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Coaching > Instructional Coaching > Flashcards

Instructional Coaching Flashcards

0
Q

IC focuses on a broad range of

A

instructional issues and sharing a variety of effective practices to address classroom management, content enhancement, specific teaching practices and formative assessment to improve student learning outcomes.

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1
Q

Instructional Coaching

A

Assist teachers to incorporate research-based instructional practices through demonstration of new effective practices.

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2
Q

The partnership mindset

A

We are no more important than those with whom we work and should do everything we can to respect equality.

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3
Q

Partnership approach core principles

A

Equality - no one’s view is mor important or valuable
Choice - make own choices and make collaborative decisions
Voice - opportunities to express views and engage conversation
Dialogue - listen authentically - listen more than tell
Reflection - consider ideas before adopting be free to choose ideas
Praxis - focus on how to use ideas in the classroom
Reciprocity - the teachers knowledge and experience is as important as your own

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4
Q

Collaboration

A

The life-blood of instructional coaching - through collaboration the coach makes it possible for teachers to engage in reflective dialogue about teaching

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5
Q

Modeling - you watch me

A

People need to see it done right first - they get to see you teach. -they see a different way of relating to students or style of classroom management

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6
Q

Observing and providing feedback

A

Coaches need to discuss the notes or data they recorded while observing - rather than telling teachers what they did right or wrong the guide the teacher to make their own sense of the observation data

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7
Q

Support

A

Can involve a wide range of tasks - what ever you can, making copies, model to their class, giving feedback

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8
Q

Coaching is about

A

Building relationships with teachers as much as it is about instruction. The heart of relationships is emotional connection.

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9
Q

To get around barriers to change

A

Coaches often start by working one-to-one with teachers

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10
Q

IC’s adopt a partnership philosophy

A

An authentic respect for teachers’ professionalism

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11
Q

The partnership philosophy is realized in

A

collaborative work between the coach and collaborating teacher. Together discovering answers to the challenges present in the classroom.

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12
Q

IC’s model in the classroom

A

S teachers can see what correct implementation of an intervention looks like.

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13
Q

IC’s model in the classroom

A

So that teachers can see what research based interventions look like when they reflect a teachers personality.

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14
Q

To be truely effective,

A

Coaches must work in partnership with their principals

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15
Q

Equality is

A

Believing the people we collaborate with are no less important than us or anyone else, and that consequently their ideas, thoughts and opinions are no less important than our own.

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16
Q

Choice

A

Is believing that choices lie at the heart of professional practice and that when we take away others choices, we treat them as if they are not professionals. When we offer others choices, we increase the likelihood they will embrace what we have to offer.

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17
Q

Voice

A

Is believing that a part of learning is helping people find the words they need to say what matters to them. Making it possible for others to openly communicate what they think.

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18
Q

Dialogue

A

Is believing in the importance if conversations that enable people to think together.

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19
Q

Reflection

A

Is believing that learning can be enhanced when we have numerous opportunities to consider how what we’re might impact what we have done in the past, what we are doing now, and what we will be doing in the future.

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20
Q

Praxis

A

Is believing that learning is most meaningful when we reflect and recreate knowledge so that we can use it in our personal and professional lives.

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21
Q

Reciprocity

A

Is believing that every learning experience we create provides as much of a chance for us to learn as it does for our learning partners.

22
Q

Six aspects of effective communication

A

A) understanding the communication process
B) employing authentic listening
C) understanding our audiences
D) interpreting non verbal communication and facial expressions
E) recognizing stories
F) building relationships through emotional connections

23
Q

Communication process …

A 
Speaker
Message
Listener
Interference
Perceived message
Feedback
24
Q

Authentic listening

A

One of the most important skills to bring to a difficult conversation. It helps you to understand the other person.

25
Q

Misconceptions keep you from listening…

A

Because you are always projecting your own opinions and ideas, prejudices, background, inclinations, impulses or because you don’t want to hear what others are saying.

26
Q

Listening - attentiveness

A

Make sure when someone comes to the office you put all other thoughts and distractions aside and think of them first.

27
Q

Self-Awareness

A

Begin to listen by listening first to yourself and to your reactions. Are we listening through the filter of our personal bias? Do we judge as we hear? Understand fully what the other says.

28
Q

Honesty and authenticity

A

Intentions must be true. Authenticity means you are listening because your curious and care.

29
Q

Empathy and respect

A

Empathetic listening

30
Q

Listening strategies

A

Developing inner silence - silence your own thoughts
Listening for what contradicts our assumptions -
Clarifying - “let me tell you what I’m hearing you say and tell me if I’ve got it right”
Communicating our understanding - ask questions and encourage the speaker to keep listening.
Practicing every day -
Practicing with terrible listeners -the reason the other person is not listening is because they do not feel heard” , test - listen for feelings of frustration, pride or fear, and acknowledge those feelings.

31
Q

Questions to focus collaborating teacher

A

What are my collaborating teachers most pressing concerns? I must address their needs

32
Q

What are my collaborating teachers learning preferences? MBTI

A

Judging a preference for planning their work and working their plan.
Perceiving - staying open for the moment - prefer to gather more information
Extraversion - gaining energy through action and interaction with the outside world
Introversion - gaining energy through reflection and solitude, the inner world

33
Q

What are my collaborating teachers values? What is most important to this teacher?

A

Understand what they value.
Eg time - show them you understand their time is valuable. And avoid topics that might put you at odds with the collaborating teacher.

34
Q

Wat does my collaborating teacher know about this topic?

A

Don’t assume they know a lot about the topic and overwhelm them

35
Q

Recognize and overcome interference

A

Identity conversation - teachers don’t resist new ideas or change but when they competence is questioned. When the coaches clearly communicate and acknowledge they believe the teacher is competent and skilled the teacher is more likely to hear what the teacher has to say.

36
Q

The art of communication involves

A

Finding ways to get around interference that stands in the way of the transparent sharing of ideas.
Just listen - don’t agree or argue - ask them why they feel that way or about the frustrations of their work and acknowledge how they are feeling

37
Q

Non verbal communications

A 
Facing people when speaking
Making eye contact
Avoiding distracting gestures
Nodding head in encouraging way
Finding appropriate place
Paying attention to How close you are
Choosing an appropriate tone of voice
38
Q

Building an emotional connection

A

I from can see past a persons, anger, sadness or frustrations and recognize the hidden need, you open up new possibilities for relation

39
Q

The components of coaching

A

Enroll - getting teachers on board - 1to1 interviews
Identify - where to start - questioning
Explain- how we are going to get there -plan

40
Q

IC’s recognize that change is a process

A 
They are better able to meet teachers' needs when they identify all of the stages of change.
A) precontemplation
Contemplation
Preparation
Action
Maintenance
Termination
41
Q

The big four -

A

Behavior, content knowledge, direct instruction, and formative assessment. - can help IC’s and teachers make decisions about where to start with coaching

42
Q

Translating research into practice

A

S it can be appreciated and implemented by teachers in the classroom.

43
Q

The big four

A

Behavior - is classroom management under control
Content - does the teacher understand the content, have a plan, and understand which information is most important?
Instruction: is the teacher using teaching practices to ensure all students are mastering content?
Formative assessment: do the teacher and students know if students are mastering content?

44
Q

Behavior questions

A

Are the students on task?
Does the teacher make significantly more positive than negative comments?.
Has the teacher developed clear expectations for all activities and transitions?
Has the teacher clearly communicated those expectations and do the students understand them?
Do students have frequent opportunities to respond during class?

45
Q

Behavior questions 2

A

Does the teacher care about the students’ welfare?
Does the teacher respect the students?
Does the teacher communicate high expectations?
Does the teacher believe all students can achieve those expectations?

46
Q

Content questions

A

Does the teacher have complete detailed plans?
Has the teacher developed essential questions for each lesson?
Do those questions align with standards?
Can the teacher identify the top 10 questions and concepts and explain the meaning of each of them clearly?

47
Q

Instruction questions

A

Does the teacher properly prepare the students at the students at the start of class?
Does the teacher effectively model thinking and other processes for students?
Does the teacher ask questions at an appropriate and variety of levels?
Does the teacher use cooperative learning and other activities to engage students?
Does the teacher provide constructive feedback that enables students to improve?
Does the teacher use language, analogies, examples, and stories that make it easier for students to learn?
Does the teacher effectively sum up the lesson at the end of class?

48
Q

For,active assessment

A

Does the teacher know the target the students are aiming for in class?
Do the students know the target they are aiming for in class?
DoEs the teacher use formative assessment effectively to gauge how well students are learning?
Are students involved in the development and use of formative assessments?
Can a teacher look out into the clAssroom and know with some degree how well the students are doing?

49
Q

IC FEEDBACK - before talking to teacher

A 
Clarify - read write talk
Synthesize
Break it down
See it through teachers' and students' eyes
Simplify
50
Q

IC’s must have deep knowledge Of the practices they are sharing with teachers

A 
The big four
Behavior
Content
Direct instruction
Formative assessment
51
Q

CHAMPS tools - for discussing classroom behavior

A

C) conversation a what kind of conversation is acceptable
H) help - how should students ask for help?
A) Activity - what should the student be doing?
M) movement - what kind of movement, if any, is permitted?
P) participation - what appropriate participation looks like

52
Q

Ratio of interactions

A

Focus should be 3x more on behavior they want to encourage in class. Children like positive attention - not giving attention because of anything they have done but because you value them.

53
Q

Effective corrective comments

A

Manage corrective. Behavior quickly to save time and maintain focus on task

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