Collaborative Coaching
This coaching
model offers explicit guidelines with specific indicators of progress clearly
articulating what teachers should know and be able to do in order to continue
becoming “smarter” about improving student learning. Collectively the
guidelines represent a single, well-defined continuum of growth – a path
focused on improving student performance, but built on the understanding that
individual teachers will be implementing it at different phases and different
times.
Collaborative
Coaching
This process
is a way to plot teachers’ growing capacity for collecting and analyzing
student work, using that information to plan instructional interventions, and
for identifying and acquiring the kind of appropriate professional development
that will enable them to do this more effectively. A Learning Keys consultant will
work with teachers on the following criteria:
· Teacher Preparation Phase: Teacher identifies student
performance data related to essential learning and completes a preliminary
analysis of this data.
· Initial Collaboration Phase: The teacher and the Learning
Keys coach discuss the teacher’s preliminary performance data analysis, agree
on the teaching strategies for improving student learning, and draft a plan for
implementation.
· Initial Monitoring Phase. The teacher utilizes the
instructional practices in the classroom while being observed by the coach.
This phase incorporates clear and ongoing communication between the teacher and
coach.
· Mid-cycle Review Phase: The teacher and coach meet to
discuss progress to date and, if necessary, revise both the teaching strategies
used and related monitoring and support activities.
· Secondary Monitoring Phase: The teacher continues with
instructional interventions, and analysis of performance data, with some plan
and procedures modified based on the outcome of the mid-cycle review.
· Summative Review Phase: The teacher and coach meet for a
final review of the teacher’s work before the end of the teacher growth cycle.
This meeting includes reflections about the work done throughout the targeted
time period as well as written reports of accomplishments.
Who:
· Teachers identified by principal (those that have the capacity to
grow in order to become high performing).
· Targeted teachers on a single campus; 5 – 6 per trainer.
When:
· Teachers will meet with Learning Keys consultant during conference
time, before or after school and during class instruction time. Each teacher
must be coached for no less than 10 days.
· Coaching may take place over a semester during the school year.
Where:
· District sponsored trainings will take place at the campus sites.
· Teacher Classroom
Getting
Started: To discuss your options for implementation or for answers to any
questions, please call or email Learning Keys at 800-927-0478