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The Four Professional Development Activities

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The Four Professional Development Activities

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...involves collaborative planning either one-on-one or in a small group. Through a pre-planning reflection, a teacher or grade level content and a coach identify key instructional issues that need to be addressed. They collaboratively design a lesson specifically to address the identified issues. Once the lesson has been taught, they meet again to debrief about what worked and what did not work and to determine next steps!

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03: Collaborative Observation & Walkthrough

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03: Collaborative Observation & Walkthrough

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06: Demonstration Lesson                               The Demonstration Lesson Protocol is designed to provide structure for collaborative lesson planning between a coach and an educator that the coach will then teach in the educator’s classroom.

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06: Demonstration Lesson                               The Demonstration Lesson Protocol is designed to provide structure for collaborative lesson planning between a coach and an educator that the coach will then teach in the educator’s classroom.

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By modeling a lesson, the coach is providing intensive, direct instructional coaching. The coach and educator will co-plan the lesson, the coach demonstrates the lesson, then the coach and educator will debrief the lesson. During debriefing, the coach encourages the educator to be reflective and build the educators capaciy to 1) set goals, 2) act, and 3) reflect on their practice.

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This coaching protocol is helpful for educators to reflect on planning a lesson specifically focusing on: alignment to standards, response to student needs, identifying effective instructional strategies (promising practices), and differentiation.

This protocol encourages coaches to ask questions and facilitate opportunities for educators to reflect on lesson planning and materials. This will help educators set goals, act, and reflect. The coach’s priority is to effectively listen and communicate about observations based on lesson materials, not actual teaching strategies.

Steps to Examining Instructional Planning Protocol:

1.       Facilitator introduces the protocol

2.       Presenting educator introduces the work, assignment, or task to be reviewed

3.       Group examines the materials

4.       Asks clarifying questions

5.       Group discussion of the work

6.       Presenting educator reflects

7.       Facilitator debriefs about the protocol

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Used to identify both successes and challenges of individuals and/or groups in relation to the implementation of schoolwide instructional expectations. The process begins by asking individuals to complete the Instructional Expectations Self-Assessment form in which the group will then identify patterns and trends to develop short-term goals in the Group Goal Setting Form. This protocol uses a facilitative approach that allows the coach to take the stance of a thought-partner, rather than a resource provider by co-constructing goals together. Asking the right probing questions and reflecting on group/individual data is important to guiding the pace and direction. This protocol does provide very open-ended "possible coaching questions or statements" for steps throughout the process and two forms are provided.

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The coach facilitates the presentation and discussion of possible best practices to consider by asking focused questions for all to reflect on. Based on data and information at hand, all colleagues have a chance to thorougly reflect collaboratively about what has been presented and what has worked in the past to teach difficult concepts to students. They suggest solutions together and make a plan for implementation of the decided upon strategy or best practice. One of the benefits is that educators build a repertoire of instructional strategies within a grade level or department, as well as continue to reflect on the effectiveness of strategies they already use in their classrooms. The coach should mostly take on the role of "thought partner" rather than resource provider.

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12: Educator Professional Growth & Goal Setting

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12: Educator Professional Growth & Goal Setting

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The Educator Professional Development and Goal Setting form in the Coaching for Change book is a helpful tool to use to provide structure for ongoing coaching where growth and goal setting is an ongoing focus. It allows an educator and coach to set goals for growth and monitor progress through a workplan. This plan can include benchmark objectives as well as specific support needed by the educator. Eventually, the process will lead to the educators themselves generating goals and ideas for themselves.