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January 13, 2014

ALL Site Coaching Session

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Action Plan

Implementation Options

• Re-Deliver Annotation of Text between January and March• Deliver Text Dependent Questions (TDQs) between March and

May• Review Anchor Standard #1 between May and June

Option 1

• Continue TDQs between January and March• Deliver Read, Analyze and Prove Method between March and

May • Review Anchor Standard #1 between May and June

Option 2

• Begin TDQ Implementation Cycle between January and March• Deliver Read, Analyze and Prove Method between March and

May• Review Anchor Standard #1 between May and June

Option 3

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6-Step Implementation Plan (8 weeks)

Baseline Assessment

Where are the teachers in your school starting from?

Which teachers are already implementing these strategies?

Professional Development

Provide the teachers with training on the Instructional Practice via

whole group content delivery

Reaffirm what they already know / Clarify their individual questions

Model Laboratory

Model the expectations of the practice in a proficient classroom

Use exemplar teachers to model the practice during their lessons

Progress Monitoring

After teachers have had time to implement new strategies learned

from PD and modeling

Assess growth from the Baseline Assessment

Refresher Provide teachers with a follow up session that is more hands on

Allow best practices to be shared, challenges to be addressed,

success to be highlighted

Final Assessment

Check the growth of the teachers within the 8 week cycle

Use this data to compare with changes in student achievement

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Job Embedded Coaching

Throughout the 8 week cycle, the Coach should be providing job embedded

coaching to their teachers. This coaching will look different depending on the various teachers and their varying range of abilities.

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Baseline Assessment – Week 1

The baseline gives you a foundation of each teacher’s start• Instructional Practices are not new, teachers may be implementing these

practices unknowingly

Elementary Implementation• Schedule around common planning times• Include all grade level teachers unless some grades are departmentalized

Secondary Implementation• Schedule around the unassigned period of the teacher.

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Professional Development – Week 2

School Site designees become the training “experts”

• The designees must collaborate on the Big ideas, and what each teacher (grade level and subject) should walk away with from the session

Whole Group• One large professional development with groups of teachers• Co-Presented with at least two “experts”

Small Group• Introduce the practice to a grade level team, subject area,

primary/intermediate groupings

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Model Laboratory – Week 3

Experts become a model for the teachers• Plan to model a lesson in a

teacher’s classroom for teachers to visit during time slots for observation

• Strongly encourage participation

Use an Exemplar Teacher to model• Some practices have expectations

that come natural to some teachers

• Use those teachers’ classrooms as a already constructed model laboratories

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Progress Monitoring Week 4-5

By now, teachers have had formal training• The training has taken place, and live examples have

been provided…are the teachers implementing the strategies?

Ability vs. Fidelity• During the 8 week cycle, the goal is to develop the

capacity to implement the practice (i.e. ABILITY) • Remember, you are not checking fidelity or consistency,

that is what the evaluation is for

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Refresher Session – Week 6

Sharing of experiences• Challenges are shared, and

roundtable strategies to address challenges are implemented.

• Successes are shared, and best practices are highlighted as take aways moving forward with the practice.

Workshop Based• Teachers have an opportunity to build

lessons, and share strategies with their peers.

• Clarity and Next Steps are provided as teachers move toward the culmination of the 8 week process.

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Final Assessment– Week 7-8

Measure the growth of all teachers• Determine the success of the process and keep data of teacher growth• Document trends of teachers that reached a “Green” rating and those that

remained “Red”

Comparative Data• Use the data collected from the teachers and compare it to select school-

wide student data• Make determinations as to if, teachers with “good” instructional practices

correlate with student achievement

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Job Embedded Coaching Methods

Providing Additional Resources for teachers with a good grasp of

current concepts

Develop a model laboratory in which you are the teacher and invite

specific teachers to observe the lesson. Follow the lesson up with a

debriefing session.

Plan a lesson together with a teacher and observe the implementation.

Follow up the lesson with additional feedback about teacher growth.

Plan a lesson together with a teacher and deliver the lesson to the class

alongside the teacher or as the teacher observes. Follow the lesson up with a

debriefing session.

Job Embedded Coaching