CURRICULUM COACHES

WORTH THE MONEY ?

Teresa K. Todd

EDAD 684 School Finance/Ethics

March 23, 2011

Research

School based coaching has become very popular as a way to provide sustained, embedded professional development as schools strive to improve practice

(McGatha, 2008). Coaching is an emerging and

complicated role, and those tapped to fill these positions need professional development (Obara and Sloan, 2009).

Research

Coaching can change teachers, instruction, and students, but a coach’s level of success depends on his or her ability to build rapport and trust (Obara and Sloan, 2009).

Interpersonal skills of coaches are just as important as their content knowledge as they help teachers take risks and apply new ideas (Obara and Sloan, 2009).

Research

Three recent reports have attempted to describe the current state of school-based coaching focusing onVarious roles and responsibilities of coachesTraining programs for coachesConditions that support successful coaching

programsChallenges involved in coachingSuggestions for successful coaching programs

(McGatha, 2008)

Research Coaches roles vary from one school or school

district to another (Obara and Sloan, 2009). In order for coaches to be successful in their

work, they need the following set of skills:Content knowledgePedagogical content knowledgeKnowledge of curriculumKnowledge of gifted and special needs studentsKnowledge of researchSocial leadership skills

(Obara and Sloan, 2009).

Horry County SchoolsDefinition

Curriculum coaches are master teachers who provide essential leadership for the school’s

overall instructional program through support, training, and coaching to build school and teacher capacity to increase

student achievement.

Roles and Responsibilities Demonstration/model teaching of

effective instructional and assessment practices

Collaborative planning, coaching, classroom observations, and feedback

School-based professional development for all teachers

Research and data analysis

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

Collaboration Work collaboratively and communicate effectively with all

school staff to strengthen all aspects of the instructional program

Work collaboratively and communicate effectively with district level learning specialists and program coordinators to ensure rigorous and relevant curricula and instructional practices to increase student achievement

Work collaboratively and communicate effectively with feeder schools to strengthen vertical articulation and to create a seamless K – 12 instructional program

Set meeting agendas based on staff input and assessment of what students in various grade levels and content areas need to work on to meet district and/or school goals

Professional Development Apply concepts of adult learning and motivation,

including varied group configurations and presentation formats to engage adult learners as well as identify the appropriate professional development settings and schedules

Provide collaborative and one-on-one instructional coaching and facilitate teacher inquiry and related professional development

Participate fully in professional development for coaches, including peer observations, professional research and reading, and inquiry sessions to stay abreast of developments in best classroom practices, technology, and assessment

Curriculum and Instruction Ensure implementation of state curriculum standards, district instructional models, and technology Work with teachers in the development of daily, weekly, and unit lesson plans Assist teachers with integrating literacy practices into their content instruction Model best instructional practices through actual classroom demonstrations on rigorous standards-

based teaching Introduce teachers to new methods, materials, and instructional strategies that, through research, have

proven to increase student achievement Work with teachers individually, in collaborative teams, and/or departments, providing practical support

on a full range of instructional practices Participate in regularly scheduled grade-level, subject-specific, and team-planning sessions that focus

on curriculum, instruction, and student work Assist teachers in the analysis and selection of diverse content area texts and instructional materials

that link to multiple ability levels and multicultural perspectives and connect to students’ backgrounds and interests

Assist teachers in incorporating the use of technology into the instructional program Observe and provide feedback to teachers for the purpose of instructional support and program

improvement (not evaluation) Regularly conduct observations to collect informal data on teacher use of instructional strategies and

student engagement with the strategies as well as to increase teachers’ knowledge and skill in delivering instruction

Engage in reflective dialogue with teachers before and after observations Maintain a relationship of trust with teachers Respect the confidentiality of the coaching relationship Provide documentation of coaching visits

Assessment Use technology to disaggregate test data to evaluate

curriculum and instruction Assist teachers in analyzing assessment results to identify

trends, patterns, and instructional deficiencies Lead data sessions that examine both formative and

summative assessment results and suggest and monitor intervention strategies and materials for struggling students

Analyze formative and summative assessments in order to ensure assessments are able to inform instruction and become a tool for improvement

Provide support and training to identify needed changes in classroom instructional strategies based upon the analysis of the data

A Personal Perspective The role of the curriculum coach ultimately

depends upon the principal and the school All schools have at least one curriculum

coach with some elementary and middle schools having two curriculum coaches that may focus on specific content areas of the curriculum

All high schools have only one curriculum coach position

Curriculum coaches are on the same contract and salary scale as a regular classroom teacher (190 days)

Other Actual Job Duties of High School Curriculum Coaches Testing (HSAP, MAP, Benchmark, EOC, SAT, PSAT, PLAN, CoGAT) HSTW Coordinator Master Schedule Reports Grad Rate File Surveys Field Trips APEX Communication Emergency Lesson Plans Staff Development and Staff Development Funds New Teachers Eighth Grade Transition Exchange Students HCS Data Center At-risk Coach PowerTeacher

Back to the Question

Are curriculum coaches worth the money?

It depends on who you ask…

District Principals Teachers Students Parents

But…

Who would do all that we do?