Instructional Coaching Training

Great Bend—June 2015

Carol PanzerSouthwest Plains Service

Centercarol.panzer@swplains.org

Introductions

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Teaching is an opportunity to band together with others

who deny the common assumption that demographics

determine destiny. Sean Mccomb

2014 National Teacher of the Year

Objectives for the Day

• Clarify vision of the IC PLCs• Write norms for the PLC• Dig deeper into CCRSS• Tie district initiatives in to CCRSS• Share resources to support

Instructional Coaches

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Professional Learning Communities: A Quick

Review• Shared Mission, Vision, Values, and Goals

• Collaborative teams focused on LEARNING (students and teachers)

• Collective inquiry (Best practice and current reality)

• Action orientation and experimentation• Continuous improvement (student and

teachers)

• RESULTS ORIENTED

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Four Critical Questions

• What do we want each student to know?• How will we know when each student

has learned it?• What will we do if a student has

difficulties learning it?• What will we do for the students who

already know it? (This question was added after the publication of On Common Ground )

• Whatever It Takes

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From On Common Ground

• From isolation to collaboration: Frequent, continuous, and increasingly concrete and precise talk about teaching practice.

• Goals of collaboration focused on achievement (achievement that is documented by data)

• Recognition and celebration of superior practices and their results

PLCs are about..• Caring deeply about learning.• Feeling free to take risks.• Challenging each other and

raising the expectations of everyone.

• Respecting and valuing perspectives other than their own by seeking and valuing every member’s input.

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• Intentional in seeking to do the work better.

• Aggressive in continually building capacity of each member to work smarter.

• There should be some urgency in our drive to improve student learning.

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Creating Norms

• On separate pieces of paper write down 3-5 non-negotiables that you want to have as your PLC norms—independently (no discussion)

• With your colleagues, group the ideas

• Evaluate and synthesize ideas into 3-5 group norms.

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Guiding Questions for Team Norms

• Are we clear on the commitments we hae made to each other?

• Have we stated our commitments as explicit behaviors?

• Have we discussed how to address the issue if we feel someone is not honoring our norms?

• Do we have a plan to review the norms at the beginning and end of each meeting?

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PLC Report

• Suggested…Administrators will review

• Use it for a semester and then revise

• Show samples• Create a Google Doc for agendas

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Paraphrase Passport

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College and Career Ready State Standards

• In small groups, create a K—W—L for your knowledge of CCRSS

• Why is it important for you as coaches to remain positive and informed about these standards?

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District Initiatives--Walk Through

• Student engagement• Feedback/checks for understanding• Technology• Objectives posted• Activity matches posted objectives• Kagen Cooperative Learning—

discuss • Student Discussion• Project/Problem-Based Learning• Building Level Targets

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CCRSS Shifts

• Regular practice with complex texts and their academic language

• Reading, writing, and speaking grounded in evidence from texts, both literary and informational

• Building knowledge through content-rich nonfiction

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Appendix A—download or use paper copies

• Literacy Coaches need to read this thoroughly and refer to it frequently

• Text Complexity—Three parts and chart on page 8

• Reading Foundational Skills K-5 (syllable types)

• Three types of writing

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Appendix A

• Speaking and Listening– See last paragraph page 27

• Language—progressive skills (see page 31)

• Vocabulary—Tiers I, II, III

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Debate Team Carousal Groups of 4 by building

•The most important thing teachers can do to improve instruction for CCRSS is________because________.

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Review Webb’s DOK

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Depth of KnowledgeDepth of Knowledge

• Webb’s Depth of Knowledge levels:

Recall and Reproduction: Level 1

Skills & Concepts: Level 2

Strategic Thinking: Level 3

Extended Thinking: Level 4

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Extended Thinking: Level 4 Extended Thinking: Level 4

DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections—relate ideas within the content or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved.

Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time.

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•The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required.

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• DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)

• DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)

• DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)

Same verb—three DOK levels

Multidisciplinary Performance Task

(MDPT)

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MDPT

• Your experience• How does it fit with DOK4?• What preparation did you have?• What do you need?• How can you support other

teachers?

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Appendix B

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Individual Plan Time

• Think of one teacher or grade level you will be working with.

• Select a familiar piece of literature.

• Plan an activity that fits one of the samples in Appendix B

• How are you including the district targets?

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Appendix C

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Individual Plan Time • Look at your appropriate grade level samples• Consider the MDPT rubrics• Consider the 6 Trait Rubrics• Consider district targets

• On Demand or Writing Process• Quick Writes to check for understanding

– Exit Cards– 21– Debate Team Carousal– The 3-sentence Wrap-up (summary) 

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Assessments

• Learn what assessments your teachers use

• Consider questions to ask about how the data is being used

• Plan how you can support the use of data to drive instruction

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Life-long Learners

• What are you reading for pleasure and relaxation?

• What are you reading professionally?

• What blogs do you read or who do you follow on Twitter?

• How important is it for you to stay current?

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Resources

• College and Career Standards and Appendices A, B, C

• Newsela.com• Readworks• Engageny.org• From Jennifer:

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http://www.livebinders.com/shelf/search?search[type]=1&terms=livejenander101&commit=Search

Questions

• In groups come up with one question you have about your role as an instructional coach.

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