Welcome, everyone to the #ProDriven chat. Glad to have everyone here to talk about the Instructional Coaching role in the Professionally Driven journey. Go ahead and introduce yourselves as well as your current role in education.
Jarod Bormann here, your friendly PD moderator tonight. Instructional Technology guy. I have 10 questions loaded so it will be a fast 60 minutes for you. #ProDriven
A1: In Iowa, the IC role is ubiquitous thanks to a state grant. The role is in place mainly to be that in-jouse thinking partner that helps reflect with Educators and pus their thinking. #ProDriven
A1. My current district does not. One of my previous had at least one at each school. They were there for teachers to coach them on delivery. #ProDriven
No they weren't. Because of this they ended up doing a lot of assorted work for the Principal. As Ts needed help making progress, then the P would assign them to help. #ProDriven
A1: My district has a multidisciplinary coach at each building. We follow a TAP model (minus compensation) mixed with Jim Knight to structure PD and provide instructional feedback. #ProDriven
A3. It depends. Growth for the teacher, supportive for the IC. The coaching should not be to duplicate the IC inside of another's classroom. #ProDriven
A2: An IC must be able to build relationships, be flexible, be knowledgeable (not an expert), and be able to have conversations that move thinking. At a school level, in order for an IC to be effective, they need time to coach & not spend too much time on other tasks. #ProDriven
A4. Quite a lot for 1st and 2nd year Ts. I have utilized and heard others use them for specific goals. If I was seeing an increase in S need for reteach I would ask for coaching on my initial teach. #ProDriven
A3: ICs must have a growth mindset not only for themselves, but the belief that all Ts and Ss can improve as well. An IC should also embrace that Ts are doing the best they can. Removing judgment is critical for successful coaching and T growth. @jimknight99#ProDriven
A4: I think that ICs make the greatest difference for new Ts, BUT all Ts benefit from frequent feedback. The biggest difference I believe I have made is related to increasing S engagement through the use of @KaganOnline structures. #ProDriven
A4.2 Another key way that I make a difference is by being available to help Ss and be a sounding board for Ts related to student challenges. I work hard to make sure I know all Ss names so that I can step in to get Ss back on track. #ProDriven
A7. Put the research into action. I would suggest for them to utilize one or two techniques that they researched and seemed to feel most comfortable with. #ProDriven
A6: I struggle with this. I often do most of the research and provide the information to Ts. I often think about how I want Ts to allow Ss to learn through an inquiry-based approach, I need to use that same model for Ts as well. #ProDriven@jbormann3
A8. Ask how it went. Ask what they liked and or didn't like about the new deliver or whatever. Ask if they would do it differently next time. #ProDriven
A7: This is the phase where a coach can really shine. The coach can help plan, co-teach, or model. Collaboratively, they can create a checklist of what effective implementation would look like and follow up w/ discussions related to that checklist. @jbormann3#ProDriven
A8: I have Ts reflect during scheduled PD sessions, we also collaboratively reflect during coaching conversations. I would like to get Ts reflecting through blogging, writing, or using Twitter to be able to share their journey & connect w/ educators @jbormann3#ProDriven
Q10: Even if your district does or does not have an instructional coach, who do you go to that serves as that coach for you to push your thinking? #ProDriven
A9: I kind of answered this for Q8. I would love to encourage Ts to share the things they are doing in their classrooms on social media. I haven’t figured out how to go about this yet. @jbormann3#ProDriven
