Part 2: IC Tips based upon the 6 Components of Instructional Coaching

Continued...

A strong instructional coach will use each of the above components as they work with teacher. However, there is difficult to follow a predetermined sequence for these coaching components.  Based upon where the teacher is at on the change continuum is just one  of the potential factors that plays into how the instructional coach will approach working with the teacher.  The instructional coach must rely upon the relationships built based upon the partnership approach to determine where to involve the teacher.  Some of these components may be repeated several times or omitted all together based upon teacher and student needs and preparedness.

Model: 

A collaborative effort between both the classroom teacher and the instructional coach to ensure that key "look fors" are established.  The teacher establishes what he or she will be looking for within the lesson, thus ensuring the coach is well prepared to model these key "look fors"  Discipline and behavior expectations are outlined prior to the lesson.  Throughout the lesson a mutual partnership between the coach and teacher is emphasized with the students.  The coach and teacher review the results along with the observation form side-by-side.

Observation Form This can be used by either the teacher during the model lesson or the coach during the observation

Observe:

"You watch me, I watch you".  Knight stresses in Chapter 6 that this is meant to be an informal observation and the more often that these observations occur, the more comfortable they teacher will be in inviting in an observer. The data that the coach records during the observation varies depending on what intervention the teacher is working to incorporate into the classroom.  The coach will also use the same observation form as the form in the modeling component to only record the expected teaching practices.  This is crucial for the data conversation after the lesson has been delivered.  Additional positive notes highlighting successful actions taken within the classroom.  The specifics documented during the observation provide the teacher with data for conversation and reflection with the instructional coach.  

Explore:

Side-by-side the coach and teacher review the data after an observation or model lesson.  The coach must be careful not to provide top down feedback to the teacher (Knight 2007, p. 123-125). Here are some example coaching questions post-observation.  

"How do you think that went?" 

"OK, now based on either your experience or this form we've go, what do you think were the components that made that go really well?" 

"OK, what do you think some things were either according to your experience or what I have on this observation form, what are some things that we kind of still need to work on as a team?"

When providing feedback it is pertinent that the coach provides specific, nonattributive feedback.  Provide the teacher with specific examples vs. shallow praise.

What great tips do you have to share for modeling, observing, or exploring the data with your teachers?

Part 1: IC Tips based upon the 6 Components of Instructional Coaching

Instructional Coaching Components

A strong instructional coach will use each of the above components as they work with teacher. However, there is difficult to follow a predetermined sequence for these coaching components.  Based upon where the teacher is at on the change continuum is just one  of the potential factors that plays into how the instructional coach will approach working with the teacher.  The instructional coach must rely upon the relationships built based upon the partnership approach to determine where to involve the teacher.  Some of these components may be repeated several times or omitted all together based upon teacher and student needs and preparedness.

Here is a brief break down of  the first 3 of the 6 components. When I say brief I mean brief.  Chapters 5 and 6 are crucial reads or refresher for any IC reflecting upon this school year and looking ahead to the next.

Enroll:

How does an IC get a teacher on-board?  Enrolling teacher participation in a coaching partnership can best be achieved through one-on-one interviews, small group presentations, large group presentations, informal conversations, and/or administrator referral.  Using a series of interview questions small group and one-to-one interviews have proven to be the most successful way to enroll teachers to participate within the process. (Knight, 2007 p.89-96)  

Identify:

Now that teachers and/or small groups have identified themselves as interested, the next question is where to start? Note: Not to worry about the length of your enrolled teacher list.  The coaches preparedness is what will make this list grow! (Knight, 2007 p.99)  Using the Big 4 an IC and teacher(s) can focus in on specifically what areas may need to be focused in on (Knight, 2007 p. 100).  These can vary throughout the school year depending upon the intervention, strategy, content, etc.

The Big Four

Behavior: Is classroom management under control? Content: Does the teacher understand the content, have a plan, and understand which information is most important? Instruction: Is the teacher using teaching practices that ensure all students master content? Formative Assessment: Do the teacher and students know if students are mastering content?

Explain:

The IC's job includes explaining how a proven practice can be implementing within the teaching practice.  Thus, it is crucial that the coach not only understands the proven practice but can explain it clearly to the teacher.  The coach may have to read and research the practice further in order to clearly explain the practice before synthesizing it with the teachers and their students.  The coach may have to break down the practice into smaller chunks that allow for true mastery of the teaching practice.  Next, the coach must look at the practice from the classroom teachers' perspective as a feasible option otherwise providing modifications that make the teaching practice a realistic application for the classroom.  Finally, the coach must simplify the practice as needed to realistically meet the classroom and teachers goals.  This planning on the coaches part is a necessity and in my opinion often overlooked by some coaches as it is so time consuming.

As we are looking to wrap up one school year and head into a new one how do you plan to enroll participating teachers for the 2013-2014 school year?  What are the key needs that you're identifying?

At the end of the day...

I know it is a cliche phrase,  however at the "end of the day" what an instructional coach really just wants to find the best way possible for all students to learn.  In order to do this an  instructional coach works with as many teachers as possible to ensure that teacher and students needs thus producing student success.

In Chapter 5 Knight does a great job of telling the story as to how one instructional coach works with a reluctant teacher resistant to any new ideas to improve her already high test scores.  The instructional coach recognizes where the reluctant teacher is and works to walk through the stages of change as outlined by Prochaska, Norcross, and DiClemente (Prochaska et al., 1994)

Prochaska et al.'s Stages of Change (1994)

• Precontemplation
• Contemplation
• Preparation
• Action
• Maintenance
• Termination

Here are the stages of change as they are aligned with professional learning.  I felt like this deserved a graphic organizer to demonstrate the continuum and roles for both the coach and teacher.  I'd love to know your thoughts and any additions that you may want to include. Note click on the image or the link below to open up this organizer in GoogleDocs.  Based on Chapter 5 and your experience please add to this document.

What's missing?  Could you use this continuum?

http://goo.gl/q9J4g