Supporting and Coaching Classroom Facilitators

Oudete Taylor

August 13, 2015

Intros!

• Name• Agency• Why this work?• One area your facilitators can improve on to

make your curriculum even stronger?

Today’s Objectives

• Define the elements of effective delivery of your school-based programming, aligning them to the CIS Core Competencies

• Develop a professional development and observation feedback rubric based on essential skills and program elements

• Practice giving constructive feedback to classroom facilitators

Connection to CIS of Chicago Core Competencies

• What’s one way to align multiple facilitators, delivering a variety of sessions to different classrooms across the city?– Ground them in the Core Competencies and define

what success looks like for your agency.– Provide examples and non-examples to ensure clarity.– Consider a rubric-type tool to help your facilitators

self assess and be evaluated on to highlight strengths and areas of growth. This also helps to provide structure to the feedback conversation.

Core Competency: Instruction

• Structured Lessons– Lesson plans for each session include clear,

measurable learning objectives and specific student outcomes. The lesson is designed around a lesson cycle: hook, lesson, student practice and assessment. Formative assessment is built into the lesson to gauge student understanding and topics for further study.

Align—Provide examples & non-examplesLesson plans for each session include clear, measurable learning objectives and specific student outcomes. The lesson is designed around a lesson cycle: hook, lesson, student practice and assessment. Formative assessment is built into

the lesson to gauge student understanding and topics for further study.

Basic Components EVERY session should have:• Measurable Learning objectives

– objectives are phrased in a way that allows for a facilitator to know if they have been met by the end of the session.

What success looks like!• Collect this data through a short

& quick exit slip• Check for understanding as you

transition from one topic to another; restate or ask probing questions where necessary

What does it NOT look like?• Lecture style facilitation• No eye contact• Rushing to ‘get through’ the

session

Example: By the end of the session students will be able to <objective>

Example:Exit Slip that capture objectives• I understand how <objective>

works.

Think:• Is the material appropriate for

the grade level?• Does my presentation consider

different learning styles?

Do now!

• Identify what are must haves when a facilitator is preparing for a session

• What are some examples of success for your facilitators?

• What would you consider a non-example?

Core Competency: Instruction

• Engaging Lessons– Lessons are structured to engage students and help

them make real-world connections through a variety of hands-on activities and through various learning styles. Literacy skills are a component of every lesson through reading, writing or verbally responding to content and the Common Core State Standards ground the curriculum. Students are encouraged to use higher-order thinking skills (Bloom’s Taxonomy). Content is scaffolded so that students can build on prior knowledge and experiences.

Align—Provide examples & non-examplesLessons are structured to engage students and help them make real-world connections through a variety of hands-on activities and through various learning styles. Literacy skills are a component of every lesson through reading, writing or verbally responding to content and the Common Core State Standards ground the curriculum. Students are encouraged to use higher-order thinking skills (Bloom’s Taxonomy). Content is scaffolded so that students can build on prior knowledge and experiences.

Basic Components EVERY session should have:• At least one activity or

interactive opportunity• Provides at least 1 opportunity

for students to read, write or respond

What success looks like!• Provide engaging hand outs• Use a projector and PowerPoint

so students can be engaged and read aloud

• Bring hands on props when possible

What does it NOT look like?• Lecture style facilitation• No hand outs or activities

planned to provide tangible opportunity for students to understand materials

• Limited interaction between student and facilitator

Example: • Call on students to encourage

discussion and interaction

Example:• Call on students to read from

the hand out or PowerPoint• Be fun and excited about the

material you are presenting

Think:• What should the room look like

to know students are engaged?

Do now!

• Of the core competencies, which do you think your facilitators need the most guidance to achieve? – Choose that competency!

• What are some examples of success for your facilitators?

• What would you consider a non-example?

Defining Success!

• Provide pre and post session evals• Pre-session: will allow your facilitator to plan

more effectively• Post-session: will allow for your facilitator to

reflect, celebrate and identify additional opportunities for growth

• Post-session: will provide framework for feedback from the observer

Questions!

• Questions• Plus• Delta

Thank You!

• Oudete Taylor• www.onegoalgraduation.org• Oudete.taylor@onegoalgraduation.org