2016 - 2017 Action Plan for Coaches
Providing Job Embedded Support for Teachers
Intended Outcome
Teachers and students will understand the full requirement of their standards.
Tasks will align to standards.
Student work will align to standards.
Students will be able to talk about mastery.
Frame
Using the TEAM rubric as a tool to frame the conversations about aligning instruction to the standards provides coherence among the professional growth, instruction, and evaluation initiatives.
Bridge to Practice
Coaches will bring their PLC plans to each Coaches' Network and work in teams to enhance their plans. Their bridge to practice will include implementing their PLC plans and meeting with their principals to make sure that their PLC plans align to the building level priorities.
Autonomy
Long Range Plan for Mornings
Model for unpacking PLC and ILC work Not a prescription Common language across the district
ELA Shifts
Math Coherence Maps
Student Work Protocol
Long Range Plan for Afternoons
Protect time with content supervisors and specialists
Provide a clear bridge from August to November to March District Learning Days
- Dig deeply into district initiatives, such as the Year Long Reading Course for elementary schools
Theory of Action
This is the anticipated pace; however, some schools may be further along in the process. Coaches will want to rely on their expertise, and we will work with those coaches to plan additional layers of learning with them. For those schools that are struggling to maintain this pace, we will also make adjustments.
All processes that are modeled in the Coach Network should be viewed as one way of approaching this work, not the only way to approach this work. We welcome discussions on alternative approaches.
August
PLCs
Teachers are together by like course to analyze standards.
The standards discussion informs planning implications.
Classroom
Teachers are explaining the learning to students.
September
PLCs
Teachers are identifying standards that are hard to teach or hard to learn and analyzing the full requirement of the standards.
Together, the teachers identify areas for further professional growth.
Coaches work with the teachers to build their capacity for a challenging standard.
Conversations about aligned instruction become routine.
Classroom
Teachers introduce the concept of unpacking the standards to the students.
October
PLCs
Analyzing standards in PLCs is a routine practice.
Connecting the standards to instructional adjustments is the focus.
Assessment items are analyzed against the standards- do they “hit” or “address” the full requirement of the standard?
Classroom
- Students routinely unpack their standards and speak about them with their academic language.
- Teachers share the philosophy of the “Learning Pit” with their students and either use that metaphor or create their own to build a growth mindset in their schools/classrooms.
November
PLCs
Unpacking standards is routine.
Teachers focus their attention on evaluating the quality of tasks and their alignment to the standards.
Classroom
Feedback to students is aligned to the standards.
Students get a positive and a corrective statement of feedback on every task.
December
PLCs
Use the EQuIP Protocol for Task analysis: http://www.achieve.org/files/Student%20Work%20Protocol_Final_9%2018%2014.pdf
Classroom
Feedback Loop
January
PLCs
Task analysis
Classroom
Feedback Loop
February – Coaches’ Conference
PLCs
Planning strategies that close the knowing-doing gap for students
Classroom
When appropriate, students have the option to propose a work sample to demonstrate mastery. They self-assess before submitting their work.
March
PLCs
Planning strategies that close the knowing-doing gap for students
Classroom
When appropriate, students have the option to propose a work sample to demonstrate mastery. They self-assess before submitting their work. Student self-assessment approximates the teacher’s assessment of the work.
April
PLCs
Continue to work on the EQuIP Protocol with focus on steps 1 and 2
Classroom
When appropriate, students have the option to propose a work sample to demonstrate mastery. They self-assess before submitting their work. Student self-assessment approximates the teacher’s assessment of the work.
May
PLCs
Continue to refine the conversations with steps 1 and 2 of the EQuiP Protocol
Classrooms
Students are working in teams to evaluate their own work against a standard, agreed upon measure.
Structures for Learning
Coach-Led Book Studies
Network Support
Role-Specific Support
About Us
Email: Shannon.Jackson@knoxschools.org
Website: http://knoxschools.org/Page/3631
Location: 912 S Gay St, Knoxville, TN, United States
Phone: (865) 919-2549
Twitter: @KCSInstruction