Learning: Coaching

Model instructional practices Co-teach Co-plan lessons Provide resources Observe and provide feedback Collaborate Change Agent

Key Learning: Coaching Needs

Resource Needs Research-based content Relevant content-meets district initiatives Ready for classroom use Accessible Videos with instructions for use TL articles, videos and interactives found to be useful

Professional Development Needs Generally lacking, not ongoing Focused on district initiatives or school reform model

not on “how to coach” Treasure dialog

Implications for TeacherLine Develop tool that facilitates delivery of

research-based content to coaches and teachers

Provide content from deconstructed courses and offer it in smaller components Videos, readings, interactives, lesson plans Resource Sets

Tag and catalog content so that it is easily accessible

Build community Provide professional development for coaches

Wireframe Assessment

Developed paper-based wireframes and shared them with teachers, coaches, and administrators in: Rochester, NY Austin, TX Boston, MA Memphis, TN

Key Learning

No need to make changes to basic functionality, make sure tool is: Simple Integrated Accessible Non-evaluative

Offer stand-alone resources to improve coaches’ skills

Coaching Tool Structure Site Administrator

Enrolls Users Views Statistics Renews Subscription Makes Announcements

Instructional Coach Develops Groups Searches for Resources Makes “Suggestions” Facilitates Group Discussions Views Statistics

Teacher Receives Suggestions Searches for Resources Participates in Group Discussions

DemonstrationHTML Wireframe

Next Steps One more round of research, 10/30

DT feedback, 11/13

Fine-tune wireframes, 11/13

Continue programming

Evaluation, January 07 Middle school mathematics

GPRA, March 07 Middle school mathematics, K-8 reading

Coaching Resource SetsElizabeth Wolzak

Resource Sets Contain a group selected assets from courses

that are topic/subject related

Group of purposefully selected assets not just a “collection of assets”

Provide guidelines and suggestions on how coaches can use assets with teachers

Include guidelines categorized by coaching purpose

Allow coaches to assign assets directly to teachers

Resource Set Structure Introduction, Expectations/Outcomes

Resources

Implementation (Coaching) Suggestions

Evidence of Understanding: Teacher

Evidence of Understanding: Student

Coaching Suggestions

Understanding national standards Deepening teacher content knowledge Understanding student thinking and how

students learn Understanding specific strategies for improving

classroom practice Selecting instructional materials Building skills for integrating technology Communicating with family

MentoringMargaret Chmiel

Mentoring Most states require new teachers to be

mentored by an experienced teacher for the first 1-3 years in a district

Many districts require the mentor teacher to receive some sort of training prior to becoming a mentor

PBS TeacherLine is currently exploring how we can meet the needs of mentoring programs

Mentoring Hezel will aid PBS TeacherLine in performing

a literature review to gain a broader understanding of the needs and changes in mentoring programs

Hezel Associates will begin a needs assessment to better understand the diverse needs of mentoring programs on this fall

The overlapping roles of coaches and mentors in many school districts will add value to our current coaching tools as well as the professional development tools that will be built out of our research on mentoring

Group Discussion

New Course DevelopmentMargaret Chmiel

New Course Development We are currently exploring partnerships with other grant

funded programs to build new courses geared toward launching research-based professional development initiatives

Our new course initiatives are informed by our collaborations with stations and the needs identified by our stations

Our new course initiatives have also been informed via national surveys of our learners as well as current educational research

Our new course opportunities are currently in the exploration phase. Additional funding would be sought

New Course Development Ready to Learn: In a partnership with the

Corporation for Public Broadcasting , a leading early literacy expert from the University of Michigan, and support from the Department of Education, we are exploring the development of a course geared toward preschool teachers and day care providers to help them prepare our youngest learners for a lifetime of reading and learning

Texas Association for Administrators: We are exploring the possibility of repurposing courses so that they could fit the needs of school administrators

New Course Development Sheltered Instruction techniques: With Rocky

Mountain PBS, we are exploring these courses for all teachers who work with English Language Learners. Our content expert demonstrates techniques that have significantly raised math scores for English Language Learners

Special Education: Using the standards set by the Council of Chief State School Officers, the course seeks to build a common ground for special educators and mainstream teachers

New Course DevelopmentOnline Facilitator Training

OFT revision

OFT was created in early 2001 for very first training and has only had one formatting refresh to bring it into line with our course template in 2003.

Complete overhaul this summer; RFP was issued, contract awarded to the Concord Consortium.

New Course DevelopmentNew OFT version will feature: Co-developed by ISTE and meets a subset of Standards 3 credits/ 45 hrs. Interactives to help illustrate the use of voice Updated research and articles such as chapters from works of Palloff and

Pratt of “Lessons from the Cyber Classroom” fame Use of a case study as a final project (a hypothetical narrative about a

facilitator) New skills: art of the landscape post, and techniques for full spectrum

questioning   A course elements field trip Facilitator Handbook Online Facilitator Training will continue to be provided as a national service by

PBS to local TL providers. New version will be added to PBS TeacherLine’s professional development

offerings and marketed to school districts and virtual schools for the first time Timeline for delivery is the beginning of January

New Course DevelopmentNew refresher course OFT II: Adjusting (or Dusting) Your Facilitator Hat (working title) Shorter 3 week course For facilitators that need or want a refresher Features the landscape post and full spectrum questioning

techniques Expect a lot of response from high level facilitators Refresher of Facilitator Handbook Credit TBA Target is February

OFT II will be provided as a national service by PBS to local TL providers.