THE COACHING CYCLE: BEFORE, DURING, AFTER

Christina Steinbacher-Reed

What the Research Says

full-time, site-based professional developer that works directly with teachers to help them incorporate research-based instructional practices (Knight, 2007).

The big picture. . .

Continuum of Coaching Styles

A Comparison of Styles (Brown, Stroh, Fouts, and Baker, 2005)

Directive Coaching Responsive Coaching

The Coach Outside expertSpecific experiences and/or abilities

Part of the teamBroad backgroundVaried abilities

Sample Goals Address a specific problemImpart a specific skillAccomplish a specific task

Adult development Environment for learningClimate for change

Recipient Individuals or groupsTeachers and coaches assigned

Individuals or groupsTeachersvolunteers

Examples Implementing a specific curriculum, program, or strategy Teaching how to use data

Reflective discussionsFacilitating meetings Providing resources

Where are you on the continuum? Remember, these types are not mutually

exclusive Successful coaches can analyze the context and

select a style that is most appropriate for the situation.

Which style do you think is more effective with veteran teachers? How about with new teachers?

How about working with a teacher from a content area in which you have little or no background?

How to Say it Like a Coach – Kathy Kee

Review the NSRF protocol – Three Levels of Text Protocol

Read the article and highlight short passages that really resonate with you

Work with a small group and use the protocol to discuss the text

Questioning Strategies

Meditative Question in a B-D-A context

NSRF Probing Questions

Demonstration Questions

Before

Purpose of the lesson Instructional strategies that are going to be used PLN framework—the Five Critical Experiences

and the Four Lenses of Learning or the school district’s adopted instructional model—as means

for organizing the lesson Formative assessment strategies to be used Evidence of student engagement and learning Specific focus areas on which coach should

concentrate

Let’s watch!

Observation of a ‘Before’ conversation

Note the questions the coach uses and how the teacher responds

Discuss your thoughts with a partner

Your turn!

With a partner, practice a before conversation. Think about something that you are currently a planning (lesson, PD, dinner, etc).

One of you assume the role of the coach, the other as the coachee.

During

Teacher’s purpose for the lesson Evidence of student engagement and

learning Evidence of implementation of the literacy

framework and/or core instruction model Evidence of formative assessment

strategies Specific focus areas agreed upon during

the pre-conference

Let’s watch!

Observation of a ‘Before’ conversation

Record notes as though you were the coach

Discuss your notes with a partner

How would you approach this teacher in the ‘after’ reflective conversation?

After

Things that went well based on the teacher’s purpose of the lesson

Evidence of student engagement and learning Other learning experiences for the teacher

during this lesson as agreed upon during the preconference

Things the teacher wants to continue working on

Date for next pre-conference, classroom visitation, or follow-up conversation

Let’s watch!

Observation of a ‘Before’ conversation

Note the questions the coach uses and how the teacher responds

Discuss your thoughts with a partner

What might you do differently?

Your turn!

With a partner, practice a reflective conversation. Think about something that you have just completed (a lesson, a project, a PD, dinner, etc.)

One of you assume the role of the coach, the other as the coachee.

Reflection on the BDA Process

How are you feeling about this process? Have you attempted a B,D, and/or A?

How did it go?

Benefits?

Challenges?