Dr' Jerri Lynn LippertFrances Doyle

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Student Success Leadership Matters

• Dr. Jerri Lynn Lippert-Frances Doyle

• 2008-2009 Coaching Launch Training
• September 4th 5th, 2008

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Guiding Inquires

• What are effective instructional leadership
  practices and dispositions for principals and
  coaches and district leaders? What evidence
  would you show that effective instructional
  leadership practices are in place?
• What are tools, routines and social practices
  that curriculum coaches can effectively use to
  coherently support and facilitate the districts
  vision?
• What are tools, routines and social practices
  that curriculum coaches can effectively use to
  continue to improve teaching and learning and
  monitoring district instructional initiatives to
  support student success?
• What is the role of central office leaders in
  supporting effective instructional leadership
  practices of coaches and their schools?
• What tools, routines and practices do central
  office leaders use to assist schools in
  developing coherency of district academic
  initiatives and monitoring continuous instruction
  improvement to advance student learning?

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Learning Intentions

• How can coaching capacity be advanced through
  understanding curriculum content and the tools
  and practices supporting each content area that
  advance teaching and learning?
• How can coaching capacity be advanced through
  understanding a coherent professional development
  cycle and the tools and practices supporting
  professional development in each content area?

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In May

• The District in partnership with the PFT revised
  the PPS Content-Focused Coaching Model
• Take five minutes to review the revised coaching
  model. Then,
• Turn to your elbow partner and discuss the
  reasons for the revised model
• And
• 3 significant changes under the revised model

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Refocusing and Reframing Our Work

• Coach feedback from the DL Retreat provided a
  lens for reframing the CFC Model.
• Need more common planning time in the building
• Need more time in the school to plan with
  teachers
• Teachers and coaches need more PD, specifically
  on curriculum writing/development and DL
• Maybe coaches could teach half day in the
  morning and coach in the afternoon
• This would afford coaches authentic practice
  with curriculum and programs initiatives
• This would also allow coaches to use their room
  as a laboratory classroom for teachers to
  observe
• ALA Grass Roots Committee 2/18/08
• How can we work together to get ½ day release
  time a month for PD?
• Teachers will have 2 additional half days of
  curriculum-based professional development
  experiences in their building.
• October 8, 2008
• April 3, 2008

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Refocusing and Reframing Our Work

• 100 coaches is an annual investment of
  8,551,000.00
• The CFC Model is the most costly of all reform
  efforts focused specifically on improving math
  and ELA teaching and learning
• Content-Focused Coaches will
• teach or co-teach the district core curriculum
• provide a model/laboratory classroom to be used
  as a professional development opportunities for
  teachers
• facilitate professional development to meet
  content teacher needs
• provide insight into the necessary revisions to
  the curriculum provide access to a curriculum
  specialist at the building level

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The Content-focused Coaching Model

• Content-focused Coaching SM is a professional
  development model designed to promote student
  achievement by
• Engaging teachers in regular, on-going
  examination of classroom practice in a specific
  content area
• Assisting teachers in understanding and using a
  set of cognitive tools as the framework for
  designing, enacting and reflecting on rigorous
  instruction
• Providing teachers with an opportunity to learn
  from each other and become reflective
  practitioners
• Contributing to the development of a
  collaborative learning community

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Content Focused Coaching Model
Establishment of laboratory classrooms to
enhance and facilitate implementation of core
programs and curriculums a way to model high
level implementation for content teachers
80 of time focused on teaching and
learning Establishment of laboratory classrooms
will provide visitation days for teachers to
observe and learn teaching strategies for
implementation of the core curriculum or core
program and subsequent teacher actions from
observation of coach teaching
Coaches will be supervised jointly Establishment
of laboratory classrooms will provide
feedback Coaches work closely with principal to
establish model Classroom visitation days for
teachers
Follow-up by the coach to support teachers
application of observed teaching strategies into
the classroom is necessary and must be supported
by the principal Principal must support the
coaching model and application of content
specific professional development provided by the
coach into the classroom.
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Cooperative Planning

• With key aspects of the revised coaching model
  in mind, discuss your progress on the below
  questions with a partner
• How has your principal supported you working
  deeply with the math and/or ELA teachers around
  the curriculum?
• What is your schedule? What class(es) will you
  teach or co-teach and what was the rationale for
  that decision?
• How will you and your ITL work together to
  maximize instruction?
• How will the assistant principal support you and
  instruction?
• How has your principal removed barriers for you
  to effectively enhance classroom instruction? And
  what barriers were removed?
• Based on your schools data, what are some of
  your key professional development focus points
  and why?

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Refocusing and Reframing Our Work

• In May, we promised to
• Put structures, practices, routines and supports
  in place to maximize the 8,551,000.00 coaching
  investment to improve teaching and learning
• In order to focus the work of the coach more
  precisely on effective implementation of core
  curriculum in math/ELA and to support effective
  and coherent professional development that
  results in improved instructional quality and
  student outcomes

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Refocusing and Reframing Our Work for
2008-2009Going Deeper

• To that end, we have
• Developed a professional development cycle of
  coaching for work with teachers
• Created tools to facilitate the work
• Developed practices and protocols for coaching
  work with teachers and for supervisors working
  with coaches
• Refined the cadre and coaching lab protocols
• Developed a coaching handbook and coaching log to
  guide the revised model implementation and
  articulate the practices and tools to support the
  model

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Cycle of Professional Development
Content that ? student learning
Student Needs Data
Self-Reflection Self-Assessment
Content Context Process
Directed Professional Growth Inquiry-Based
Collaboration
Characteristics Of Effective Coherent PD
Process that results in SUSTAINED school
improvement
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Professional Development

• Teachers in both weak and strong professional
  learning communities benefit from intensive,
  sustained professional development focused on
  content instruction (Cohen Hill, 2001).

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Characteristics of Coherent and Effective
Professional Development

• Is rooted in the content to be taught and where
  possible, uses actual curricular materials
• Occurs close to the classroom - todays learning
  are accessed for tomorrows teaching
• Engages teachers in and give them an opportunity
  to analyze, the actual processes or a simulation
  of those in which they will engage students
• Has a consistency of focus each session builds
  on the previous one, thereby taking the learning
  deeper
• Is distributed over time so deepening learning
  and reflection can occur
• Includes both transformative and additive
  professional development
• Models approaches to instruction that are
  situated in a cognitive perspective
• Provides the opportunity for teachers to acquire
  the skills and knowledge needed to meet the needs
  of individual students
• Is resourced and supported by district leadership
• Is related to district goals and the standards
• Is based on the analysis of data that is used to
  determine next steps in learning
• Is planned and implemented across and for all
  educators in the system, all professionals must
  be learners as part of their everyday practice

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Characteristics of Coherent and Effective
Professional Development

• Is related to attainment of the Pennsylvania
  Academic Standards and high quality instruction
• Is planned in response to a need of the school
  entity and its professional employees, that have
  been identified for a target audience
• Has clear and concise, written content and
  skill-based competencies
• Includes content and instructional methods that
  are appropriate for the intended competencies to
  be mastered
• Is planned and conducted by personnel who have an
  academic degree or other education and experience
  appropriate to the subject matter being taught
• Is research-based, data-driven and contributes to
  measurable increases in student achievement
• Provides sufficient support and resources over
  time to enable individuals to master new skills
• Contributes to building learning communities and
  continuous improvement.
• Requires that participants demonstrate attainment
  of the competencies
• Is evaluated by the participants

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Coaching Model Teaching and LearningProfessional
Development Cycle
Awareness Study

• Determine Areas for Growth and Set Focus of PD
• Student data
• Feedback from TL Teams
• Student work analysis
• Teacher Identified needs

Process is Collaborative,
Data Driven, Cyclical Focused on Student
Achievement
Learning Studying
Application

• Intense Work with the Coach
• Group Learning
• Lab Classrooms
• Classroom Demonstrations
• Conferencing, Observing Conferring
• Independent Practice
• Reflection

• Full Implementation of Teaching Practices
  Strategies
• Application of Professional Learning
• Student Work Analysis
• T L teams on Learning Walks
• Formal Observations encouraged

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Coaching Model PD Cycle

• Take 10 minutes and review the Coaching Model
  Teaching and Learning Professional Development
  Cycle
• As you read, reflect and write responses to the
  following
• How does the coaching model cycle support
  effective and coherent professional development?
• What are key aspects of each of the three phases
  in the cycle?
• What do you like about the cycle?
• What questions do you have about the PD cycle?

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Going Deeper

• Share with your table mates your reflections to
  the questions
• Then, as a table agree on 3 KEY ideas from the PD
  cycle that you would like to share with the
  larger group and chart your 3 Key ideas
• And, each table should also be prepared to
  summarize the coaching cycle schedule of PD that
  is relevant to their level
• Elementary Coaching Cycle Schedule
• K-8 Coaching Cycle Schedule
• Middle Coaching Cycle Schedule
• High School Coaching Cycle Schedule

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Key Findings About Adult Learners

• Adults will commit to learning when the goals and
  objective are considered realistic. Application
  in the real world is important and relevant to
  the adult learners personal and professional
  needs.
• Adults want to be the origin of their own
  learning and resist learning activities they
  believe are an attack on their competence.
  Professional development must give some control
  to the participants
• Adult learners need to see that the PD and their
  day-to-day activities are related and relevant
• Adult learning has ego involved. PD must provide
  support from peers and reduce the fear of
  judgment
• Adults need feedback. Opportunities must be
  built in to professional development activities
  that allow practice.
• Adults need to participate in small group
  activities during learning to move them beyond
  understanding to application, analysis synthesis
  and evaluation.
• Diversity of learners must be accommodated.
• Transfer of knowledge is not automatic and must
  be facilitated. Coaching and follow-up support
  are needed to help adult learners transfer
  learning into daily practice so that it is
  sustained.

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Teaching and Learning Teams

• How do the Teaching and Learning Teams support
  the Coaching Model Teaching and Learning
  Professional Development Cycle?

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What Are the Tools to Support The Work of the
Revised Coaching Model and Coaching Cycle

• Refer to your Coaching Handbook Highlights
  include
• District and PFT designed guidelines for
  co-teaching in the coaching model
• PD Cycle and Schedules
• Coaching Lab Protocol
• Teaching and Learning Feedback Tools (These
  replace the generic learning walk tools)
  (NON-EVALUATIVE)
• Coaching Log requirements
• Review Table of Contents
• PD assessment and planning tool
• Lesson plan format for coaches
• Supervisor-coach observing and conferring tool

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Reflecting on the Learning Intention

• How can coaching capacity be advanced through
  understanding a coherent professional development
  cycle and the tools and practices supporting
  professional development in each content area?
• Understanding of the professional development
  cycle of coaching for work with teachers
  (Coaching Model Teaching and LearningProfessiona
  l Development Cycle and Schedules)
• Understanding of the tools to facilitate the work
  (content-specific teaching and learning feedback
  tools)
• Understanding of the practices and protocols for
  coaching work with teachers and for supervisors
  working with coaches (content-specific PD
  assessment and planning tools, supervisor-coach
  observing and conferring tool, coaching log)
• Refined the cadre and coaching lab protocols
• Developed a coaching handbook and coaching log to
  guide the revised model implementation and
  articulate the practices and tools to support the
  model

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Improving Classroom Teaching Through Managed
Instruction
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K-5 Curriculum Plan
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Core Curriculum Plan 6-12
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CAS Curriculum Plan
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2008-2009 Summary

• 32 Total Curriculum Courses
• 7 ELA courses 6-12
• 6 math courses
• 1 algebra lab course
• 6 science courses
• 6 social courses AA History
• CAS Courses 5

• Other Curriculum Key Initiatives
• READ 180 6th-9th grades 2008-2009
• Write Tools Content Writing Portfolios
• Compass Learning K-12 2008-2009
• SAT Online students 6-12
• Response to Intervention K-5 Strategic
  Interventions 6-12