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Coaching Facilitation Institute2009
Laney Howard: [email protected]
Lauri Brandt: [email protected]
Kim Watchorn: [email protected]
Adapted from the: Instructional Coaching Institute
from the Instructional Coaching Group and
University of Kansas Center for Research on Learning
Partnership Principles
EqualityPraxisDialogueChoiceVoiceReflectionReciprocity
www.instructionalcoach.org
Equality
Partnership carries the intention to balance power between ourselves and those around us.
--Peter Block
www.instructionalcoach.org
Praxis
The act of applying new ideas to our own lives.
In short, when we learn, reflect, and act, we are engaged in praxis.
www.instructionalcoach.org
DialogueRespectful, energizing conversation;
suspend opinions & listen authentically; thinking together
www.instructionalcoach.org
Choice
“Command” can cause resistance; whereas, Choice fosters internal commitment
Having the right to say “no”Treating teachers as
professionalswww.instructionalcoach.org
Voice
Build trust: allow for the teacher to share his/her “personal vision”
Give people words, concepts, and tools that help them express who they are--help them find their voice!
www.instructionalcoach.org
Reflection
For personal growth; allows to reject ideas or work
through them
Reflect: On action
Reflect: In action
Reflect: For actionwww.instructionalcoach.org
Reciprocity
Everyone benefits when one person learns
Teachers learn from students as much as students learn from teachers
Every learning situation is a chance for learning
www.instructionalcoach.org
Enroll teachersLarge-group
presentationSmall-group
presentationInterviewsInformal
conversationsPrincipal
(or other) referralwww.instructionalcoach.org
“The Interview Song” to the tune of “Row, Row, Row Your Boat”
Enroll your tea-ea-chers
With the Interview
Gather Info,
Educate,
Develop Relationshipswww.instructionalcoach.org
Identify what to do:
Through…Interviews or other conversationsCoach observationReferralTeacher initiativeModelingCo-Teaching
www.instructionalcoach.org
Methods, Strategies, & Opportunities for Involvement; Consider the Big Four: A Framework for identifying what to do
Classroom ManagementContentInstructionFormative Assessment
www.instructionalcoach.org
Explaining strategiesInstructional Coach
Breaks down the instructor’s materials Lays out the step-by-step proceduresSuggests what the teacher should watch for during
the model lessonsDoes everything possible to make it easier for
teachers to implementAsks about and addresses collaborating teacher’s
concernsCo-constructs Observation Form with teachers
See: Reference section for examples
www.instructionalcoach.org
Model Lessons: You watch me!
Goal: To show a teacher exactly how toimplement a particular strategy
Be fully aware of critical teaching practices you need to model
Ensure that teacher knows the purpose of the model lesson
Provide concrete description of what you’ll be doingClarify roles for behavioral managementCo-construct an observation formEnsure your collaborating teacher knows how to use the
formwww.instructionalcoach.org
Observe: “I watch you”
Coach uses the observation form to watch for data related to:Critical teaching behaviors Fidelity to scientifically proven practicesStudent behavior and performanceAdditional specific teacher concerns
{The Big Four}
www.instructionalcoach.org
Collaborative Exploration of Data
Based on the partnership principlesInvolves observations to open up dialogue,
rather than to state a single truthShould be
constructive, but provisionalempathetic and respectful
Coach and teacher identify what data will be gathered
www.instructionalcoach.org
Support: On-going Collaboration
More modeling, observation, collaborative exploration of data, and dialogue
Each relationship is differentiated to fit the unique needs of each teacher
www.instructionalcoach.org
Instructional Coaching Process: The Components of Coaching
Enroll Identify (strategies)Explain (strategies)Model (You watch me)Observe (I watch you)Explore (Collaborative
Exploration of Data)Support
Reflectwww.instructionalcoach.org
After-action ReviewWhat was supposed to happen?What happened?What accounts for the difference?What will I do differently next time?On your own: coaching form, notebook, computer
journal, tape or iPod oral historyWith your teamWith collaborating teacher
www.instructionalcoach.org