Coachs Meeting May 4th

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Coachs MeetingMay 4th

• Constructing a Professional Development Plan

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Objectives for the day.

• Identify and discuss the Three Commandments of
  Professional Development.
• Identify effective elements of Professional
  Development.
• Share tools that coaches may use in assessing
  needs, planning, and delivering an effective
  professional development plan.

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Resources Used

• The Reading Coach, by Jan Hasbrouck and Carolyn
  Denton
• Research by.
• Showers Joyce, 1996
• Schumm Vaughn, 1995
• Learning First Alliance, 2000
• Guskey, 1995
• Guskey, 2003

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Effective Elements of a Professional Development
Plan

• Assessing the needs of the school
• Prioritize the needs
• Grade levels
• Groups of students
• Specific teachers
• Write objectives
• Setting short term goals and outcomes
• Plan Activities to address the objectives

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Three Commandments of Professional Development
Jan Hasbrouck, Carolyn Denton 2005

• Focus on student outcomes and plan accordingly.
• Ex. My last observation in a school, segmenting
• Promote instructional practices that are based on
  the best available research.
• Plan all aspects of professional development in a
  purposeful, unified way.

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Characteristics of effective PD

• One of the most important characteristics of
  effective professional development for teachers
  is continuous coaching and mentoring over time.
• Guskey 1995, Joyce and Showers, 1996

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Steps in Professional Development Planning
Hasbrouck Denton, 2005

• Step 1 Assess the needs in the school
• Survey of Teacher Priorities
• Summary of Teacher Needs Assessment
• Summary of Observations
• Summary of Needs Reflected in Student Achievement

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Assessing the needs

• Just as effective reading instruction is guided
  by assessment of student strengths and needs,
  effective PD is based on assessment of needs in a
  school.
• It is also important that the reading coach
  assess the needs of teachers.

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Survey of Teacher Needs

• Purpose
• Create an opportunity for teachers to have input
  into their professional development
• Summarizes the collective needs of the school
• Summarizes the collective needs of the grade
  levels
• Uses
• Individual teachers
• Grade levels
• Groups of teachers with like needs
• School-wide focus (ie. Lid day activities)

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How to use

• Set purpose of Professional Development tools
  with staff
• Be upfront regarding how these tools will be used
  
• Give specific timelines for surveys to be turned
  in
• Share when data will be utilized from the surveys

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Summary of Teacher Needs Assessment

• Purpose
• Grade level at a glance
• Common areas of need
• Areas that teachers perceive as solid
• Uses
• Look for common patterns
• Check perceptions between staff and coach
• Identify areas that teachers would like help with
  in grade level teams

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Examine the data

• What do you notice with the Teacher Surveys?

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Summary of Observations

• Purpose
• Verify Teacher Needs Assessment
• Summarize needs observed during instruction
• Uses
• Categorizes your observations into areas of
  concern so that you can efficiently begin to
  address the needs of your students

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Stepscontd

• Prioritize the needs
• Prioritizing Needs form
• Write objectives
• Coaching Objectives form
• Plan Activities to address the objectives
• Coaching Plan form

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Prioritizing the needs

• Lets take a look
• Top portion is based on Teacher Survey
• Bottom portion based on Observation form

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Writing Objectives

• Objectives need to be focused on student
  achievement
• Need to have a measure associated with them
• Need timelines that are reasonable and doable
• Align with the identified Prioritized needs

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Writing Objectives

• If collaboration is strong between coach and
  grade level teams, Objectives should be written
  together.
• Buy-in for Professional Development objectives
  works much better when they are written together
  from the beginning.
• If this is not possible, principals and coaches
  should write them together.

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Good examples.

• 3rd grade students will increase their oral
  reading fluency at least one word correct per
  minute by January as measured by the DIBELS.
• Kindergarten students will demonstrate an
  increase from 36 low risk to 60 low risk in PSF
  from Winter to Spring.
• Beginning October, all students who are Strategic
  or Intensive will be progress monitored every two
  weeks in identified subskills.

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Non-examples

• Teachers will become better at teaching the core
  program.
• Kindergarten students will increase their scores
  in ISF at the next assessment.
• 1st grade teachers will deliver data driven
  instruction for students in their classroom.

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Practice.

• Write an Objective for Priority number 2 on the
  Prioritizing Needs form. Domain 1
• Teaching Comprehension Strategies

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Creating a plan

• Who will participate in the plan?
• Will training be provided?
• When will the training take place?
• Who will deliver the training?
• Will meetings take place?
• Who is involved in the meetings?
• Who will lead the meetings?
• What materials will we need for each of these?

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Structures to use for PD..

• List the structures that a coach may use in
  providing coaching and mentoring opportunities
  over time.

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Structures for coaching and mentoring

• Workshops
• Study groups
• 1-1 Pre-planning/Observe/Debrief
• In-class coaching and modeling
• Co-planning
• Grade level meetings
• Co-teaching

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Develop coaching plan on this objective..

• Use the objective that you wrote with Priority
  number 2
• Develop a coaching plan around this objective
• Share your coaching plan with your partner at
  your table

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Whats important?

• It is less important that teachers receive
  feedback on how well they are executing a
  teaching strategy than on the quality of
  instructional decisions they make as they
  integrate the strategy in different situations in
  pursuit of the goal.
• Joyce Showers

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Utilizing multiple pieces of data

• By using tools such as the Survey of teacher
  needs, Summary of Observations, and Prioritizing
  forms, you are less likely to deliver
  professional development on isolated strategies.

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WA Coach job description

• Reading coaches in Washington are expected to
  arrange and deliver professional development in
  order to increase student achievement in their
  schools.
• This coming year, delivering and arranging
  professional development are expectations that
  will be inspected by Reading First.

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Follow through.

• Expectations from Reading First for 2005-06
• Administer Teacher survey
• Observe with Observation form
• Prioritize areas of focus
• Create and carry out the Coaching Plan

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Timing is everything.

• Beginning of May-observe in classrooms with the
  Summary of Observations
• Mid May-administer DIBELS assessments
• End of May- distribute Survey of Teacher Needs
• Beginning of June-Use the Prioritizing Needs form
• Mid June-Set course for PD for next year using
  Coaching Planning form

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Regional Coordinators and You.

• How can they help?
• Examine multiple data from PD tools
• Help you write a Coaching plan
• Find resources for Professional Dev. plan
• Deliver trainings related to plan
• Co-teach grade level meetings
• Share school needs with me for our state PD plan

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Characteristics of effective PD

• One of the most important characteristics of
  effective professional development for teachers
  is continuous coaching and mentoring over time.
• Guskey 1995, Joyce and Showers, 1996