Transforming Education through Job Embedded Professional Learning
Join Dr. Tory Hill and Sharron Helmke to explore innovative ways of professional learning such as action research, coaching, data teams, mentoring, study groups, book studies, and portfolios to transform education. This session will focus on how administrators and coaches can bring the vision of JEPL to life through reflective friends, Common Assessment Development, Examining Student Work, and Individual Professional Learning Plans.
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About Transforming Education through Job Embedded Professional Learning
PowerPoint presentation about 'Transforming Education through Job Embedded Professional Learning'. This presentation describes the topic on Join Dr. Tory Hill and Sharron Helmke to explore innovative ways of professional learning such as action research, coaching, data teams, mentoring, study groups, book studies, and portfolios to transform education. This session will focus on how administrators and coaches can bring the vision of JEPL to life through reflective friends, Common Assessment Development, Examining Student Work, and Individual Professional Learning Plans.. The key topics included in this slideshow are . Download this presentation absolutely free.
Slide1Bringing the Vision to Life: Administrators & Coaches Bringing the Vision to Life: Administrators & Coaches Dr. Tory Hill, Katy ISD Sharron Helmke, Clear Creek ISD
Slide2Job-Embedded Professional Learning (JEPL) Trailblazers Action Research Coaching Reflective Friends Data Teams Common Assessment Development Examining Student Work Individual Professional Learning Plans Lesson Studies Mentoring Portfolios Professional Learning Communities Study Groups/Book Studies
Slide3Think about the best teacher you’ve ever known…• What did the teacher’s classroom look and sound like- o What evidence of learning did you see or hear? o What was the classroom management like? o How was technology be used or managed? o How did the teacher facilitate retention and transfer of learning? o What other characteristics were, or were not, present?
Slide4Some studies show a 50-percentile pointdifference between three years of effective versus ineffective teachers. (Marzano, 2004)
Slide5What can an effective principal / coach relationship accomplish? Consider: A suburban middle school in the greater Houston area: • Approximately 1,000 students o 63% Economically disadvantaged o 7% ELLs o 31% At risk o 15% mobility o 11% special education enrollment
Slide6Failed to make AYP2009/10 • Sp Ed reading passing rate at 67% (TAKS) Year 1 of Instructional Coaching 2010/11 • Sp Ed reading passing rate at 83% (TAKS) Year 2 of Coaching 2011/12 • Sp Ed reading passing rate at 88% (TAKS equivalency for STAAR M)
Slide7Remediation Numbers-ReadingSTAAR 2012 62 Students STAAR 2013 27 Students
Slide8Principals and Student AchievementClassroom Teaching Conditions Culture Capacity Student Achievement Capacity
Slide9Coaching GoalsPrincipal’s vision Campus needs Content and instructional strategies Teachers and teams The Coaching Sweet Spot
Slide10How do you maximize a coach’s impact? How do you maximize a coach’s impact? Hint: You wouldn’t ask this guy to make copies.
Slide11Guard Your Coaches’ TimeTo provide ongoing, job-embedded professional development for teachers, coaches need to spend time with teachers engaged in activities such as • observing • modeling • conferencing • co-teaching • leading book study groups (Casey, 2006; IRA 2004)
Slide1250%of their time working directly with teachers 28% of their time working with teachers To be Effective in Building Teacher Capacity Organizing book rooms, coordinating and administering assessments, district- level meetings (Casey, 2006) (Bean et al. 2007), Knight 2006) Most effective… Least effective…
Slide13CoachData Coach Resource Provider Mentor Curriculum Specialist Instructional Specialist Classroom Supporter Learning Facilitator School Leader Change Catalyst Learner The Roles of Coaches Killion, J. (2009), Coaches’ Roles, Responsibilities, and Reach
Slide14Out side of theclassroom PowerPoint Video observations Study text used by students Book studies Role play / scenarios During class modeling Co-teaching Lean-in coaching Video taping and review With teachers Pre and post observation conferences Setting goals Conversations With PLCs Studying student work / calibration Studying teacher created examples Assessment writing Data discussions Planning instruction Goal setting Modes of Job Embedded PL for Coaches
Slide16Who should my coach work with?
Slide17IndividualTeachers Campus Improvement Collaboration
Slide18Principals actively support coaches by:Principals actively support coaches by: Creating structures that allow time and access to teachers Creating structures that allow time and access to teachers Assisting coaches in understanding goals, priorities, and campus culture Assisting coaches in understanding goals, priorities, and campus culture Arranging for the coach to lead campus PL and engaging in some of the coach-lead activities Arranging for the coach to lead campus PL and engaging in some of the coach-lead activities Actively referring to the coach as an important resource Actively referring to the coach as an important resource Encouraging teachers to seek instructional advice from the coach Encouraging teachers to seek instructional advice from the coach Viewing the coach as a partner in instructional improvement Viewing the coach as a partner in instructional improvement Utilizing shared leadership that empowers teachers and coaches to explore alternatives Utilizing shared leadership that empowers teachers and coaches to explore alternatives Some studies have found the principal leadership can be the deciding factor in the successful implementation of a coaching program. (Matsumura, L., Garnier, H. & Resnick, L, 2010; Knight, J. 2006)
Slide19•Do not introduce them or explain their role to the faculty • Make working with the coach mandatory • Speak negatively of coaching • Imply that coaches were placed on campus because of low or failing scores • Do not include the coach in important campus groups, relevant committees, or social events • Refuse to intervene on matters that require directives • Fail to allow confidentiality between coaches and teachers • Require coaches to use the same observation or evaluation instruments used by administrators How to help a coach fail (Matsumura, L., Garnier, H. & Resnick, L, 2010)
Slide20Defining role and responsibilitiesExpectation of inclusion, communication, and collaboration
Slide21Evaluating teachers Providing information that would be used for evaluation Serving as substitute teacher Serving as principal designee Taking primary responsibility for the instruction of an assigned group of students Developing or preparing school or district budgets Disciplining students in an administrative capacity Serving as the primary instructional leader for the campus Expertise upon entry What it is not : The Role of the Coach does not include…
Slide22GoalTime spent Description of activity outcome Non Goal Related Activities Time spent Why or For whom? Outcome observed How was your most productive time spent this week? What on-going outcomes will be looking for, and over what time frame?
Slide23EffectiveCollaboration Between Instructional Coaches and Principals Wren & Vallejo Not about “fixing the teachers” Constant Collaboration between coach and principal Shared responsibility for PL Balance fidelity of implementation and building capacity Principal must support the coach in words and actions Coach must be a full member of the school community Coaching is a full time job
Slide24Dr. Tory HillAssistant Superintendent, Katy ISD Torychill@katyisd.org 281-396-2494 Sharron Helmke Coordinator of Instructional Coaching, Clear Creek ISD email@example.com 281-284-0136