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Given results from the 2024 8th Grade STAAR test, the IC analyzed data to create recommendations for improving student outcomes for the following school year.

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The video shows a brief example of Kylee Zonker using Carnegie Learning to teach TEKS 8.4B, 8.4C, and 8.5I.

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Instructional Coaching: Portfolio Conclusion

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Instructional Coaching: Portfolio Conclusion

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An overview of my strengths in curriculum and instruction, as well as a reflection and application of learning through the Curriculum & Instruction, Advanced Instructor degree program through Angelo State University are provided.

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How can you assess students in an effective and efficient way? Why dedicate time to grading homework or class activities when you could have a grade on a particular skill in the gradebook by the end of the class period? Learn how to combine formative assessments, including digital and live-feedback resources with aggressive monitoring or peer grading, to receive instant data on student learning, adjust instruction, and complete daily grading before the dismissal bell rings.

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In partnership with AISD's Secondary Math Coordinator, we created the scope, sequence, and lesson analysis, and recommended formative assessments for all modules of 7th Grade Accelerated (Honors) Math aligned to the Carnegie Learning (transitioning into Bluebonnet) curriculum.

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HQIM Module - Lessons Analysis [7th Honors Module 1]

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PD Proposal: Proficient+ Strategies- T-TESS Improvement Plan

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PD Proposal: Proficient+ Strategies- T-TESS Improvement Plan

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The Proficient+ Instructional Strategies series contains PD sessions that recommend resources and strategies for the Proficient+ levels for all four Domains of the T-TESS (Teach for Texas, 2022). Throughout the series, teachers implement strategies of their choice, complete formative assessments through self-reflections on strategy implementation, and create a summative portfolio. The Instructional Coach (IC) offers individualized coaching sessions for additional assistance with monitoring and improving strategy implementation.

Implementing the Proficient+ Instructional Strategies aligns with the goals of the district’s partnership with TIA. The PD series increases student outcomes by providing professional learning and increases the probability of rewarding quality instructors, which improves teacher retention in the district (AISD, 2024; Boudreaux & Faulkner, 2020; Hendricks, 2014; Pham et al., 2017; TIA, 2023a).

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An IC determines the needs of the campus teachers before designing a PD or a coaching session. A Needs Assessment is an appropriate way to collect this information. The IC starts the process by identifying the assessment's objective and creating a plan for collecting and analyzing assessment data.

A Needs Assessment created via Google Forms was administered to a sample population of teachers. A copy is included in the appendix of the Needs Assessment Plan.

The IC used Google Sheets to collect data and applied qualitative data measures to analyze and interpret data. The analysis sheet is recorded in the appendix of the Needs Assessment Plan

The IC uses data from the needs assessment to determine the scope and sequence for the T-TESS Improvement Plan PD. The results showed that teachers identify as Proficient in many dimensions of the T-TESS. Domain 2 scored the lowest on average, with two teachers identifying as Developing. All teachers stated they would like additional support from the campus IC in Domain 3, classroom management

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Using Formative Assessments in Secondary Math Outline

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ICs advocate the importance of a growth mindset. Starting with teachers, ICs promote growth by encouraging teachers to identify areas for improvement and assisting in determining appropriate goals and strategies to achieve them. However, growth does not stop with one teacher improving their practice. ICs use shared campus goals and missions to promote growth from the inside out. A task such as this involves an Organizational Improvement Plan (OIP).

The attached OIP uses the current Campus Improvement Plan and state data for Madison Middle School to identify areas needing improvement at the campus level and determine appropriate goals and strategies used to obtain them.

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Summative Assessment of Student Learning Outcomes

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Summative Assessment of Student Learning Outcomes

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The IC has a summative assessment to monitor the teacher's progress at the end of the PD series.

The summative assessment is a portfolio that contains evidence of planning, implementing, and reflecting upon Proficient+ strategy implementation. Using the rubric the IC created, the portfolio is evaluated to measure mastery of strategy implementation.

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Formative Assessment of Student Learning Outcomes

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Formative Assessment of Student Learning Outcomes

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The IC administers formal and informal assessments frequently to monitor that teachers achieve mastery of the learning objectives through the entire PD series. The IC uses formative assessment data to revise and adjust the instruction throughout the series and to provide individualized support during coaching sessions.

The IC created a revised Know, What, Learn, How (KWLH) chart to use for ongoing, formative assessment to monitor the implementation of selected strategies from the PD series.

Know: Identify what Proficient+ strategies are currently used and how they work.

What: Identify the dimensions, descriptors, and strategies teachers are interested in improving.

3-2-1 Learning Reflection: Identify which areas of the PD benefitted teachers the most, which areas need additional support, and further questions they can answer through coaching sessions.

How: Teachers have an opportunity to plan and determine how to measure the success of strategy implementation.

Formative assessments are stored for use in a summative assessment the IC created.

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The teacher-created checklist includes step-by-step directions on how students can break down their spring Algebra 1 benchmark results to identify weak performance categories. After analyzing the data, the students create a plan for intervention and set a desired goal for performance on the Algebra 1 EOC exam.

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Algebra 1- Student BenchAnalysis & GoalSetting (1)

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Designing Instruction to Meet Learners Needs

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Designing Instruction to Meet Learners Needs

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The Emaze presentation addresses the reasoning behind selecting the designated learning theory and instructional design model used behind PD sessions, as well as strategies and methods used to design the structure of ongoing, individual coaching sessions.

Summary: Using the principles of Andragogy, the Systems Approach Model of instructional design, Indirect instruction, and Inquiry-based learning, the IC creates differentiated coaching sessions to support teachers during the implementation of selected Proficient+ strategies within the T-TESS Improvement Plan PD series (Anderson & Boutelier, 2021; Dick et al., 2013; Lee, 2020; Smets 2017).

Plan of Action: After delivering the first the T-TESS Improvement Plan PD session, the IC offers additional individualized support through coaching sessions.

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designing instruction to meet learners needs edg 6316kylee zonker 1. field: education2. role: instructional coach (ic)3. content: individualized coac

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Proficient+ Strategies: T-TESS Improvement Plan Curriculum Document

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Proficient+ Strategies: T-TESS Improvement Plan Curriculum Document

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ICs create practical and effective learning opportunities for teachers by first understanding the needs of their adult learners.

Using the first three steps of the ADDIE instructional design model, the future IC created a sample of the proposed T-TESS Improvement Plan Professional Development series (Heaster-Ekholm, 2020).

Analyze: The IC conducted a task analysis and needs assessment to determine the starting point of participants' knowledge and performance of the T-TESS.

Note: Designing the needs assessment and collecting and analyzing data are newly acquired skills for the IC. Therefore, the corresponding needs assessment is filed under the portfolio's Personal and Professional Develop tab.

Design: The IC determined the desired learning objective as improving -TESS scores, the learning activity as a PD series, and the mode of delivery as a combination of direct and inquiry-based learning.

Develop: The IC developed the T-TESS Improvement Plan's curriculum timeline, scope, and sequence. In this step, the IC also calculated the cost for PD implementation, including facilities and materials.

Implement: The IC will implement the curriculum four times, one session per domain of the T-TESS.

Evaluate: After each implementation, the IC will use teacher feedback to adjust instruction before the next session.

Heaster-Ekholm, K. L. (2020). Popular Instructional Design Models: Their Theoretical Roots and Cultural Considerations. International Journal of Education & Development Using Information & Communication Technology, 16(3), 50–65.

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Instructional Coaches (ICs) assist teachers in implementing research-based instructional strategies and best practices to improve students' education (Knight, 2007). Though an IC is a form of "teacher," they educate adults rather than K-12 students. Adults do not learn in the same ways or desire the same content as children. Therefore, an IC needs to understand how adult, professionally educated teachers desire to learn before designing an adequate learning opportunity suitable for their needs.

The attached paper discusses the similarities and applications of two prominent adult learning theories: andragogy, the theory of "knowing the why", and transformative learning, the theory of "extending learning to create change" (Anderson & Boutelier, 2021; Cox, 2015).

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Critical Analysis of Adult Learning Theories (1)