Title: Connecticuts MSP Coaching Initiative: What we are learning
1Connecticuts MSP Coaching Initiative What we
are learning
Karen Mutch-Jones Judy Storeygard Evaluators TERC
2 Evaluation Design Year One
- Baseline data about coach development and
supports - Pedagogical content knowledge
- Mathematics or Science teaching efficacy
- Coaching efficacy
- MSP support for implementation
3 Evaluation Design Year Two
Our focus today
- Initial implementation guided by the following
evaluation questions - 1) What evidence is there that coaches teaching
practices change while participating in the MSP
professional development and coaching activities?
- 2) What does coaching look like across districts
in year 2? - 3) What is the impact of coaching on school
learning communities?
4 Common Elements Across Projects
- Professional development emphasizing Math or
Science content and teaching strategies - Science coaches all attended inquiry institute
-
- Coaching professional development provided by Jim
Knight or Cognitive Coaching staff - Projects offered regular support to coaches
through group meetings and school visits and/or
before phone calls - Projects communicated with administrators through
meetings, school visit, email, phone calls - Almost all coaches coached during the second year
(worked with at least one teacher)
5Changes in Teaching Practice of Coaches
6Integrating new content in their own classroom
- No 35
- Yes 65
- Math
- -Fractions (9)
- -Geometry (6)
- -Measurement (3)
- -Pre-Algebra (3)
- -Math/Not Specified (26)
- Science
- -Earth Science (11)
- -Environmental Science (6)
- -Life Science (17)
- -Physical Science (20)
- -Science/Not Specified (17)
7Integrating new or enhanced instructional
approaches
- Inquiry teaching (33)
- Student-centered lessons (20)
- Hands-on experiences/Using manipulatives (19)
- Partner/Group work (19)
- Science notebooks (11)
- Differentiated instruction (7)
- Other (22) e.g., co-teaching, assessment,
management skills
8- Student-centered lessons
- In the past I have always followed the lab
activities given in the teachers edition. Now I
have the skills to still use those labs but in a
very different way. I would usually avoid this
because I was afraid that the kids would be all
over the place.... I now understand, that
allowing student to take the next step and
develop their own ideas keeps kids more focused
on answering their questions. Students become
more confident in their own ability to run test
and figure out procedures that will work and
ultimately being ok with the fact that their
hypothesis was WRONG and moving on to figuring
out the next step... It was a great year!
9Integrating new or enhanced assessment strategies
- Formative assessments (26)
- Performance-based assessments (20)
- Student written explanation of their thinking
(17) - Pre and post assessments (11)
- Using rubrics (11)
- Observations (9)
- Other (15) e.g., multiple assessments
10- Formative assessments
- The assessment strategies that I used this
year were more formative than summative. I found
it beneficial to observe students working
together and see what they were doing and how
they were doing it. I listened to their
conversations, observed their work in progress,
looked at their representations, and read their
justifications. I also found it helpful to
pre-assess to see what they already knew. That
way I could focus on the areas in which they
still needed to work on and learn.
11- Multiple types of assessments
- This year I was much more conscious to use
assessments that were not just paper tests. In
doing this I found my students much more willing
to take risks in learning and that I could reach
a broader population of learners. Students had
opportunity to demonstrate knowledge in less
traditional ways and as a result had an increased
desire to learn science.
12What factors, including your MSP training, had an
impact on any areas of your practice?
- Professional development (78)
- -Teaching strategies (50)
- -Assessment (30)
- -Content (19)
- -Technology integration (13)
- -Inquiry (13)
- -Data driven decision making (11)
- Learning from colleagues (22)
- Teaching resources (17)
- Becoming more student-centered (9)
13Implementation of Coaching
14Implementation of Coaching Administrator
Perspective
- The majority of coachees volunteered, however
- 28 of administrators in our sample
identified teachers who needed support - Administrators were able to provide different
amounts of release time - Working with coachees in classrooms
- Never (0)
- Rarely (23)
- Sometimes (36)
- Frequently (42)
- Meeting with coachees during the day
- Never (3)
- Rarely (26)
- Sometimes (26)
- Frequently (39)
15Implementation of Coaching Administrator
Perspective
- 78 of the administrators agreed or strongly
agreed that they had a shared understanding with
teachers about what effective coaches do - 93 of the administrators agreed or strongly
agreed that both they and teachers see coaching
as an opportunity rather than a remedial
intervention
16Coaching Role
- Coaches
- Coachees
- 65 of Coachees determined goals together with
their coach 56 equally led and participated
during sessions
17Typical Coaching Interaction
- Fall
- Classroom interaction and meeting 76
- Non-classroom based coaching 12
- Coach providing PD with a larger group 10
- Other 2
- Spring
- Classroom interaction and meeting 72
- Non-classroom based coaching 16
- Coach meeting with a larger group 6
- Other 5
18- Focus of Coaching Coach Perspective
19Coachee Perspective about their Professional
Relationship with the Coach
- Coaches role and responsibilities were clear 77
- Coach was responsive to expressed needs 92
- Honest, trusting relationship 91
- Coach listened to me 94
20Impact of Coaching on Coachees Coachee
Perspective
- Meetings with coach were effective 88
- Coach asked questions that supported reflection
85 - Coach provided feedback using data from class
visits 68
21Impact of Coaching Administrator Perspective
- 78 believe that teachers welcome and actively
seek feedback from coaches - 85 believe that coaches and teachers take mutual
responsibility for coaching
22Impact of Coaching on Schools
23Impact of Coaching on Schools
- Administrators report increases in coach
leadership through participation in leadership
teams and curriculum committees and/or by
providing professional development.
24Coaching Contribution to School or District
Administrator Perspective
- Teacher collaboration/sharing
- Data driven instruction
- Development of teaching strategies and content
knowledge - Supporting professional learning communities
25Challenges related to the MSP program
- Time (schedule interruptions, lack of common
planning time, limited opportunities for coaches
to work with teachers) - Numerous responsibilities and limited coverage
for coach - Teacher resistance to being coached
- Limited resources (financial and human)
- District focus is not Math or Science
26- Challenges
- Juggling responsibilities
-
- One aspect of coaching that differs from my
expectations is the administrative
responsibilities. Things like coordinating
on-line testing, CMT testing and participating on
SAT or grade level meetings are very time
consuming. This has impacted the time I spend
with teachers on coaching.
27- Challenges
- Competing responsibilities
- Our K-5 faculty had a number of new
initiatives to implement this year. A heavy focus
on language arts as a district directive was an
obstacle to a focus on math coaching.
28- Challenges
- Resistant colleagues
- It is very difficult to find ways to
consistently implement the coaching model,
because the majority of teachers do not seem to
be particularly interested in the planning and
post conference stages. I am trying to find ways
to effectively work these stages into my coaching
interaction with the teachers. - Many teachers at my school are resistant to
being coached. They feel they are doing "just
fine" without any help.
29Successes in Year Two
- Professional development has been successful
- Increased content knowledge (from reports of
professors and projects internal evaluations) - Coaches enthusiastic about what they learn in PD
sessions - Coaches in each project have developed positive
relationships - Coaches appreciate learning from each other
- Support from administrators
- Securing funding for full-time coaches
- Providing release time
30Successes in Year Two
- Coaching has been established in all projects
- Coaches have established relationships with
coachees - Coaches are a "presence" in the school
- Innovative practices developing
- Preservice interns hired to provide teachers with
release time - Lab site support for coaches providing
opportunities for coaches to practice skills
31- From a coach
-
- I am learning much more than I anticipated
through this experience. I learn as much from the
teachers I coach as they learn from me, and I am
a better teacher as a result!
32- From a coach
- Without the MSP training that I have received
so far, theres no doubt that I would not be
enjoying teaching math as much. One of the best
compliments I overheard came from one of my
students. I heard him tell another student that
All she wants to do is teach math! Math, math,
math, math, math. Shes crazy for it! This
particular student, as it turns out, made great
gains in his math scores by the end of this
school year. My enthusiasm paid off!
33- From a coach
- My coaching role is different from what I
expected because initially as a coach I thought I
would provide answers, however, I now see as a
coach it is more about guidance through
questioning helping the coachee find answers.
34- From an administrator
- Coaching has opened the door for teachers
to work together in what they see as a
non-evaluative model. As a result there has been
more open conversation about student engagement
and instruction.
35- From an administrator
- Our coach has shared new ideas with staff and
worked intensively with a new teacher to improve
her practice. Our math scores are excellent this
year in most grade levels. Our coach has helped
our teachers reach new levels of expertise.
36- From a coachee
- It enabled me to discuss any concerns I had
about the program that we are using. She is very
good about allowing me to develop and implement
strategies that affect the students' total
learning experience. e.g., to encourage the
children to interact, in small groups, learning
from each other.
37- From a coachee
- My coach gave me effective feedback on how I
could pace a new concept during the guided
practice and modeling of a math lesson. The
feedback and discussions on the student's
progress help me plan my lessons and try
different strategies.
38Common Goals of Projects for Year Three
- Continue to deepen coaches' content knowledge
- Continue to provide professional development
about the coaching role and offer support - Develop a professional learning community
- Spreads like a healthy virus
- Increase collaboration among teachers
- Focus on looking at student work
- Using data to drive instruction
39Common Goals of Projects for Year Three
- Build deeper understanding of coaching among
administrators, school boards - Move towards full-time coaches and more direct
coaching time for those who are already full-time
coaches - See impact on student learning
40Thank you