Bringing the Vision to Life: Administrators & Coaches Dr. Tory Hill, Katy ISD Sharron Helmke, Clear...
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Transcript of Bringing the Vision to Life: Administrators & Coaches Dr. Tory Hill, Katy ISD Sharron Helmke, Clear...
Bringing the Vision to Life: Administrators & Coaches
Dr. Tory Hill, Katy ISDSharron Helmke, Clear Creek ISD
Job-Embedded
Professional Learning
(JEPL)
Trailblazers Action
ResearchCoaching
Reflective Friends
Data Teams
Common Assessment
Development
Examining Student
WorkIndividual
Professional Learning
Plans
Lesson Studies
Mentoring
Portfolios
Professional Learning
Communities
Study Groups/Book
Studies
Think about the best teacher you’ve ever known…
• What did the teacher’s classroom look and sound like-
o What evidence of learning did you see or hear?o What was the classroom management like?o How was technology be used or managed?o How did the teacher facilitate retention and transfer of learning?o What other characteristics were, or were not, present?
Some studies show a 50-percentile point difference between three years of effective versus ineffective teachers.
(Marzano, 2004)
What can an effective principal / coach relationship accomplish?
Consider:A suburban middle school in the greater Houston area:
• Approximately 1,000 studentso 63% Economically disadvantaged
o 7% ELLso 31% At risko 15% mobility
o 11% special education enrollment
Failed to make AYP2009/10• Sp Ed reading passing rate at 67% (TAKS)
Year 1 of Instructional Coaching2010/11• Sp Ed reading passing rate at 83% (TAKS)
Year 2 of Coaching2011/12 • Sp Ed reading passing rate at 88% (TAKS equivalency for STAAR M)
Remediation Numbers-Reading
STAAR 2012 62 Students
STAAR 2013 27 Students
Principals and Student Achievement
Classroom Teaching
Conditions
Culture
Capacity
Student Achievement
Capacity
Coaching Goals
Principal’s vision
Campus needs
Content and instructional
strategies
Teachers and
teams
The Coaching Sweet Spot
How do you maximize a coach’s impact?
Hint: You wouldn’t ask this guy to make copies.
Guard Your Coaches’ Time
To provide ongoing, job-embedded professional development for teachers, coaches need to spend time with teachers engaged in activities such as
• observing • modeling • conferencing• co-teaching• leading book study groups (Casey, 2006; IRA 2004)
50%
of their time working directly with teachers
28% of their time working
with teachers
To be Effective in Building Teacher Capacity
Organizing book rooms, coordinating and administering assessments, district-level meetings
(Casey, 2006) (Bean et al. 2007), Knight 2006)
Most effective… Least effective…
Coach
Data Coach
Resource Provider
Mentor
Curriculum Specialist
Instructional Specialist
Classroom Supporter
Learning Facilitator
School Leader
Change Catalyst
Learner
The Roles of Coaches
Killion, J. (2009), Coaches’ Roles, Responsibilities, and Reach
Out side of the classroom
PowerPoint
Video observations
Study text used by students
Book studies
Role play / scenarios
During class
modeling
Co-teaching
Lean-in coaching
Video taping and review
With teachers
Pre and post observation conferences
Setting goals
Conversations
With PLCs
Studying student work /
calibration
Studying teacher created
examples
Assessment writing
Data discussions
Planning instruction
Goal setting
Modes of Job Embedded PL for Coaches
Who should my coach work with?
Individual Teachers
Campus ImprovementCollaboration
Principals actively support coaches by:
Creating structures that allow time and
access to teachers
Assisting coaches in
understanding goals,
priorities, and campus culture
Arranging for the coach to lead campus
PL and engaging in some of the coach-lead activities
Actively referring to the coach as an important
resource
Encouraging teachers to
seek instructional advice from
the coach
Viewing the coach as a partner in
instructional improvement
Utilizing shared
leadership that empowers
teachers and coaches to
explore alternatives
Some studies have found the principal leadership can be the deciding factor in the successful implementation of a coaching program.
(Matsumura, L., Garnier, H. & Resnick, L, 2010; Knight, J. 2006)
• Do not introduce them or explain their role to the faculty• Make working with the coach mandatory• Speak negatively of coaching• Imply that coaches were placed on campus because of low or failing
scores• Do not include the coach in important campus groups, relevant
committees, or social events• Refuse to intervene on matters that require directives• Fail to allow confidentiality between coaches and teachers• Require coaches to use the same observation or evaluation instruments
used by administrators
How to help a coach fail
(Matsumura, L., Garnier, H. & Resnick, L, 2010)
Defining role and responsibilities
Coach
Dept Chair
Course Lead
Expectation of inclusion,communication, and collaboration
Evaluating teachers
Providing information that would be used for evaluation
Serving as substitute teacher
Serving as principal designee
Taking primary responsibility for the instruction of an assigned group of students
Developing or preparing school or district budgets
Disciplining students in an administrative capacity
Serving as the primary instructional leader for the campus
Expertise upon entry
What it is not: The Role of the Coach does not include…
Goal Time spent
Description of activity outcome
Non Goal Related Activities
Time spent
Why or For whom?
Outcome observed
How was your most productive time spent this week? What on-going outcomes will be looking for, and over what time frame?
Effective Collaboration
Between Instructional Coaches and
Principals Wren & Vallejo
Not about “fixing the teachers”
Constant Collaboration
between coach and principal
Shared responsibility for
PL
Balance fidelity of implementation
and building capacity
Principal must support the coach
in words and actions
Coach must be a full member of the school community
Coaching is a full time job
Dr. Tory HillAssistant Superintendent, Katy ISD
[email protected] 281-396-2494
Sharron HelmkeCoordinator of Instructional Coaching,
Clear Creek [email protected]
281-284-0136