UNC Charlotte Teacher Education Institute

If I accept you as you are, I will make you worse; however, if I treat you as though you are what you are capable of becoming, I help you become that. --- Johann Wolfgang von Goethe UNC Charlotte Teacher Education Institute Agenda

Discuss a variety of coaching approaches Developing trust with mentee Formal Coaching In-the-moment coaching techniques Practice in-the-moment Peer collaboration, planning, and coaching tools Conclusion

How we think about coaching significantly enhances or interferes with our success as a coach. -Jim Knight (2011) Which of the following images best fits your current view of the kind of coach you want to be? Now think about the characteristics of these relationships that may be supportive and constraining when coaching teachers.

StageCoach Seven Partnership Principles (Knight, 2011) Equality-both value others views Choice-T has input on what is examined Voice-C empowers the T to have voice Reflection-C encourages T to reflect Dialogue-C authentic, non-dominated Praxis-real life practice Reciprocity-both learn Beyond Content Expertise In coaching, establish a relationship that's built

on trust, genuine communication and confidentiality. Even if we know a lot about content and pedagogy and have impressive qualifications, people will not embrace learning with us unless theyre comfortable working with us. Role Play your first meeting The Clinical Educators at your table have already had their first meeting with their candidates. Clinical Educators Share how you approached that first meeting

Faculty and Supervisors (ROLE PLAY) How will you introduce yourself? How will you begin your conversation? How will you begin to establish trust with your mentee? The Coach and the Evaluator Evaluator-a professional in charge of holding teachers accountable to accepted standards (supervisor) Coach-professional who directs the personal and instructional learning of a teacher to develop a specific skill(s) (clinical educator) Keep an eye out

Sometimes a Supervisor or CE is in an evaluative role Three Coaches + Candidate form a team bound by confidentiality and trust Coaching Activities In-the-moment guidance Model teaching Co-teaching Observing/ Consulting

Video tape analysis Co-planning Co-assessing Formal Coaching Student data analysis Rehearsing Types of Coaching Activities Type In-the-Moment

Formal Coaching Setting Description Classroom Instruction Coach gives real time direction during classroom instruction; ideally, goals of lesson are discussed prior to the lesson Classroom Instruction Pre- and post-conference

Substantial pre-conference in which mentees lesson goals, instructional techniques and assessments are discussed; classroom observation and data collection by coach; substantial post-conference in which mentee and coach analyze data and discuss both future lesson and mentees learning Coach teaches class while candidate observes; purpose for observation has been identified prior to observation Coach and Mentee participate fully in the same classroom; roles during the lesson should be determined prior to teaching

Classroom Instruction Observation and Feedback Co-assessing Co-planning Rehearsing Data analysis Video Analysis Classroom Instruction Pre- and post-meeting

Mentee teaches and coach observes; upon completion, coach provides constructive feedback; purpose of observation should be identified prior to observation Meeting Coach and mentee create assessments for lessons Meeting Coach and mentee create lesson plans Meeting

Mentee rehearses teaching the lesson with one or more teachers present playing the role of students Coach and mentee analyze student data Meeting Meeting Example Sideline Huddle Guiding question or statement Tag team

Instructional coaching Content focused coaching Cognitive coaching Peer coaching Put a C next to the TYPE of coaching you feel comfortable doing Model Teaching Co-teach Classroom Instruction

P. 5 One coaching teach-one support you have Put a Q next to the TYPE of Team teaching Station teaching questions about Alternative teaching Parallel teaching Typical observation, sometimes with rubrics

Text MICHELLESTEP853 to 37607 Coach and mentee analyze teaching video; can be a video of the coach, the mentee or other teachers Coaching Activities In-the-moment guidance Model teaching Co-teaching Observing/

Consulting Video tape analysis Co-planning Co-assessing Formal Coaching Student data analysis Rehearsing Coaching Activities Model teaching

In-the-moment guidance Co-teaching Video tape analysis Formal Coaching Co-planning Co-assessing

Observing/ Consulting Student data analysis Rehearsing Formal Coaching Cycle PLANNING Conference REFLECTION Conference

TEACHING Observation Pre-conference Protocol Sheet P. 6 Depends on coachs content knowledge Coach can be directive here. Introducing Ms. Scobey and Ms. Williams

Scobey over 20 years; Williams third year Both first year teaching inquiry (Focus Practices) New reform curricula (Connected Mathematics Project 2) Coached in pairs (Scobey focus) 6th grade math; same course (co-planned) High poverty culture Context Working on multiplication of two fractions No rule yet; just studying what it means At the school bake sale, square pans of brownies are being sold. Students can also buy PARTS of the

pan of brownies. Mr. Williams asks to buy of a pan that is only full. What fraction of a whole pan does he buy? pan of brownies Pre-Conference Talk Scobey starts by reminding us that we had agreed to focus on whole class discussion and eliciting student thinking/engagement (FPs).

Pre-Conference Tool Take 5 minutes to study the Pre-Conference Guiding Questions. How do they reveal the candidates ideas? On which questions do you need clarification? Do you want to add anything? P. 8 Solve the Math Task P. 12

two Video tape the session for analysis. P. 19 Coaching Observation Sheet Take 5 minutes to study the observation tool. You will use this while you watch Ms. Scobeys class. P. 12

Whole Class Discussion Segment 1/5 x 1/4 Instructional Video Observation Tool Compare your notes on the Observation Tool with the people at your table. What were some of similarities in your scoring? What were some of the differences in your scoring?

Suggestions on how to use the Tools? P. 7 Post-Conference Use your post-conference protocol to write down questions that the coach should ask in each section. Post Conference Videos Judgement free zone Add questions to your list after each segment Take notes on noticings (both audio and visual):

Trust Focus Practice learning Questions asked by coach Video Segment One Video Segment Two Video Segment Three Pp. 13-16 Imagine The teacher featured in this video was a veteran teacher, yet was trying to implement focus practices for the first time.

Like Ms. Scobey, your candidates will be attempting to implement FPs for the first time, BUT will have other challenges that a 20-year veteran will not. How do you imagine your conferences to be similar and different with a candidate? Coaching Activities In-the-moment guidance Model teaching Co-teaching

Observing/ Consulting Video tape analysis Co-planning Co-assessing Formal Coaching Student data analysis Rehearsing Coaching Activities

Model teaching Co-teaching In-the-moment Video tape analysis guidance Co-planning Co-assessing Formal Coaching Observing/ Consulting Student data analysis

Rehearsing P. 17 In-the-Moment Coaching Types Sideline: Use hand gestures or provide written feedback (whiteboard, iPad, coaching cards, etc.) for the candidate to see and immediately respond to throughout instruction or behavior management Huddle: When students are working in groups or independently, pull candidate to side and whisper brief feedback and/or game-plan next moves

Guiding question or statement: Coach addresses a short question or statement to the candidate to help guide them Tag Team: Candidate stops during instruction and asks the mentor to tag in for the moment. In-the-Moment Coaching Establish clear communication and a common understanding of why in-the-moment is being used and what it will look and sound like When this doesnt happen, candidates are often left feeling uncomfortable and unsure of themselves Think about why some in-the-moment techniques might be more invasive than others

Best when a pre-conference is held (can be short) Coach and candidate work out signals (e.g., hand gesture, tap on the shoulder) Lets Observe Sideline Video Clip ELA Small Group Clip 24 Video One Math; Whole Class Clip 7

What did you see? P. 18 Your Candidate P. 21 Secondary Social Studies Teaching Candidate This is the first In-the-Moment mentoring session for the two of you You will be using the Coaching Look fors

observation tool to guide your session Study the Eliciting Student Thinking Observation Tool Lets Practice Use your Observation Tool to guide your viewing of the video Watch the video and score the candidate on eliciting student thinking. With your tablemates, discuss your results and what type of in-the-moment coaching technique you might use and why VIDEO

Something to think about Coaching Team Clinical Educator Supervisor Professor What strengths does this arrangement pose? What challenges does this arrangement pose? TALK AT YOUR TABLE