Learn different ways to listen, practice listening, and when in doubt, just listen. Make sure the teacher you are supporting is doing the talking. In an instructional coaching scenario, the directive coach works from the assumption that the teachers they are coaching do not know how to use best practices. Very often, we are not consciously aware of our mental models or the effects they have on our behavior.” – Peter Senge, The Fifth Discipline. You need to know about adult learning. The coach, in conjunction with the administration, is Be patient. 19. Instructional Coaching Strategies | Deep Dive 10.1080/10474410802463296. Instructional coaching holds much potential for improving the way teachers teach and the way students learn, but that potential will only be realized if leaders plan their coaching program with care. 7. As an instructional coach, you have the opportunity to support teachers and help them raise student achievement. You will also need to know how to put that knowledge into practice. Itâs there. Ten Best Practices. It is this insight that helps create more equitable outcomes for struggling students. Donât get too busy. What are your goals as a coach? Journal of Educational and Psychological Consultation, 19(2), 150-175. How can we help teachers implement formative assessment practices (from assessing how the student is experiencing the teacher or class to assessing the student’s thinking about a particular task) to make better instructional decisions? It is this insight that helps â¦ You can make every conversation count. Observing is a way to gain an â¦ Donât take on too many projects, responsibilities, or tasks. “Coaching is becoming popular, in part, because many educational leaders recognize the old form of professional development, built around traditional in-service sessions for teachers, simply doesn’t affect student achievement” (Knight 2006). What other possibilities are you open to considering? What do teachers expect of you? Trust that by giving her time to talk and be heard --Â and perhaps a thought-provoking question --Â she will get what she needs from the conversation. You need time to think, plan, reflect, and learn about coaching. Ensure that the conversation means something. Staying Current on Best Practices: Possessing a strong knowledge base of the current best practices and trends in education, allows coaching supports to remain student focused. What is different, however, is that in virtual coaching the best practices are at greater risk of compromise and short cuts. With years of experience in designing and managing educational programs for many types of organizations, instructional designers at The Lindenberger Group share some tips and best practices in instructional design. To support a teacher to learn and grow, we need to really know and understand them. So the best practices of face-to-face coaching are really little different than those of virtual coaching. If you are working through this with colleagues, use the guide as a resource to clarify any questions that arise. EdutopiaÂ® and Lucas Education Researchâ¢ are trademarks or registered trademarks of the George Lucas Educational Foundation in the U.S. and other countries. Who sets those? Be curious. Our job is not to drive their thinking or direct it, or to make them do something.Â. Learn about how teachers can effectively support other teachers in professional development, sharing best practices, and improving instruction. 13. Educator-Centered Instructional Coaching: What the Research Says 3 Instructional Coaching and Changes in Instructional Practice In a number of our studies, we found that the act of being coached changes teacherâs instructional practice. Have compassion with yourself. Ongoing instruction for a significant duration of time. Why? What do they care about deeply? How to Use the 5Es in Remote Math Instruction A five-stage instructional modelâengage, explore, explain, elaborate, and evaluateâcan guide students to a deeper understanding of math. What do they care about? The directive coach has special knowledge, and his or her job is to transfer that knowledge to the teacher. Please share in the comments section below. Listening is the foundational skill set of a coach. Some may not see this as a strategy, but it truly is! Dessert. Your job isnât to fix anyone. Without addressing these beliefs and values, the teacher will always default to teaching practices that align with that belief. Welcome to the wonderful world of coaching. Thoroughly review the Instructional Practice Evidence Guide. According to the report, studies have concluded that teachers may need as many as 50 hours of instruction, practice, and coaching before a new teaching strategy is mastered and implemented in class. Thereâs a lot of change that needs to happen in our schools, and itâs going to take time. Hereâs what I wish Iâd know then, and what I offer you as you enter this field.Â, 1. However, instructional coaches should still use best practices when integrating video into a coaching session. You canât coach without trust. In the following report, Hanover Research presents best practices in instructional coaching, drawing on a review of the literature and the experiences of school districts noted for effective practices and positive outcomes. What is working? From compassion comes the conversations we need to transform our schools. What does your principal (or supervisor) expect you to do and accomplish? A description of instructional coaching and its relationship to consultation. Clarify your definition of coaching.Â Whatâs your definition of it? 4. Our responsibility is to encourage meaningful conversations that uncover and challenge biases around race, class, culture, gender, language, and sexual orientation to ensure equitable outcomes. Your job isnât to know everything. 15. How do teachers and administrators define coaching? If youâre a coach, learn about coaching, and do it. Get on the same page with others on a definition of coaching. Talk for less than a third of the time in a coaching session. Instructional coaching is rooted in relational trust and effective communication. In an effort to identify effective design strategies for this approach, I researched and synthesized the following ten best practicesâ¦ What more might you learn? You may not be around to sit in the treeâs shade, but you can get it started. You don't have to know everything about teaching or a specific content or curriculum. 14. Many leaders puzzle about how to help struggling teachers. 8. Printed from the Iowa Department of Education website on November 25, 2020 at 5:25pm.Iowa Department of Education website on November 25, 2020 at 5:25pm. 2. What are your thoughts and ideas on this blog post? “Mental models are deeply held internal images of how the world works, images that limit us to familiar ways of thinking and acting. Coaching is not a quick fix, but it can be a real fix â a powerful way to help teachers and students be more successful. Partnership with the school principal In order that instructional coaching can best support a change initiative in the school, a combined top-down and bottom-up approach is generally used. Practice #1: Use of Formative Assessment. Instructional Practice Guide: Coaching. Have compassion for those you are supporting. 18. Ms. Hopper's work is an example of instructional coaching, in practice at Ephesus as it is in many other classrooms across the country. Why do you think this particular student/these students are not responding? Continual professional development gives teachers time to learn and implement new strategies. By comparison, instructional coaching does both it respects the professionalism of teachers but is also is designed to ensure that they are able to learn the best practices. Best Practices in Teaching and Learning: Instructional Coaching Model Valley Stream UFSD Thirteen Judith A. LaRocca, Assistant Superintendent for Curriculum and Instruction John Frias, Math Instructional Coach Laurie Salvatore, ELA Instructional Coach January 23, 2018 How do you know? Every coach collectively and individually commits to growing in their understanding of best practice around coaching, instruction and equity. Remember that mastery may take 10,000 hours of practice, and practice with feedback. Courtesy of Student Achievement Partners (2014, July 9). How are you feeling about it, and how is that shaping your decisions? The most critical practice for raising student achievement is instructional decision-making â accurately determining the next skill that the student must master in order to progress and how to teach it in a way that helps the student learn it. We need to meet each studentâs needs through a variety of instructional practices. In our secondary analysis of the 2008-2009 RFA data mentioned above, we found that 77 teachers learn proven practices. Does a not-quite-effective teacher need someone looking over her shoâ¦ The hope is, with time and practice, students will be able to select the right strategies on their own and use them effectively to complete tasks. 1. The role of the coach is to improve student achievement by building teachers capacity and understanding of instructional practices. What are their dreams, hopes, and aspirations? This is so critical to good work. Let those who you support do the work. As educators, we encounter students with various learning styles and needs. To effectively shift a teacher’s practice, the instructional coach must assess the teacher’s mental models – the underlying beliefs and values she holds about her students. Support by Sharing Strategies, Resources and Research. With all of your students or just some? In order to facilitate someone elseâs learning, they need to trust you. There are a variety of different instructional approaches and strategies that can be used effectively at all levels and subject areas, with a wide range of learning styles. In the first months, build relationships and cultivate trust. Teachers are hard-working professionals â¦ REFLECTION â Through conversation and observation, reflect on student learning in your classroom COLLABORATION â Help you connect with other teachers in your own building â¦ After you master the vast and complex skill set of coaching, coaching can feel easy; let the person you support do the work. 17. Instead of focusing on best practices, begin with supporting teachers to learn about and from their students. Resist the temptation to do more as a way of compensating for not knowing what youâre doing as a coach. Observations. View either the elementary or middle school video below. The job of a coach is to support by listening and shining a light on their â¦ 1720 Broadway, 4th Floor, Oakland, CA 94612510.208.0160 Registered 501(c)(3) | EIN: 94-3222960. Your job is to facilitate an adultâs learning process. But, as with teaching, how we can best help teachers varies based on individual needs. Using formative assessment practices meets all those criteria. DATA CONSERVATION â Collaboratively analyze formative assessment to make instructional decisions. Many people think of it as another test given to studentsâin the same way an interim or summative test is givenâand that it is separate from classroom instruction. Start by reflecting on your own experience and needs. 4. Many teachers do need support in implementing instructional “best practices.” But best practices are just one part of their toolkit, and pushing popular teaching strategies doesn’t result in achieving equity in the classroom. Have compassion for students. The job of a coach is to support by listening and shining a light on their best thinking. Create a safe space for risk taking and learning. Instructional coaching is most effective when it occurs in cycles. Building trusting relationships with the teachers we coach also helps us to productively challenge our teachers to examine their own biases and mental models. 9. By taking the time to observe, assess, and validate their experience and expertise, we show that we are authentically invested in their success. In many ways, directive coaching is the opposite of facilitative coaching. Shifting a teacher’s practice usually won’t happen without productively challenging their thinking, assumptions, and interpretations of their current classroom reality. Did she lack commitment? Implement structure and routines for productive learning experiences Was she not putting forth enough effort? While speaking at the 2017 Learning Forward Conference in Orlando, Fla., Knight walked educators through an instructional coaching session that he facilitated with a classroom teacher. The most critical practice for raising student achievement is instructional decision-making – accurately determining the next skill that the student must master in order to progress and how to teach it in a way that helps the student learn it. Whatever the goal, thereâs a science to designing instructional materials that achieve their goals. report that an approach of reflection and guided introspection is a best practice. Find colleagues with whom you can practice coaching skills and practice and practice. Consistent structures, systems, and internal capacity support instructional coaching. How are they thinking about their work? Be insatiably, humbly curious. Find the joy in coaching. What are their core values? Designing for blended instruction is different than designing for a stand-alone course. What is this teacher excited about? Be compassionate. Have conversations about students. Imagine each coaching conversation as a baby tree you plant. The Pennsylvania Institute for Instructional Coaching defines an instructional coach as âsomeone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders.â Coaches are usually experienced teachers who have moved away from full-time teaching to work directly with other teachers and help them improve their practice. 10. Convening focus groups to discuss the needs of the school community, prioritizing the needs, identifying goals around those needs, strategizing ways to achieve those goals, and developing a timeline and an action plan can help construct a shared vision and shared responsibilities for prompting school transformation. You will need a holistic mindset to ensure it all fits together in an effective way. 2. 16. Be curious. What motivates them? Listen for what matters. Annie is a real teacher with whom we have worked. Use student work, anecdotes, observations, and videos of students to ground the conversation in the needs of our young people. These are just a few of the tips offered to instructional coaches new to the field. Mangin, Melinda (2015). Teachers are not resistant in conversations that matter. youngest learners (Snyder et al., 2015), less is known about the impact of these coaching practices on these children. Strive to be an expert in this area.Â How do you do this? Have coaching conversations that matter. Annie herself wasn't sure what she needed to do to improve. How do your goals support your schoolâs goals? Her virtual coach wondered why teaching was so difficult for her. Know that you will learn a tremendous amount as an instructional coach about things you donât yet know that you donât know. What makes you feel safe to take risks? The poet Rumi wrote, âPatience does not mean to passively endure. 5. Learn to ask nonjudgmental questions about assumptions, biases, interpretation, and opinion. Providing students with all materials needed to complete an assignment. Engaging a teacher in this reflection does more than set the stage for a positive coaching relationship – it demonstrates a new kind of relationship that is possible between teacher and student – which can translate into powerful new relationships in the teacher’s classroom. SUMMARY DESCRIPTION OF POSITION: The Instructional Performance Coach is a critical lever in improving student achievement. Understand what others expect of you. These are conversations that matter. Just as great teaching requires more than content knowledge, instructional coaching for equity requires more than pedagogical expertise. What are their beliefs and assumptions about their role as teacher? âHow the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coachingâ. Instructional coaching: the partnership approach Instructional coaches honour the professionalism of teachers by grounding coaching EVALUATION OF YOUR COACH is Move Five in the Master Moves. Instructional Coaching Models in the K-12 Context August 2014 5. When you wonder if you should return to the classroom --Â when you miss the joy in teaching kids, when you stumble as a new coach --Â set your sights on spotting the joy in coaching. The real challenge in virtual coaching is to prevent out of sight from becoming truly out of mind. TECHNOLOGY SUPPORT â Create interactive flipcharts or programs that enhance student engagement DEMONSTRATION LESSON â Demonstrate a lesson in your classroom or an alternate classroom while you observe. Mastery takes a lot of practice. 12. Instructional coaching alone doesn’t necessarily support teachers to be more successful with their most struggling students. As they work to improve instructional practice and, ultimately, student learning, many school districts have adopted coaching as â¦ 20. 6. It is best practice to ask clients to reflect on the process throughout the engagement, but this final moment to pause and reflect on the quality of the coaching as a whole is helpful and supportive to both client and coach. Learn to ask nonjudgmental questions that create expansion in someone elseâs thinking and imagination. There is lots of confusion about the term formative assessment. 3. People show up for conversations that matter. (It's not possible to fix anyone but ourselves anyway.). It means to be farsighted enough to trust the end result of a process.â Trust the process. Let the teachers do most of the talking, learn to listen, and stay curious. Defining clear classroom â¦ 11. As their coach, we have to take the time to build a trusting relationship where we know the real answers to these questions. Many teachers are assigned an instructional coach and view it as a punitive measure. Coaches are facilitators, helping to slow down the coacheeâs thoughts and provide time for reflection. You need to know what it looks like in a coaching conversation to work from a place of knowledge of adult learning. Or supervisor ) expect you to do and accomplish for her trust the result! Raise student achievement an instructional coach about things you donât yet know that will... Challenge in virtual coaching is the foundational skill set of a coach can get started... 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