Linda Bragg Office of Title II, III and System Support Division of Educator Quality and System...
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Transcript of Linda Bragg Office of Title II, III and System Support Division of Educator Quality and System...
Linda BraggOffice of Title II, III and System Support
Division of Educator Quality and System Support
Evidence-Based Approach to Effective Resource Allocation
– consider how academic coaching might serve to support:
a. The District’s Continuous Improvement Plan b. The District’s Professional Development Planc. The District’s Highly-Qualified Plan
1. Retention2. Retraining
Finance Choices that significantly impact learning but are within the Guidelines of
Title Programs
Must be based on needs of the school district listed within the 5 year plan for continuous improvement
Must be targeted first at schools identified for improvement
Must focus on increasing student achievement Must be supplemental positions and not supplant
state or local funds
Title II Expenditures: FY 2011
$2,980,760
$4,771,486
$13,462,821
63%23%
14%
(Note: Estimate Excludes Administrative, Indirect, and Parental Involvement Expenditures)
Interpretation of the Data
• West Virginia spends an average of three (3) dollars on “workshop” professional development for every dollar spent on coaching or classroom size reduction. (Title II)
• The trend indicates that districts are reducing the practice of classroom size reduction in favor of hiring coaches
ARRA, 3
County, 48 Ed Jobs, 16ECE, 1IDEA, 14Levy, 6
RLIS, 10
State, 37
Step 7, 5
Title I, 137
Title II, 127
Coaches By Funding Source
ARRA
County
Ed Jobs
ECE
IDEA
Levy
RLIS
State
Step 7
Title I
Title II
High Impact Areas to Consider in a
District’s Plan for Continuous Improvement
• New Teacher Retention• Building Capacity for Collaborative Teaming
o Teams focused on the 4 critical questions of learning
o Job-embedded Professional Learning (data-based & team-identified)
• Technical Assistance for Educators who need to improve performance (retraining) & for implementation of programs or strategies
Collaborate About What?Focus on Student Learning
If we want our efforts to have a significant impact, we should focus on the factors that significantly
impact learning—to do that we must look very intentionally at student learning .
Highly Effective Collaborative TeamsFocus on 4 Critical Questions
1. What is it we expect students to learn?2. How will we know when they have
learned it?3. How will we respond when they don’t?4. How will we respond when students do
learn it or already know it?
In what ways could coaches assist teachers or teacher teams with focusing on the Four Critical Questions?
Let’s Ponder
Would utilizing coaches as part of job-embedded PD be more effective for translating learning into practice than a workshop?
High Impact Areas to Address in a
District’s Plan for Continuous Improvement
• New Teacher Retention• Collaborative Teaming Processes
o Focus on Student Learningo Professional Learning (data-based &
team-identified)• Technical Assistance for Educators who
need to improve performance (retraining) & for implementation of programs or strategies
The Work of Coaches according to Task Force
1. Support the Continuous Improvement Process
2. Build Capacity for Site-based Collaborative Teaming and Peer Coaching
3. Support for Beginning Teachers (and Mentors)
Professional Development
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
Embedded Professional Development Translating Learning into Practice
“Embedded professional development is a continuous cycle of improvement that fosters collective responsibility; primarily occurs several times per week; and must be supported—by job-embedded coaching or external assistance.”
Learning Forward (formerly NSDC)
Guiding Principles for Effective Job-Embedded Professional Development
• Establish teams • Create an environment of shared
responsibility for student learning;• Provide opportunities for them to share • Engage in active learning that is sustained
over time through job-embedded action research;
• Encourage to become exemplars of change;
Guiding Principles for Effective Job-Embedded Professional Development
• Provide a risk-free setting for transparency of practice, collective work and reflection;
• Provide support (coaches) to serve as role models for effective leadership and professionalism; and
• Provide opportunities for contribution to meaningful work;
• Provide sufficient time for integration of learning into practice.
Data / Evidence
CollaborativeConversations
CollectiveCommitment
Collective Efficacy
Instructional/EngagementChange
Kids See Their LearningIs Different/Better
“Student Sees Success”
Student SelfEfficacy
IMPACTSSTUDENT
ACADEMICSUCCESS
TRUST
Organizational Learning
Instructional Best Practices (CAI)
Psychology of Learning
Data / Evidence
CollaborativeConversations
CollectiveCommitment
Collective Efficacy
Instructional/EngagementChange
Kids See Their LearningIs Different/Better
“Student Sees Success”
Student SelfEfficacy
IMPACTSSTUDENT
ACADEMICSUCCESS
TRUST
Organizational Learning
Instructional Best Practices (CAI)
Psychology of Learning
• What happens when we go directly here?
Embedded Professional Development
Translating Learning into Practice
Coaching can provide the support that teachers need to improve the quality of their instruction that results in increased student learning.
Educational Leadership, Jan. 2012
Let’s Ponder
As part of the District’s Professional Development Plan, would funding coaches to support job-embedded PD be more effective for translating learning into practice than “the same workshop everyone”?
High Impact Areas to Address in a
District’s Plan for Continuous Improvement
• New Teacher Retention• Collaborative Teaming Processes
o Focus on Student Learningo Professional Learning (data-based &
team-identified)• Technical Assistance for Educators who
need to improve performance (retraining) & for implementation of programs or strategies
Coaching Rolesthat Could Support Collaborative
Teaming Processes
• Resource Provider• Data Coach• Curriculum Specialist• Instructional Specialist• Support Mentors of
Beginning Teachers (or mentor themselves)
• Supporter of Collaborative Teams
• Classroom Supporter• Learning Facilitator• Supporter of School
Leadership Teams• Implementation Coach• Learner
Coach as a Supporter of Struggling Teachers
• Resource Provider• Data Coach• Curriculum Specialist• Instructional Specialist• Support Mentors of
Beginning Teachers (or mentor themselves)
• Supporter of Collaborative Teams
• Classroom Supporter• Learning Facilitator• Supporter of School
Leadership Teams• Implementation
Coach• Learner
Beginning Teacher Mentor Learning
Facilitator
Continuous Improvement
Curriculum and
Instruction
Data Coach Collaborative Teaming Coach
Coaching
TechnologyIntegration
Roles
The Work of Coaches according to Task Force
1. Support the Continuous Improvement Process
2. Build Capacity for Site-based Collaborative Teaming and Peer Coaching
3. Support for Beginning Teachers (and Mentors)
Funding Sources for Coaches
Federal:• Title I• Title II, Parts A and D• Title III• Title VI• IDEA
State: • Step 7• StateLocal:• Levy
Is Professional Development in your district primarily based on….
• Teacher preferences?• Grant determinants?• Various district offices’ control?
OR
Let’s Ponder
Is Professional Development in your District ….
• Aligned to performance goals & capacity-building?
• Accessible to integrated budgets?• Based upon staff needs, determined by data?• Connected to district policies for teacher
recruitment, retention or support?• Measured for effectiveness of the investment?
What Strategic Finance Choices Will your District Make for:
• Professional Learning?• Continuous Improvement (Student
Learning)?• Building Capacity for Collaborative Teaming? • The District’s Highly-Qualified Plan…
Retention?Retraining?
Task Force Recommendations for supporting coaches and mentors
Policy Support(teacher induction)
Strategic Resource Allocation
Professional Development
Coaching for School GrowthSupporting All Educators
A. Coaching Team Processes (collaborative and leadership teams) B. Coaching for Professional Performance (individual educators)
1. Specific Technical Assistance for Individual Teachers2. Induction: Mentorship and/or Coaching of Beginning Teachers
The Work of Coaches—a Snapshot
• Year-long blended delivery: Face-to-Face and Online Modules & Networking
• Based on the levers of the West Virginia Continuous Improvement Process & Learning-by-Doing Model
• Access to specialized training
• Graduate credit
• State level and regional support
• Possible future plans: WV coaching standards and evaluation that may eventually lead to an advanced credential or endorsement for academic coaches
Contact Information
Linda Bragg [email protected]
Phone: 304-558-3199
Coaching for Learning Web Site will be launched during the May 29-31 training.