Additional Professional Literature to Read: Coaching Classroom Instruction: The Classroom Strategies Series by R. Marzano and J. Simms Instructional Coach by Jim Knight The Art of Coaching by Elena Aguilar The Daily Five by the Sister Whatever It Takes by Rick Dufour Coaching for Improved Work Performance by Ferdinand F. Fournies The Literacy Survival Guide by Cathy Toll Coaching Successfully by Robert Heller Title I Evidence Notebook “Need to Knows” For sample forms, please see Appendix A: Record Keeping Your evidence notebook should include the following things, but organization is your decision: Data (school level/teacher) Observation forms Teacher conference notes Schedules Professional Development presentations attended (including MILT, LILT, CES, and New ILT meetings) Agendas handouts Professional Development presentations facilitated (including grade level) Agendas handouts sign-in sheets presentation/PowerPoint evidence you see as A few things to remember: Notebooks should be as up to date as possible Keep these evidence for at least 5 years Records should remain at the building the position was held Meetings/Building Relationships Begin the year by establishing a good rapport with your administration
Teacher: ___________________________________________ Date: ________________ Time: ___________ Time Recorded 5 minutes Teacher words and actions Student words and actions Standards-Based Classroom Focus Walk Classroom Observation Form Observer:______________________________________ Date:_______________________________ Teacher:__________________________ School:_______________________ Grade Level:___________
Effective Literary Practices in the Classroom- Observation Rubric Adapted from SMPs by I Literacy Coaches SLP Student Identifiers Teacher Identifiers Task Identifiers SLP1: Make sense of complex text and persevere in reading and understanding literature. *Should be applied in every content area! Students should be: Reasoning, justifying, and/or articulating thinking. Making conjectures Rereading, writing, and experiences to demonstrate their understanding of text Monitor progress and change course of action as necessary Engage in thoughtful conversation about text. Students annotating text Teachers are: Providing appropriate time for students to engage in the productive struggle of understanding the text. Provide rigor by asking DOK 3 questions Ask text-dependent questions that aid students in demonstrating their understanding of the text while providing a 3 min. wait time for responses Small group or teacher led discussions to improve student understanding. Use of a variety of complex text Make real-connections Facilitating the learning experience Providing explicit instruction Conferencing with students The student task: Is cognitively demanding Close Reading Requires students to demonstrate understanding via writing (summary) Conducted in pairs, groups, and during whole group instruction SLP2: Reason by inferring, predicting, and self-questioning using their metacognitive skills. Students are: Students articulating their understanding of text with peer Students analyzing the text. Using graphic organizers with fidelity Providing evidence from source(s) to support claims Teachers Are: Modeling strategies precisely. Teacher conducting Read-Aloud/ Think Aloud while modeling HOW to think about one’s own reading Teacher conducting conferences to gauge student’s understanding of text Student task will: Include the use of graphic organizers Includes the use of a rubric Include the use of literacy or informational text.
Effective Literary Practices in the Classroom- Observation Rubric Adapted from SMPs by Title I Literacy Coaches SLP3: Construct viable arguments, critique the reasoning of others, and cite evidence of text to defend arguments. Students are: Use definitions, prior knowledge, previously established causes/effects (results) in constructing arguments. Making conjectures and use counter arguments to support and defend their ideas. Listen to or read the arguments of others while asking probing questions to other students Teacher is: Posing task that require students to explain, argue, or critique. Providing many opportunities for student discourse in pairs, groups, and during whole group. Model appropriate way to critique reasoning and construct arguments. Student Task: Discourse related to paired passages Will include open ended questions related to text Includes multiple levels of DOK SLP4: Understand and implement reading strategies across curriculum. Students are: Engaged in differentiated small groups Implementing effective reading strategies (RACE, graphic organizers, etc.) Engaged with a variety of texts Teacher is: Modeling strategies Conducting Read-Aloud Using a variety of text Questioning *Understanding *Mastery *Remediation *Acceleration Student Task: Differentiated Is integrated in Reading or any other content area Rigorous Text
“Look-Fors” in the Mathematics Classroom SMP Student “Look Fors” Teacher “Look Fors” Task “Look Fors” Reason abstractly and quantitatively. Students: Use mathematical symbols to represent situations Take quantities out of context to work with them Put quantities back in context to see if they make sense Consider units when determining if the answer makes sense in terms of the context or situation Teachers are: Provide a variety of problems in different contexts that allow students to arrive at a solution in different ways Use think-aloud strategies as they model problem solving Attentively listen to student strategies during the problem solving process Ask questions about what numbers represent in the problem and how the problem can be represented with symbols and numbers. The student task: Is cognitively demanding. Has more than one entry point. Requires a balance of procedural fluency and conceptual understanding. Requires students to share their mathematical reasoning 5. Use appropriate tools strategically. Students: Use technological to explore and deepen understanding of concepts Decide which tool will best help solve the problem Estimate solutions before deciding tool to use Compare estimates to solutions to see if the tool was effective Teachers are: Make a variety of tools readily accessible to students and allow them to select appropriate tools for themselves. Help students understand the benefits and limitations of a variety of math Ask questions such as: How could you use manipulatives or a drawing to show your thinking? Which tool/manipulative would be best for this problem? What other resources could help you solve this problem? The student task: Allows for multiple tools to be used to solve the problem Has estimation embedded Any additional notes or observations: