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Coaching Effective Teaching Strategies

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The purpose of staff development is not just to implement isolated instructional ... Classroom Check-up Feedback Form. Time on Task. Opportunities to. Respond (OTR) ... – PowerPoint PPT presentation

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Title: Coaching Effective Teaching Strategies


1
Coaching Effective Teaching Strategies
  • Patricia M. Devino
  • Sarah L. Fitzsimons

2
  • The purpose of staff development is not just
    to implement isolated instructional innovations
    its central purpose is to build strong
    collaborative work cultures that will develop the
    long-term capacity for change.

  • Michael Fullan

3
Participants Will
  • Define the roles of a coach as they relate to
    implementing Effective Teaching Strategies and
    effective models for coaching.
  • Practice coaching behaviors that influence best
    practices.
  • Experience planning, reflecting, and problem
    solving conversations as an instructional coach.
  • Review the research-based Effective Teaching
    Strategies in Step Four of the Data Team process.

4
Essential Questions
  • What are the characteristics of an effective
    instructional coach, what do they need to know
    and be able to do?
  • How do instructional coaches build teacher
    capacity for selecting, implementing, evaluating
    the impact of Effective Teaching Strategies and
    foster teacher reflection?
  • How does an effective instructional coach help
    teachers use effective teaching strategies based
    on student data?

5
Why Coaching?
6
Research on Instructional Coaching
  • Recent Research Indicates That With Classroom
    Coaching, Implementation rates rise 85 - 90

University of Kansas Center for Research on
Learning
7
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8
Instructional Coaching
  • Builds capacity for effective instructional
    practices within specific content areas.
  • Creates a partnership approach with teachers.
  • Customizes professional development to match
    each teachers needs and interests while they
    help the school establish a common understanding
    across all teachers. (Sweeney, 2003)

9
What are the characteristics of an effective
instructional coach, what do they need to know
and be able to do?
10
What is EFFECTIVE?
  • EFFECTIVE is defined as success based on student
    outcomes not did I like it, or did the students
    like it but WAS IT EFFECTIVE?

11
What characteristics of an effective coach do you
view in this video?
12
What are the parallels between what this athletic
coach does and what an instructional coach does?
13
Roles of an Instructional Coach
14
Ten Roles of a Coach
  • Classroom Supporter
  • Learning Facilitator
  • School Leader
  • Catalyst for Change
  • Learner
  • Resource Provider
  • Data Coach
  • Curriculum Specialist
  • Instructional Specialist
  • Mentor

15
Effective Teaching Strategies and Coaching Roles
  •  
  • Nudge your neighbor to discuss which roles apply
    and why?

16
Coachings Big Four
  • Content
  • Instructional Practices
  • Assessment for Learning
  • Classroom Management

Jim Knight, University of Kansas
17
Essential Question Reflection
What are the characteristics of an effective
instructional coach, what do they need to know
and be able to do?     What's the Big Idea?     
18
 
Essential Question 2
How do instructional coaches build teacher
capacity for selecting, implementing, evaluating
the impact of Effective Teaching Strategies, and
fostering teacher reflection?
19
Selecting Effective Teaching Strategies
20
Interventions that are embraced are powerful
easy
  • Ideas, values, technologies that do the job with
    the least demand on psychic energy will survive.
    An appliance that does more work with less effort
    will be preferred
  • Mihalyi
    Csikszentmihalyi

21
How do we ensure theyre powerful?
  • Using scientifically based interventions that
    result in increased student achievement
  • Targeting standards
  • Targeting students most pressing needs
  • Using checklists, in-class demonstrations, and
    feedback to ensure that teachers research-based
    practices are implemented with fidelity

22
Review of Effective Teaching Strategies
  • Similarities and Differences
  • Summarizing and Note Taking
  • Reinforcing Effort and Providing Recognition
  • Homework and Practice
  • Nonlinguistic Representation
  • Cooperative Learning
  • Setting Goals and Providing Feedback
  • Generating and Testing Hypothesis
  • Questions, Cues, and Advanced Organizers
  • Non-Fiction Writing

23
Pre-lesson Conference Selection of Effective
Teaching Strategies
  • Determine the stage of learning
  • Are you introducing new knowledge or do you
    want the students to practice, review, and apply
    knowledge already taught?

24
Beginning Stages
  • Activate prior knowledge, provide background
    information, hook students
  • Set Objectives
  • Provide Feedback
  • Questions, Cues, Advanced Organizers
  • Cooperative Learning
  • Identifying Similarities and Differences

25
During the Lesson
  • Identify strategies and activities that will be
    used to support the teaching objectives and
    determine how will students receive feedback on
    their progress
  • Nonlinguistic Representation
  • Note Taking and Summarizing
  • Questions, Cues, Advanced Organizers
  • Cooperative Learning

26
End of Lesson
  • Tie new knowledge to existing knowledge and
    future knowledge, reflect, and evaluate
  • Provide Recognition
  • Reinforce Effort
  • Summarize
  • Evaluate
  • Self-Assessment

27
Implementing Effective Teaching Strategies
28
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29
Instructional Coaching Components
Collaboratively Explore Data (CED)
30
Implementing ETS
  • Model Demonstration Lessons (I do You watch me)
  • Co-Plan and Co-Teach (We DO)
  • Observe (You Do- I watch you)

31
Instructional Coaching Continuum
E. Teacher Refines Implementation with Coaching
Feedback D. Teacher Transitions to Guided
Practice with Coaching Support C.
Coach/ Teacher Build Co-Teaching Relationship
B. Committing to a Learning Relationship A.
Building Common Knowledge Experience- The
on-going foundation for a professional learning
community
http//www.spokaneschools.org/ProfessionalLearning
32
Planning Conference (Pre-Brief)
  • The teacher and coach confer to
  • Clarify learning goals (teacher and student)
  • Collaboratively plan tasks or work the students
    will complete to achieve the intended outcomes
  • Determine evidence of proficient student
    achievement
  • Identify student or teacher behaviors the coach
    should observe
  • Agree on the role(s) the teacher and the coach
    will perform during the lesson.

33
In class support
  • The teacher and the coach collaborate in the
    delivery of the planned lesson through these
    activities
  • Observation
  • Demonstration lesson
  • Co-Teaching
  • Gradual release of responsibility from coach to
    teacher

34
Evaluating Impact of Effective Teaching Strategies
35
Providing Feedback
  • Not evaluating teacher, but evaluating the
    effectiveness of the Effective Teaching
    Strategies as evidenced by
  • fidelity of implementation
  • impact on student outcomes.

36
Debriefing
  • The teacher and the coach meet to discuss
  • Degree to which students have mastered the
    learning outcomes
  • Effective Teaching Strategies used by the
    coach/teacher (depending on if observation, model
    lesson, or co-teaching stage)
  • Instructional adjustments the teacher made during
    the lesson

37
Feedback
  • Goal of feedback is to improve current situations
    without criticizing or offending.
  • Should be
  • Descriptive rather than Evaluative (visible)
  • Specific instead of general
  • Given only when requested
  • Given as soon as possible
  • Realistic
  • Positive

38
Warm V. Cool Feedback
  • WARM

COOL
  • Supportive
  • Strength oriented
  • Focus on solutions
  • Promotes positive learning
  • Impersonal
  • Needs oriented
  • Focus on the problem
  • Provides constructive criticism

39
Questions to Ask When Debriefing/ Providing
Feedback?
  • What did you see?
  • What was the focus on learning goals?
  • What standard was being used and are the
    procedures and assignments appropriate?
  • How will the student achieve according to the
    standard being addressed?
  • What questions were being asked?
  • Did the lesson end with the focused learning
    goals?

40
Contd
  • What ETS did you see incorporated in the lesson?
    Was the ETS presented with fidelity?
  • What needs did you see?
  • What suggestions do you have for teaching this
    standard?
  • How can we support the teacher for future student
    learning?
  • How can you work together to incorporate
    collaboration on this lesson?

41
Contd
  • What did you learn about incorporating ETS in
    this lesson?
  • What did you learn about this teachers lesson
    from this session?

42
Teacher ____________________ Conference date
____/____/____
Classroom Check-up Feedback Form
Time on Task
Opportunities to Respond (OTR)
Ratio of Interactions
Disruptions
Effective Teaching Strategies
Goal area(s)_________________________________ Int
ervention(s) ____________________________________
__________________________________________________
__________________________________________________
_________________________________Adapted from Jim
Knight
43
How would you provide feedback to this teacher?
44
Reflection
The teacher cannot rely on either instinct
alone or on prepackaged sets of techniques.
Instead, she or he must think about what is
taking place, what the options are and so on, in
a critical, analytical way. In other words the
teacher must engage in reflection.
John W. Brubacher, Charles W. Case, and Timothy
G. Reagan
45
Reflection
  • The teacher and the coach independently and
    systematically reflect on how their collaborative
    work fosters the development of the students
    understanding.
  • Do this on an ongoing basis to re-examine goals
    so that there is a cycle of continuous
    improvement.

46
Questions to Foster Reflection
  • What was I trying to accomplish?
  • How did I go about completing the lesson and
    solving problems I had along the way (process)?
  • What did I do well (strengths)?
  • What did I have difficulty with (weaknesses)?
  • What have I learned/what would I do differently?

47
Reflection Questions, contd
  • What worked well?
  • What did we learn?
  • Did our conversations lead us closer to our
    goals? How?
  • Did we focus on the lesson or on other issues?
  • Did we do what we set out to do?
  • How can we improve on this to make coaching
    collaborating on lesson plans more significant
    part of our work?

48
Essential Question 2
How do instructional coaches build teacher
capacity for selecting, implementing, and
evaluating the impact of Effective Teaching
Strategies and foster teacher reflection?   What's
the Big Idea? 
49
Essential Question 3
How does an effective instructional coach help
teachers use Effective Teaching Strategies based
on student data?  
50
Are the students learning?
  • Coaches
  • assist teachers in the gathering and analysis of
    formative assessment DATA about what students
    know and can do as they enter a learning
    experience
  • help teachers use the data analysis to design
    learning experiences at which students can be
    successful and
  • train teachers in the ongoing use of formative
    assessment data.

51
  • The question we must teach teachers to ask is
    not did the students complete all the assignments
    and do their homework, but rather, did they learn
    what they were supposed to learn, did they retain
    it over time, and can they use it in ways that
    demonstrate understanding at a high level.

52
Coaching Collaboration Throughout the Data Team
Process
  • Commitment
  • Time/Agenda
  • Norms
  • Planning
  • Structure

53
Data Team Process
  • Step 1 Collect and Chart Data
  • Step 2 Analyze Strengths and Obstacles
  • Step 3 Establish SMART Goals
  • Step 4 Select Instructional Strategies
  • Step 5 Determine Results Indicators
  • Step 6 Monitor and Evaluate

54
Value of Collaboration Through Instructional
Coaching
  • See what to avoid and/or include in our
    practices.
  • To inform lesson development and instruction.
  • Self-assessment and self-awareness of strengths
    and areas of growth.
  • Insights into lesson development and Effective
    Teaching Strategies.

55
Collaborative Lesson Planning
  • Collaborate on lesson/ unit plans using template
  • To inform instruction
  • To ensure lessons incorporate ETS more frequently
  • Used by teacher(s) and coach pre and post lesson
  • Follow Norms
  • Follow a Structure
  • Helps us break down isolation

56
Meet Sally Friendly
  • See handout for Sally Friendly Activity

57
  • How does an effective instructional coach help
    teachers use Effective Teaching Strategies based
    on student data?
  •  
  • What's the big idea?
  •  

58
Your Feedback
  • Please take the time to complete the feedback
    form provided.
  • Make sure you have signed the CALI sign- in sheet
    before you leave (if you have not done so
    already).
  • Please initial signature on your way out.

59
(No Transcript)
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