INSTRUCTIONAL COACHEE �ORIENTATION
AGENDA
2
1
3
5
2
4
6
Norms &
Objectives
Instructional Coaching:
The “what”
Educator Principles
Instructional Coaching:
The “why”
Instructional Coaching:
The “how”
Questions
Wrap Up
Intro &
Good Vibes
NORMS & � OBJECTIVES
3
PD NORMS
4
OBJECTIVES
Instructors and Fellows will be able to…
5
INSTRUCTIONAL � COACHING:�� WHY? HOW? WHAT?
6
7
THINK-Pair-Share
What do you think of when you hear the word “coaching”? How does the thought of coaching make you feel?
THE WHY
Ocean Discovery operates on a single premise: by receiving high quality science learning opportunities, kids in poverty develop a passion for science and conservation, stay in school, go to college, become scientists, and gain entry to high paying fields where they make a difference.
Because we believe quality teaching is essential to providing high quality science learning opportunities, we have developed the Instructor Training & Coaching to enable Ocean Discovery educators to provide powerful and robust instruction, and guide our students to Believe, Achieve and Lead.
8
8
THE HOW
We are in the process of developing the tools, training, and coaching necessary to onboard, train, and develop our program staff to their fullest potential and consists of two parts:
Staff Training – a comprehensive process that begins with grounding new staff in our Education Foundation, program specific Education Guides based on program participation, safety training, and specific content training.
Coaching – a program of instructional leadership that supports staff in implementing programmatic curriculum and best pedogeological practices and strengthens and develops the practice of our continuing educators.
9
9
COACHING
The purpose of coaching is to enhance the skills of our Instructor Core so they can provide robust instruction to our students while simultaneously developing their own skill set.
Each coaching cycle will focus on one Educator Principle, allowing instructors achieve to achieve “mastery” of one principle before advancing to a new principle.
10
COACHING CYCLE
Total = ~ 1 hour every two weeks*
COACHING / FEEDBACK
Coaching / Feedback can include the following:
EDUCATOR � PRINCIPLES
13
ADAPTED FROM:
GETTING BETTER FASTER,
BEETLES PROJECT (LAWRENCE HALL OF SCIENCE), &
THE ART OF COACHING
EDUCATOR PRINCIPLES: WHY
The Educator Principles were developed to provide our instructors with a tool-box of consistent, effective and research-tested teaching strategies to provide high quality science programming and enhance student learning.
14
SAMPLE OF EDUCATOR PRINCIPLES
15
STRONG TEACHER STANCE
Educators must look the part - calm and collected. A strong teacher stance is critical to getting and maintaining the attention of your students.
16
A strong teacher stance includes:
PRACTICE
17
CIRCULATE/BREAK THE PLANE
It is important for teachers to get comfortable with walking around their classroom while teaching. “Breaking the plane” simply refers to moving past the first row of desks/tables in the learning space.
This serves several purposes:
18
19
THINK-Pair-Share
Review from the summer – What are Clear & Precise Instructions, and why are they important?
CLEAR AND PRECISE INSTRUCTIONS
It is important that you give clear and precise instructions so that students can make the most of their time with you. Research shows that students who don’t get started right away are often confused by unclear directions. Outline your directions BEFORE the start of a program.
Clear and precise instructions include:
20
ATTENTION GETTERS
Students will often be excited when participating in Ocean Discovery programming. Attention getters are used to get the attention of a large group who may be engaged in conversation or an activity.
Attention Getters:
21
Share:
Attention-Getters
22
WAIT FOR 100%
Teachers must get comfortable with waiting for the attention of ALL students before proceeding with content, directions, instructions, etc. Teachers who proceed with less than 100% attention inadvertently convey to their students that what they have to say isn’t important. Other students will notice this and over time it will become increasingly difficult to get the attention of you class.
23
24
THINK-Pair-Share
What is the danger of not waiting for 100%? What does that communicate or not communicate to students?
CHECKS FOR UNDERSTANDING
Once clear and precise instructions are given it is important to do a quick series of Checks for Understanding (CFU). CFU’s are questions designed to make sure your directions were understood BEFORE releasing students to work independently. These are short and should take no more than 1 minute (2-3 questions). Questions should focus on any parts of the directions you think will be confusing to students.
25
VIDEO
26
�WRAP UP
27
(You made it!)
QUESTIONS
28
NEXT STEPS
29
THANK YOU!