ED594I COLLABORATIVE COACHING FOR IMPROVING INSTRUCTION

 

Instructor:
Craig Weaver
216-406-5226
weaverids@yahoo.com

Course Description:  Successful coaching and mentoring depend on developing a positive working relationship between mentor and mentee. Candidates will learn how to create a positive climate that enhances professional development through collaboration.  The effective delivery of feedback will be explored as essential consultation skills are developed.  Participants will reflect on their own interpersonal skills throughout the course.  Problem identification and problem solving methods will be studied.

Teacher Leader Standards (TLS) Addressed:
Standard 1.
Teacher Leader Candidates know and demonstrate skill in evidence-based principles of effective leadership ad teacher learning.
1.3 Candidates understand and apply strategies that assist adult learning and development.
1.4 Candidates respect the diversity of the school staff, teachers, administrators and other personnel.
1.5 Candidates engage in reflective practice concerning leadership roles and responsibilities, and encourage reflective practice in others.
1.7 Candidates facilitate the development of efficacy among other teachers in their school and district.

Standard 2.
Teacher Leader candidates promote the use of data-based decisions and evidence-based practice.
2.2 Candidates collaboratively analyze assessment data to plan and implement differentiated instruction to meet student needs.
2.5 Candidates identify resources (including instructional technology) and research-based strategies to support the assess-plan-teach-reassess cycle.

Standard 3.
Teacher Leader candidates facilitate a collaborative learning culture.
3.1 Candidates coach and model collaborative efforts to share knowledge and demonstrate interdisciplinary instruction among teachers.
3.3 Candidates work with stakeholders to identify appropriate resources for enhancing collaboration.

Standard 4.
Teacher Leader candidates participate in developing and supporting a shared vision and clear goals for their schools.
4.2 Candidates advocate for and initiate increased opportunities for teamwork to promote and support student achievement and other school goals.

Standard 5.
Teacher Leader Candidates promote and model ongoing professional learning and improved practice within a learning community.
5.2 Candidates work effectively with individuals and groups of teachers by demonstrating the skills and competencies needed to teach adult learners.
5.3 Candidates demonstrate skills in serving as mentors and coaches to others.
5.5 Candidates engage in activities that promote reflective practice in others.
5.6 Candidates model professional, ethical behavior and expect it from others.

Ohio Standards for the Teaching Profession (OSTP) Addressed:
Standard 2.
Teachers know and understand the content area for which they have instructional responsibility.

Standard 3.
Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.

Standard 4.
Teachers plan and deliver effective instruction that advances the learning of each individual student.

Standard 6.
Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.

Standard 7.
Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member

Course Objectives:

1. Analyze the research base for high quality coaching and mentoring – TLS-3.1; OSTP-7
2. Describe the components of effective coaching – TLS-3.1; OSTP-7
3. Demonstrate effective use of coaching and mentoring protocols – TLS-3.1, 5.3; OSTP-7
4. Recognize the importance of building positive working relationships – TLS-1.7; OSTP-6
5. Explain how to work towards enhanced collaboration – TLS-1.7, 3.3, 5.2; OSTP-6
6. Design and implement processes, procedures and protocols to augment teachers’ learning-TLS-1.3; OSTP-7
7. Effectively lead a professional group – TLS-4.2; OSTP-6
8. Develop a professional development plan based upon a needs assessment and reflection on the effectiveness of the professional development plan – TLS-3.2, 4.2; OSTP-7
9. Assist teachers to improve instruction based on school goals and diagnostic assessment – TLS-2.2, 2.5; OSTP-3
10. Demonstrate the ability to apply specific models of effective instruction –TLS-2.5; 0STP-2,4
11. Demonstrate the ability to assess the application of effective instructional principles – TLS-2.5; OSTP-3
12. Demonstrate effective feedback strategies – TLS-2.5; OSTP-6
13. Reflect on the characteristics of effective coaches and mentors including listening, providing constructive feedback and collaboration – TLS-1.5, 5.5; OSTP-6, 7
14. Demonstrate efficacy during the coaching and mentoring process – TLS- 5.6; OSTP-6
15. Articulate the learning needs of diverse adult learners – TLS-1.3; OSTP-6
16. Conduct coaching processes in a manner that treats teachers and students fairly, equitably and respectfully – TLS-1.4;OSTP-7

Required Text and Course Materials:

Aguilar, E. (2013). The art of coaching. San Francisco, CA: Jossey-Bass.

Edwards, J. (2014). Cognitive coaching:  A synthesis of the research.

www.thinkingcollaborative.com.

Website:  www.thinkingcollaborative.com

Ohio Teacher Leader Standards

Ohio Standards for the Teaching Profession

Ohio Standards for Professional Development

Supplemental Text/Readings (Not Required):

Carr, J., Herman, N., Harris, D. (2005). Creating dynamic schools through mentoring, coaching and collaboration. Alexandria, VA: Association for Supervision and Curriculum Development.

Cheliotes, L., Reilly, M. (2010). Coaching conversations:  Transforming your school one conversation at a time. Thousand Oaks, CA: Corwin.

Costa, A., Garmston, R. (2002). Cognitive coaching:  A foundation for renaissance schools. Christopher-Gordon.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2^nd

Ed). Alexandria, VA: Association for Supervision and Curriculum Development.

Gibson, S. (2006). Lessons observation and feedback: The practice of an expert reading coach. Reading research and instruction, 45(4), 295-318.

Marzano, R., Simms, J. (2012). Coaching classroom instruction. Bloomington, IN: Marzano Research Laboratory.

Tentative Agenda

Day One

Teacher Leader Endorsement
Syllabus Review
Qualities of a Good Coach (A) - Brainstorm
Forbes article; “5 Things to Look For When Choosing …”/Credibility - discussion
Harvard Business School article – Feedback
Proposed Instructional Framework (HO)
Handshake Lesson (A) Apply Instructional Framework (HO)
“Components of Effective Instruction” (A) - Brainstorm
Components of Effective Assessment (HO)

Assignment - MET “Seeing It Clearly” (Website)
http://k12education.gatesfoundation.org/resource/seeing-it-clearly-improving-observer-training-for-better-feedback-and-better-teaching/   Read pp. 31-32 “HOW TO EXPLAIN YOUR INSTRUMENT.  Check out Figure 13;  pp. 33-34.
Review Columbia Public Schools Teaching and Learning Framework – Teach section page 22 -39. (you may have to open this via “preview” PDF.)
Work on own Instructional Framework & Assessment Variables

Day Two
Ted Talk – Atul Gwande – “Want to get great? Get a Coach”
Review Instructional Framework & Assessment Definitions
Rope/Bowling Activity (Teacher-Student-Coach)
          Teacher training – rope and bowling
           Activity – Rope
           Collaboration – What went well? What needs to change?
           Assessment
           Activity – Bowling
          Collaboration – What went well? What needs to change?
          Assessment
Dead Poet Society Review (Vimeo: Carpe Deium”) – What went well/ What would you suggest he change?
Gates Video Ted Talk – teacher feedback
Effective Instruction Instrument
        District of Columbia website
        Main categories = Components
        Ours – Handout (HO)
       Work on adding/deleting
* Own Instructional Framework and Assessment Variables

Assignment:
Research Coaching Model
      Cognitive Coaching
       Big Four
       Grow
       STEPPPA
Effective Instruction Instrument
Teaching Something to Someone

Day Three

Review Project Components
Article “Why I am incredibly pessimistic…”
Coaching Models Activity  (chart paper – synthesize information)
Evidence Collection (HO)
SNL Seinfeld Video (pick 2 components to collect evidence)
Environmental Science Video  (pick 2 components to collect evidence)
Video Lesson (pick one using 2 components) (Handout)
Peer Review of draft project

Assignment:
Teach something to someone
Observations

Day Four

Write Self Reflection of Coaching Process
     Did you execute your model?
     What went well?
     What were you uncomfortable with?
     What did you or are you going to change?
     How can the group help you?
Teaching Something
     3 in a group – teacher, coach and student
Peer Review
Clinic

Evaluation:

1. Instructional Framework (10%)
2. Assessment Variables (10%)
3. Effective Teaching Instrument  (20%)
4. Coaching Plan (10%)
5. Two Teacher Observations – utilizing Effective Teaching Instrument, Evidence Collection Document, Post Observation Feedback  (40%)
6. Self-Reflection (10%)