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CoachingCoaching

Instructional Coaching Vision and Model in District 59

 

The student-centered model of instructional coaching in CCSD59 is a strategic and non-judgemental approach to coaching designed to improve student learning by providing continuous, relevant, and job-embedded support for teachers (Sweeney, 2011).

Coach with student

A three-phase cycle (a collaborative planning conference, an instructional event, and a reflective post-conference) structures the work between coaches and teachers and is squarely focused on specific learning targets for students rooted in the district outcomes, curriculum, and standards. Continuous reflection on and improvement to the instructional coaching model ensures that coaching impacts our students in meaningful ways.


Role of Instructional Coaches

The role of the instructional coach is to support individuals and teams in designing and facilitating learning experiences and to enhance instructional practice.  The instructional coaching teams are building-based and have combined expertise in the areas of literacy, math, language acquisition, and innovative learning.


Some responsibilities of the Instructional Coaches

  • Provide ongoing and job-embedded learning for staff in an authentic context
  • Implement full coaching cycles with individuals and/or teams
  • Facilitate the professional development of teachers, both individually and in teams, through coaching cycles
  • Facilitate team and individual planning and reflection with teachers
  • Participate in the curriculum development process
  • Engage in continuous improvement of knowledge and skills

Coaching Menu

Expanded Instructional Coaching Menu:
Partnering with Teachers to Support Student Learning

Planning

  • Design of lessons, units, differentiated instruction, while also providing professional learning and goal setting
Demonstration Lessons

  • Demonstrate a lesson(s) in the classroom or in an alternate classroom while the teacher observes
Co-Teaching

  • After planning cooperatively, teach a lesson(s) or lesson sequence together
Peer Review

  • Pinpoint an area of interest in the classroom and allow the coach to observe and give non-evaluative feedback
Reflection

  • Analyzing instructional events, processing data, determining next steps
Data Conversations

  • Collaboratively analyze formative and/or summative assessments from a growth mindset to make instructional decisions
Strength-Based Instructional Design and Supports

  • Help design minilessons, tiered options for purposeful practice, or supports to meet the needs of all learners in the classroom from a strengths-based model
Professional Development

  • Share and discuss PD topics of teacher choice: twitter chats, tech integration, book study. The options are limitless!
Instructional Rounds

  • Obtain coverage for teacher’s classroom so that he/she may observe a colleague
  • Engage in reflection with the coach on what was observed and next steps
Classroom Environment and Structures

  • Collaboratively design and implement systems and structures that promote a positive learning environment where all students can learn
Collaborative Conversation

  • Sometimes it is beneficial to talk through ideas in order to help design the best experiences for students
Resource Support

  • Assistance with finding resources that enhance learning experiences (i.e., mentor texts, technology)

 

 

Instructional Coaching Vision and Model in District 59

 

The student-centered model of instructional coaching in CCSD59 is a strategic and non-judgemental approach to coaching designed to improve student learning by providing continuous, relevant, and job-embedded support for teachers (Sweeney, 2011).

Coach with student

A three-phase cycle (a collaborative planning conference, an instructional event, and a reflective post-conference) structures the work between coaches and teachers and is squarely focused on specific learning targets for students rooted in the district outcomes, curriculum, and standards. Continuous reflection on and improvement to the instructional coaching model ensures that coaching impacts our students in meaningful ways.


Role of Instructional Coaches

The role of the instructional coach is to support individuals and teams in designing and facilitating learning experiences and to enhance instructional practice.  The instructional coaching teams are building-based and have combined expertise in the areas of literacy, math, language acquisition, and innovative learning.


Some responsibilities of the Instructional Coaches

  • Provide ongoing and job-embedded learning for staff in an authentic context
  • Implement full coaching cycles with individuals and/or teams
  • Facilitate the professional development of teachers, both individually and in teams, through coaching cycles
  • Facilitate team and individual planning and reflection with teachers
  • Participate in the curriculum development process
  • Engage in continuous improvement of knowledge and skills

Coaching Menu

Expanded Instructional Coaching Menu:
Partnering with Teachers to Support Student Learning

Planning

  • Design of lessons, units, differentiated instruction, while also providing professional learning and goal setting
Demonstration Lessons

  • Demonstrate a lesson(s) in the classroom or in an alternate classroom while the teacher observes
Co-Teaching

  • After planning cooperatively, teach a lesson(s) or lesson sequence together
Peer Review

  • Pinpoint an area of interest in the classroom and allow the coach to observe and give non-evaluative feedback
Reflection

  • Analyzing instructional events, processing data, determining next steps
Data Conversations

  • Collaboratively analyze formative and/or summative assessments from a growth mindset to make instructional decisions
Strength-Based Instructional Design and Supports

  • Help design minilessons, tiered options for purposeful practice, or supports to meet the needs of all learners in the classroom from a strengths-based model
Professional Development

  • Share and discuss PD topics of teacher choice: twitter chats, tech integration, book study. The options are limitless!
Instructional Rounds

  • Obtain coverage for teacher’s classroom so that he/she may observe a colleague
  • Engage in reflection with the coach on what was observed and next steps
Classroom Environment and Structures

  • Collaboratively design and implement systems and structures that promote a positive learning environment where all students can learn
Collaborative Conversation

  • Sometimes it is beneficial to talk through ideas in order to help design the best experiences for students
Resource Support

  • Assistance with finding resources that enhance learning experiences (i.e., mentor texts, technology)

 

 

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