Instructional Coaching: Strategies to Facilitate Successful Coaching Webinar Series with Jim Knight

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Instructional Coaching Strategies to Facilitate
Successful Coaching Webinar Serieswith Jim Knight

• Developed by ERLC/ARPDC as a result of a grant
  from Alberta Education to support implementation

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Intensive Learning Teams
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1.
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Impact schools

• The Target
• Administrative support
• Workshops
• Intensive Learning Teams
• Coaches

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The Target
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Principal
Text
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Workshops
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Intensive Learning Teams
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2.
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Partnership Principles
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3.
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Mind Like Water
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Imagine throwing a pebble into a still pond. How
does the water respond? The answer is totally
appropriately to the force and mass of the input
then it returns to calm. It doesnt overreact or
under react.
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4.
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Reduce Friction
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Suddenly the boat gets quiet we hear only eight
oars grabbing the water together, finishing as
one. Some energy flow grips us like a river
current, synchronizing our motions we row as one
body . . . The boat is perfectly level. Set up
beautifully, we skim the surface on an invisible
laser beam running from horizon to horizon. There
is no friction we ride the natural cadence of
our strokes, a continuous cycle. The crew
breathes as one.
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Reduce Friction

• Thorough planning
• Coaches facilitating
• Clearly organized handouts
• High-quality materials
• Great location
• Do the dirty work

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5.
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Freedom within Form
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Freedom/Form

• Modified open space
• Structured choices
• Affinity diagrams
• Dynamic planning

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6.
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The Process
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Intensive Learning Teams
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• What you said in the interviews

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A PRODUCT I CAN USE

• We need to manage our time well. I dont want to
  waste time. I want to leave with a product I can
  use. I think we all need to be on the same page.
  I hope we sum every decision up and clarify
  everything so we all have input and then we
  clearly know what is expected and what all must
  do.

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A PRODUCT I CAN USE

• I dont want to be talked at. I want to work. I
  dont want to do cutesy activities where we line
  about according to our birthday. They dont add
  to the content. I want to learn how to use the
  unit organizer more effectively. I dont want to
  be lectured about how the unit organizer is so
  great. If we develop very good unit organizers
  and self-test questions so that all 7th graders
  in the county are using high quality materials,
  Ill feel like it was time well-spent. Im
  looking forward to reordering the curriculum and
  removing sections that are repetitive. But we
  need to know from Georgia what the
  non-negotiables are upfront.

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A PRODUCT I CAN USE

• I dont want to sit there for 5 days and look at
  standards. I want to concentrate on what is best
  for the children. Now that I know I need these
  standards what are some ways to get them into the
  kids. I want to hear some best practices from
  other teachers. I want to know what the kids need
  to know for MSA, where it is in the curriculum
  and how to supplement what it is missing.
• We will be a better team if we all contribute.
  People need to know that some of us are new
  teachers. I hope people take into consideration
  that if we are quiet that we are new and taking
  it all in. All of us need to have input. All of
  us need to have a voice.

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Team values
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• What kind of team do you want to be?

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Brain Dump
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I need a dump truck mama to unload my head. --Bob
Dylan
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• the unit organizer

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NAME
Unit Organizer Five
BIGGER PICTURE
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DATE
Target Date 11/12/04
Using Algebraic Concepts
NEXT CHAPTER
LAST CHAPTER
CURRENT UNIT
3
2
CURRENT CHAPTER
1
Ch. 2 Equations and Inequalities
Ch. 3-Exponents, Factors, and Fractions
Ch. 11 - Displaying and Analyzing Data
is about...
CHAPTER SCHEDULE
CHAPTER MAP
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5
2-1/p. 75, must do
solving and graphing numeric and algebraic
equations and inequalities
by appropriately using
p. 76, optional
by learning to
2-2
p. 82, must do
by using

by learning to
2-3
by learning to
2-4
2-5
2-6
2-7
p. 106, must do
2-8
2-9
2-10
1.1.K5, 1.1.A1, 1.2.A1, 1.3.A1, 1.3.A3,
1.4.K2, 1.4.A1, 3.2.A1, 4.1.K3
1. Compare and contrast an algebraic expression
to an equation. 2. What is a variable? 3. How
do you make an equation true? 4. How do you
graph, write, and solve inequalities? 5.
Explain the concept of an inequality. 6. What
are the properties of an inequality? 7. What
are the properties of an equality?
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SELF-TEST QUESTIONS
ASSESSED INDICATORS
Rev. 8/16/04
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NAME
The Unit Organizer
DATE
Expanded Chapter Map
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is about...
by appropriately using
solving and graphing numeric and algebraic
equations and inequalities
by learning to
by using
by learning to
by
by learning to
including
by

by
including
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NOTES
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Assessment for Learning
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Assessment for Learning

1. Identify unit questions
2. Develop answers
3. Write specific proficiencies
4. Identify formative assessments
5. Use them effectively
6. Revisit, reflect, revise

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Continuing the Conversation

• jimknight_at_me.com
• Jims Blog
• http//www.radicallearners.com/