Linda BraggOffice of Title II, III and System Support

Division of Educator Quality and System Support

Evidence-Based Approach to Effective Resource Allocation

– consider how academic coaching might serve to support:

a. The District’s Continuous Improvement Plan b. The District’s Professional Development Planc. The District’s Highly-Qualified Plan

1. Retention2. Retraining

Finance Choices that significantly impact learning but are within the Guidelines of

Title Programs

Must be based on needs of the school district listed within the 5 year plan for continuous improvement

Must be targeted first at schools identified for improvement

Must focus on increasing student achievement Must be supplemental positions and not supplant

state or local funds

Title II Expenditures: FY 2011

$2,980,760

$4,771,486

$13,462,821

63%23%

14%

(Note: Estimate Excludes Administrative, Indirect, and Parental Involvement Expenditures)

Interpretation of the Data

• West Virginia spends an average of three (3) dollars on “workshop” professional development for every dollar spent on coaching or classroom size reduction. (Title II)

• The trend indicates that districts are reducing the practice of classroom size reduction in favor of hiring coaches

ARRA, 3

County, 48 Ed Jobs, 16ECE, 1IDEA, 14Levy, 6

RLIS, 10

State, 37

Step 7, 5

Title I, 137

Title II, 127

Coaches By Funding Source

ARRA

County

Ed Jobs

ECE

IDEA

Levy

RLIS

State

Step 7

Title I

Title II

High Impact Areas to Consider in a

District’s Plan for Continuous Improvement

• New Teacher Retention• Building Capacity for Collaborative Teaming

o Teams focused on the 4 critical questions of learning

o Job-embedded Professional Learning (data-based & team-identified)

• Technical Assistance for Educators who need to improve performance (retraining) & for implementation of programs or strategies

Collaborate About What?Focus on Student Learning

If we want our efforts to have a significant impact, we should focus on the factors that significantly

impact learning—to do that we must look very intentionally at student learning .

Highly Effective Collaborative TeamsFocus on 4 Critical Questions

1. What is it we expect students to learn?2. How will we know when they have

learned it?3. How will we respond when they don’t?4. How will we respond when students do

learn it or already know it?

In what ways could coaches assist teachers or teacher teams with focusing on the Four Critical Questions?

Let’s Ponder

Would utilizing coaches as part of job-embedded PD be more effective for translating learning into practice than a workshop?

High Impact Areas to Address in a

District’s Plan for Continuous Improvement

• New Teacher Retention• Collaborative Teaming Processes

o Focus on Student Learningo Professional Learning (data-based &

team-identified)• Technical Assistance for Educators who

need to improve performance (retraining) & for implementation of programs or strategies

The Work of Coaches according to Task Force

1. Support the Continuous Improvement Process

2. Build Capacity for Site-based Collaborative Teaming and Peer Coaching

3. Support for Beginning Teachers (and Mentors)

Professional Development

Staff development is not just to implement isolated instructional innovations; its central purpose is to build strong collaborative work cultures that will develop the long-term capacity for change.

Michael Fullan

Embedded Professional Development Translating Learning into Practice

“Embedded professional development is a continuous cycle of improvement that fosters collective responsibility; primarily occurs several times per week; and must be supported—by job-embedded coaching or external assistance.”

Learning Forward (formerly NSDC)

Guiding Principles for Effective Job-Embedded Professional Development

• Establish teams • Create an environment of shared

responsibility for student learning;• Provide opportunities for them to share • Engage in active learning that is sustained

over time through job-embedded action research;

• Encourage to become exemplars of change;

Guiding Principles for Effective Job-Embedded Professional Development

• Provide a risk-free setting for transparency of practice, collective work and reflection;

• Provide support (coaches) to serve as role models for effective leadership and professionalism; and

• Provide opportunities for contribution to meaningful work;

• Provide sufficient time for integration of learning into practice.

Professional Training and Translating the Learning into Practice

Effective Professional Development

• Why?

• How?

• What?

• Peer Support

Data / Evidence

CollaborativeConversations

CollectiveCommitment

Collective Efficacy

Instructional/EngagementChange

Kids See Their LearningIs Different/Better

“Student Sees Success”

Student SelfEfficacy

IMPACTSSTUDENT

ACADEMICSUCCESS

TRUST

Organizational Learning

Instructional Best Practices (CAI)

Psychology of Learning

Data / Evidence

CollaborativeConversations

CollectiveCommitment

Collective Efficacy

Instructional/EngagementChange

Kids See Their LearningIs Different/Better

“Student Sees Success”

Student SelfEfficacy

IMPACTSSTUDENT

ACADEMICSUCCESS

TRUST

Organizational Learning

Instructional Best Practices (CAI)

Psychology of Learning

• What happens when we go directly here?

Embedded Professional Development

Translating Learning into Practice

Coaching can provide the support that teachers need to improve the quality of their instruction that results in increased student learning.

Educational Leadership, Jan. 2012

Let’s Ponder

As part of the District’s Professional Development Plan, would funding coaches to support job-embedded PD be more effective for translating learning into practice than “the same workshop everyone”?

High Impact Areas to Address in a

District’s Plan for Continuous Improvement

• New Teacher Retention• Collaborative Teaming Processes

o Focus on Student Learningo Professional Learning (data-based &

team-identified)• Technical Assistance for Educators who

need to improve performance (retraining) & for implementation of programs or strategies

Roles of WV Coaches

Coaching Rolesthat Could Support Collaborative

Teaming Processes

• Resource Provider• Data Coach• Curriculum Specialist• Instructional Specialist• Support Mentors of

Beginning Teachers (or mentor themselves)

• Supporter of Collaborative Teams

• Classroom Supporter• Learning Facilitator• Supporter of School

Leadership Teams• Implementation Coach• Learner

Coach as a Supporter of Struggling Teachers

• Resource Provider• Data Coach• Curriculum Specialist• Instructional Specialist• Support Mentors of

Beginning Teachers (or mentor themselves)

• Supporter of Collaborative Teams

• Classroom Supporter• Learning Facilitator• Supporter of School

Leadership Teams• Implementation

Coach• Learner

Beginning Teacher Mentor Learning

Facilitator

Continuous Improvement

Curriculum and

Instruction

Data Coach Collaborative Teaming Coach

Coaching

TechnologyIntegration

Roles

The Work of Coaches according to Task Force

1. Support the Continuous Improvement Process

2. Build Capacity for Site-based Collaborative Teaming and Peer Coaching

3. Support for Beginning Teachers (and Mentors)

Funding Sources for Coaches

Federal:• Title I• Title II, Parts A and D• Title III• Title VI• IDEA

State: • Step 7• StateLocal:• Levy

Is Professional Development in your district primarily based on….

• Teacher preferences?• Grant determinants?• Various district offices’ control?

OR

Let’s Ponder

Is Professional Development in your District ….

• Aligned to performance goals & capacity-building?

• Accessible to integrated budgets?• Based upon staff needs, determined by data?• Connected to district policies for teacher

recruitment, retention or support?• Measured for effectiveness of the investment?

What Strategic Finance Choices Will your District Make for:

• Professional Learning?• Continuous Improvement (Student

Learning)?• Building Capacity for Collaborative Teaming? • The District’s Highly-Qualified Plan…

Retention?Retraining?

Task Force Recommendations for supporting coaches and mentors

Policy Support(teacher induction)

Strategic Resource Allocation

Professional Development

WVDE’s Professional Learning Structure of Support for

West Virginia Coaches

Coaching for School GrowthSupporting All Educators

A. Coaching Team Processes (collaborative and leadership teams) B. Coaching for Professional Performance (individual educators)

1. Specific Technical Assistance for Individual Teachers2. Induction: Mentorship and/or Coaching of Beginning Teachers

The Work of Coaches—a Snapshot

• Year-long blended delivery: Face-to-Face and Online Modules & Networking

• Based on the levers of the West Virginia Continuous Improvement Process & Learning-by-Doing Model

• Access to specialized training

• Graduate credit

• State level and regional support

• Possible future plans: WV coaching standards and evaluation that may eventually lead to an advanced credential or endorsement for academic coaches

Coaches support teachers and

teacher teams as professionals and students benefit!

Contact Information

Linda Bragg lnbragg@access.k12.wv.us

Phone: 304-558-3199

Coaching for Learning Web Site will be launched during the May 29-31 training.