West Virginia Department of Education

COLLEGIAL COACHING ? TOOLKIT WEST VIRGINIA DEPARTMENT OF EDUCATION West Virginia Department of Education West Virginia Board of Education 2006-2007 Lowell E Johnson, President Delores W Cook, Vice President Priscilla M Haden, Secretary Robert W Dunlevy, Member Barbara N Fish, Member Sheila M Hamilton, Member Burma Hatfield, Member Jenny N Phillips, Member Ronald B Spencer, Member Brian E Noland, Ex Officio Chancellor West Virginia Higher Education Policy Commission James L Skidmore, Ex Officio Chancellor West Virginia Higher Education Policy Commission Steven L Paine, Ex Officio State Superintendent of Schools West Virginia Department of Education Table of Contents Topic Page(s) The Coaching Model Defined The Coaching Model .1 Lessons from Research The School Administrator 5-10 Instructional Coaches http://www.aasa.org/publications/saarticledetail.cfm? ItemNumber=5874&snItemNumber=950&tnItemNumber=951 Instructional Coaching Research University of Kansas Center for Research on Learning 11 Professional Development Outcomes 12 Coaching Continuum Based on the Gradual Release of Responsibility 13 Language for Coaching 14 Protocols for Setting Norms 15 Protocols for Study Groups 16 Protocols for Questioning Techniques 17 Levels of Coaching Activities Level I National Staff Development Council Self Assessment and Planning Tool .18-25 What is a Study Group? 26-27 How Do I Conduct a Study Group? 28-30 Roles of Participants in Study Groups 31 Learner-Based Coaching .32 Assessment Instruments 33-34 Level II How Effective is Your Team? .35 Profile Assessment 36 Role and Responsibilities Guidelines 37 Team Meeting Planning .38 Team Mission Making 39 Team Roles and Responsibilities 40 Great Teams Engage in the Following Activities 41-42 Quality Classroom Assessment 43-45 Looking at Data to Determine if Student Learning Has Increased 46 West Virginia Department of Education Level III Teacher Modeling 47-48 Teacher Modeling Strategies 49-61 Teacher Feedback Form 62 Recognition 63 Ways to Recognize Student Work .64 Questioning 65 Elaborating, Hypothetical and Clarification Questions 66 The Socratic Questioning Technique 67-69 Modeling, Coaching and Scaffolding 70-72 Using Scaffolded Instruction to Optimize Learning 73-76 Coaching Plan Collaboration: Essential Understandings 77 Collegial Collaboration: Practices that Promote School Success 78-79 Co-Teaching 80 Benefits of Co-Teaching For Teachers 81 Benefits of Co-Teaching for Students 82 Do’s and Don’ts of Co-Teaching 83 Co-Teaching Approaches: An Overview 84 Co-Teaching Lesson Plan Considerations 85 Looking at Outcome Data of Co-Teaching 86 References 87 Tool Kit Development Committee This tool kit was developed through the collaborative efforts of the following individuals: June Angle Lori Ashcraft Lynne Bostic Rebecca Derenge Dee Grimm Barbara Jones Anna Lewis Jane Lynch Kim Mathews Vicki Nesler Cynthia Nesselroade Pat Porter Nancy Richmond Drexel Sammons Debbie Smith Jan Stanley Sherri Woods Paula Wykle West Virginia Department of Education The Coaching Model Defined Recent studies on coaching (Neufeld & Roper, 2003; Poglinco, et al., 2003; Richard, 2003) note that coaches may be specialized full or part-time professional development facilitators, or they may be teachers making a career transition from the classroom to coaching Coaches frequently work one-on-one with a teacher directly in the classroom and meet with the teacher before or after a lesson Student work is used as a springboard to discuss teaching strategies or as help to plan next steps for instruction Susan Poglinco et al defines coaching as "a form of inquiry-based learning characterized by collaboration between individual, or groups of, teachers and more accomplished peers" The professional development begins with subject specific training, focusing on theory and instructional practice Using a repertoire of effective instructional practices, coaches collaborate with classroom teachers to identify practice(s) that effectively address teachers’ and students’ needs Through this process, coaches work collaboratively with teachers setting professional goals for developing, extending and improving research-based skills, strategies and practices Powerful instructional strategies make a profound difference for all students when they are implemented by a skilled, caring and well-supported teacher Coaches use a wide variety of professional development procedures to foster extensive, high-quality implementation of interventions These procedures include (a) conducting individual or small group meetings to identify how best to collaborate with a teacher/teachers in addressing their most pressing concerns, (b) guiding teachers through instructional manuals, checklists and other materials, (c) collaboratively planning with teachers to identify when and how to implement intervention, (d) preparing materials for teachers prior to instruction, (e) modeling instructional practices in teachers’ classrooms, (f) observing teachers using interventions and (g) providing feedback (Knight, 2004) 11 West Virginia Department of Education Lessons from Research Instructional coaching is grounded in current research and clinical knowledge on leadership and schools as “professional communities of practice” Recent research on professional development suggests that it is most effective when it includes components that are based in the school and embedded in the job and when it increases teachers’ theoretical understandings of their work (Miller 1995) Supports for improved teaching and learning are also more effective when they are tailored to needs identified by teachers and when their approach to learning is collaborative and inquiry-based (Darling-Hammond and McLaughlin 1995) Coaching provides such supports through an array of activities designed to build collective leadership and continuously improve teacher instructional capacity and student learning These activities, ideally, coalesce in ways that create internal accountability due to the embedded nature of the work and people engaged in it (Barr, Simmons, and Zarrow 2003; WestEd 2000) A well-designed and supported coaching program combines core elements of effective professional development with the essential goals of professional learning communities in ways that advance both school and systemic improvement The principles of instructional coaching are grounded in research on effective professional development and professional learning communities Coaching appears to be a promising approach because it strives to blend what is known about effective professional development with school-based and school-specific needs, regarding both content and school climate Evidence of increased student learning as a direct result of coaching is not yet well documented (Poglinco et al 2003) Yet, as coaching is increasingly used and its impact measured, researchers expect a direct correlation to be established between coaching and student achievement A growing body of research suggests that coaching is a promising element of effective professional development in some of the following ways The following paragraphs describe the positive effects of coaching: • Effective coaching encourages collaborative, reflective practice Coaching shifts professional learning from direct instruction outside the context of practice (such as workshops and conferences) to more varied opportunities to improve discipline-specific practice Most studies indicate that coaching leads to improvements in instructional capacity For instance, teachers apply their learning more deeply, frequently and consistently than teachers working alone; teachers improve their capacity to reflect; and teachers apply their learning not only to their work with students, but also to their work with each other (Neufeld and Roper 2003; Roglinco et al 2003) 22 West Virginia Department of Education • Effective embedded professional learning promotes positive cultural change The impact of coaching often goes beyond improving content instruction The conditions, behaviors and practices required by an effective coaching program can affect the culture of a school or system, thus embedding instructional change within broader efforts to improve school-based culture and conditions (Neufeld and Roper 2003) • A focus on content encourages the use of data analysis to inform practice Effective coaching programs respond to particular needs suggested by data, allowing improvement efforts to target issues such as closing achievement gaps, supporting teachers across career stages, and advocating for equity (e.g., through differentiated instruction) A coaching program guided by data helps both to create coherence within a school and to bridge different levels of the system (Barr, Simmons, and Zarrow 2003) This is accomplished by focusing on strategic areas of need that are suggested by evidence, rather than by individual and sometimes conflicting opinions Coaches are selected from those professionals who have the content expertise and organizational development capacity to lead their “cadres” toward more effective practice in these areas of need within various levels of the educational system • Coaching promotes the implementation of learning and reciprocal accountability Coaching is an embedded, visible support, usually funded by the district that attempts to respond to student and teacher needs in ongoing, consistent, dedicated ways The likelihood of using new learning and sharing responsibility rises when colleagues, guided by a coach, work together and hold each other accountable for improved teaching and learning (Barr, Simmons, and Zarrow 2003; Coggins, Stoddard, and Cutler 2003; WestEd 2000) Because instructional coaching takes place in a natural setting, the classroom, observation, learning and experimentation occur in real situations (Neufeld and Roper 2003) • Coaching supports collective, interconnected leadership across a school system An essential feature of coaching is that it uses the relationships between coaches, principals and teachers to create the conversation that leads to behavioral, pedagogical and content knowledge change Effective coaching distributes leadership, supporting the goals of effective principals though the coaches by keeping the focus on teaching and learning This focus promotes the development of leadership skills, professional learning and support for teachers that target ways to improve student outcomes (Lyons and Pinnell 2001) Research findings indicate that effective coaching structures promote a collaborative culture where large numbers of school personnel accept ownership and responsibility for leading improvement efforts in teaching and learning Coaching attends to the “social infrastructure” issues of schools and systems (Payne 1998) that often impede the deep and lasting change that school reform requires These issues include school climate, teacher isolation, insufficient 33 West Virginia Department of Education support and limited instructional and leadership capacity The attempt to address these critical elements of school quality by incorporating new understandings of effective professional development is a primary reason that coaching holds significant promise toward improving teaching and learning in schools (Neufeld and Roper 2003)  Source: Neufeld, B., & Roper, D “Coaching: A Strategy for Developing Instructional Capacity, Promises, and Practicalities” 44 West Virginia Department of Education April 2006 Features Instructional Coaching Eight factors for realizing better classroom teaching through support, feedback and intensive, individualized professional learning By Jim Knight T he number of school districts using instructional coaches is growing at a staggering rate Coaching is becoming popular, in part, because many educational leaders recognize the old form of professional development, built around traditional in-service sessions for teachers, simply doesn’t affect student achievement By offering support, feedback, and intensive, individualized professional learning, coaching promises to be a better way to improve instruction in schools Indeed, preliminary research suggests that effective coaching programs make a difference For the past decade, researchers at the Kansas University Center for Research on Learning have been implementing, refining and evaluating instructional coaching programs In the past year alone, our staff has provided professional development and consultation to programs in 14 states across the country We’ve learned a few lessons while developing, studying and observing effective coaching programs We believe superintendents and other educational leaders who consider these success factors will be better able to use valuable resources to realize the promise of instructional coaching No Quick Fix Facing intense pressure to improve student achievement, it is tempting to try anything that promises a quick solution However, the trouble with quick fixes is they often make things worse in the long run One common fix is what we refer to as the “attempt, attack, abandon cycle.” During this vicious pattern, a new practice or program is introduced into a school and teachers make a half-hearted attempt to implement it Then, before it has been implemented effectively and for a sufficient length of time, various individuals in the school or district begin to attack the practice or program and, not surprisingly, many of the teachers implementing it begin to lose their will to stick with the program Eventually, even though it never had a chance to be implemented properly, leaders in the district reject the program as unsuccessful and abandon it, only to propose another approach that is soon pulled into the same vicious cycle In this manner, schools stay on an unmerry-go-round of attempt, attack, abandon, without ever seeing any meaningful, sustained change in instruction 55 West Virginia Department of Education taking place Instructional coaching represents one way to end this vicious cycle by providing sufficient support for real change to occur Coaching is a non-evaluative, learning relationship between a professional developer and a teacher, both of whom share the expressed goal of learning together, thereby improving instruction and student achievement Coaching requires a trusting relationship and sufficient time to provide the individualized professional learning that is most relevant to a teacher’s needs Coaches often employ collaborative conversations (sometimes referred to as conferences), model lessons, observations, and mutual problem solving to assist teachers in implementing and mastering new teaching practices Coaching can take many forms We have found eight factors that can increase the likelihood that coaching will be a real fix for a school:  Sufficient time to work with teachers To move a school forward, coaches must spend the bulk of their time working with teachers on instruction This seems obvious, but the most frequent concern raised by the more than 300 instructional coaches we worked with in 2005 was that they are asked to complete so many non-instructional tasks they had little time left to work with teachers Because coaches’ job descriptions are often vague or nonexistent and because their schedules are more flexible than the schedules of others, they often are asked to many clerical or non-instructional tasks Paying coaches to copy and bind standards documents or shop for math lab furniture or serve as a substitute teacher is a poor way to spend money and perhaps an even poorer way to improve teaching practices in schools Some instructional coaches and principals in the 16,500-student Cecil County, Md., Public Schools have found a way to ensure their instructional coaches use their time productively In Cecil County, where there is an instructional coach in each of the 17 elementary schools, the coaches and administrators draw up a pie chart that depicts exactly how much time they agree the coaches should spend on various tasks Then, each week the coaches report to their principals how the time was spent If necessary, this allows the coach and principal to adjust the time allocations so they can focus their efforts on improving instruction  Proven research-based interventions If instructional coaches are going to make a difference in the way teachers teach, they need to have scientifically proven practices to share Hiring coaches but not ensuring they have proven practices is a bit like trying to paint a beautiful painting without any art supplies Instructional coaches need to have a repertoire of tools to help them assist teachers in addressing their most pressing concerns Instructional coaches working with the Center for Research on Learning use interventions that address what we refer to as the “Big Four” areas of behavior, content knowledge, instruction and formative assessment The coaches develop a deep understanding of scientifically proven practices they can share with teachers to help them improve in any or all of the four areas If an instructional coach and teacher agree to address content knowledge, the coach collaborates with teachers to develop critical questions, course and unit content maps and concept diagrams using scientifically proven “content enhancement routines” developed by Keith Lenz, Jan Bulgren and other researchers at the Kansas University Center for Research on Learning 66 West Virginia Department of Education Collegial Collaboration: Practices that Promote School Success Studies have shown that high performing schools have high levels of collaboration “The nature of relationships among adults within a school has a greater influence on the character and quality of that school and on student accomplishment than anything else.” ~ Barth, 2006 • • The most successful schools are schools where all the stakeholders work together to function as professional learning communities Successful schools have strong and functional cultures that develop deliberately; they are nurtured and built by the school leadership, the principal, and the members of the learning community Barth (2006) believes that collegial relationships are about getting the key players in schools to work together Indicators of collegiality include: educators talking with one another about professional practice, sharing their craft knowledge, observing one another while engaged in professional practice, and rooting for one another’s success • • Creating a collegial culture within a school requires mutual respect, essential conversations about teaching and learning, shared values and vision, clear expectations, time to share, teamwork, professional development, inquiry, and reflective practice In order to become true members of the learning community, teachers must be empowered, by the principal, and by each other Kleinsmith (1999) discusses school reform issues, and suggests that school reform is based on three concepts: community, collaboration and collegiality The principal, teachers, and staff members must join together if a school is to become a learning community intent on increasing student achievement • • • • Community suggests bonds of "shared values, purposes and commitments" that define reform initiatives Schools with strong professional communities are better able to offer authentic pedagogy and are more effective in promoting student achievement Collaboration involves replacement of the traditional norms of independence and isolation to create opportunities for constructive interaction among educators The collegial community is characterized by a reciprocal relationship between the community and its individual members, where each promotes the growth of the other 8080 West Virginia Department of Education “When collegiality is high, a strong, professional culture held together by shared work norms emerges in the school The norms are aligned with school purposes, contributing consistently to increased commitment and extraordinary performance.” ~ Sergiovanni, 2001 Benefits of Collaboration • • • • • • •  Shifting an organizational paradigm (Vill, Thousand, Nevin & Malgeri, 1996) Increasing the ability to meet diverse needs (Purcell & Leppien, 1998) Achieving more complex goals, improving social interactions, and increasing creativity (Pugach & Johnson, 1995) Assisting with problem-solving (Foley & Mundschenk, 1997) Modeling and communicating the value of collaborative behaviors (Villa et al., 1996) Providing additional enrichment opportunities (Purcell & Leppien, 1998) Encouraging the interaction of university & K-12 faculty for data collection & research (Murawski, 2003) Source: Friend, Marilyn, The Power of Two 8181 West Virginia Department of Education Co-Teaching Co-Teaching is: “Two or more professionals delivering substantive instruction to a diverse, or blended, group of students in a single physical space.” (Cook & Friend, 1995) “An educational approach in which two teachers work in a coactive and coordinated fashion to jointly teach academically and behaviorally heterogeneous groups of students in an integrated setting.” (Bauwens, Hourcade, & Friend, 1989) “Two or more team members teaching in a class together When special and general educators teach together, the motivation is often more effective instruction of a diverse group of students.” (Snell & Janney, 2000) Co-teaching is a service delivery system in which • Two (or more) educators or other certified staff • Contract to share instructional responsibility • For a single group of students • Primarily in a single classroom or workspace • For specific content (objectives) • With mutual ownership, pooled resources, and joint accountability • Each individual’s level of participation may vary (Dr Marilyn Friend) What Co-Teaching is Not Co-teaching is sometimes confused with other terminology Three terms are related to co-teaching, yet they actually have their own specific definition Collaboration is the way in which individuals interact with each other and does not refer to the actual activity that is taking place Co-teachers should engage in collaboration to inform their instruction Inclusion refers to the belief system that all students can and should be included in the general learning environment even though learning abilities differ 8282 West Virginia Department of Education Benefits of Co-Teaching For Teachers: Dr Wendy W Murawski • • • • • • • • • • • • Teachers involved in co-teaching relationships state that this relationship results in increased professional satisfaction, opportunities for professional growth, personal support, and opportunities for collaboration (WaltherThomas, 1997) Special education teachers gain insight into the realities of the general classroom while general educators learn valuable lessons in planning, accommodating, and instructing students with learning or behavioral difficulties (Friend & Cook, 2003; Salend, et al., 1997) Teachers working together leads to increased friendships, which can in turn increase both morale and student performance (Salend, et al., 1997) Having two teachers in one room allows for the experimentation with new teaching methodologies (Giangreco, Baumgart, & Doyle, 1995) Co-teaching makes it easier to conduct hands-on activities and provide flexible testing situations (Cross & Walker-Knight, 1997) Co-teaching enables whole group instruction to be provided while still meeting individual needs (Adams & Cessna, 1993) Co-teaching provides for more on-task time as both teachers are able to manage behavior (Cross & Walker-Knight, 1997; Gerber & Popp, 1999) Co-teaching enourages teachers to share expertise, providing one another with valuable feedback (Cross & Walker-Knight, 1997; Hughes & Murawaki, 2001) Co-teaching allows educators to assist one another in addressing the issues related to content, accountability, and structure unique to the secondary level (Dieker & Murawaki, 2003) Educators who experience co-teaching find that they were more energized and creative, are able to trust one another, and have more fun teaching (Adams and Cessna, 1993) Hohenbrink, Johnston, and Weshoven (1997) report on personal experiences with co-teaching and state that it has prompted self-reflection, as well as led to significant changes in their understandings and teaching practices Gately and Gately (2001) state that as co-teachers move into the collaborative state of interaction, “communication, humor, and a high degree of comfort punctuate the co-teaching, collaborative classroom” (p.42) 8383 West Virginia Department of Education Benefits of Co-Teaching For Students: Dr Wendy W Murawski • • • • • • • Access to the general curriculum for students with disablities (Bauwens & Hourcade, 1997; Cook & Friend, 1995) Positive social outcomes for students with and without disablities (Hunt, Alwell, Farron-Davis, & Goetz, 1996; Pugach & Wesson, 1995) Increased student engagement & more interaction with teachers (Zigmond, Magiera, & Matta, 2003) More individual attention & more interaction with teachers (Zigmond, Magiera, & Matta, 2003) Improves students’ social skills and self-concept through the reduction of pull-out situations which are thought to be potentially stigmatizing for students (Jones & Carlier, 1995; Salend et al., 1997; Walther- Thomas, 1997) Frequently, the delivery of services and modifications can be provided to students with academic difficulties or who are considered “at-risk” without requiring those students to be labeled as needing special education (Adamson, Matthew, &n Schuller, 1990; Bauwens & Hourcae, 1991; Salend, et al., 1997) Behavior and academic expectations remain high for students with and without disabilities (Dicker, 2000) 8484 West Virginia Department of Education Do’s and Don’ts of Co–Teaching Adapted from: Murawski, W.W (2002) demystifying co-teaching Co-Teaching Is… Two or more co-equal (preferably credentialed) faculty working together Conducted in the same classroom at the same time Co-Teaching is not… A teacher and an assistant, teacher’s aide, or paraprofessional A few students pulled out of the classroom on a regular basis to work with the special educator It is also not job-sharing, where teachers teach on different days Both teachers plan instruction together Pulling a group of students with The general education teacher is the disabilities to the back of the general content specialist while the special education class education teacher is the expert on individualizing and delivery to various learning modalities Both teachers provide substantive The special education teacher walking instruction together- having planned around the room all period as the together, the special education teacher general education teacher teaches the can grade homework, teach content, content facilitate activities, etc Both teachers assess and evaluate The general education teacher grades student progress IEP goals are kept in “his” kids - or the general education mind, as are the curricular goals and teacher grades all students and the standards for that grade level special education teacher surreptitiously changes the grades and call it “modifying after the fact.” Two teachers maximize the benefits of Teachers take turns being “in charge” having two teachers in the room by of the class so that the other teacher having both teachers actively engaged can get caught up on grading, with students photocopying, making phone calls, creating IEP’s Students remain in the large group setting in lecture-format as teachers rotate who gets to “talk to them.” Teachers reflect on the progress and Teachers getting frustrated with one process, offering one another feedback another and telling the rest of the on teaching styles, content, activities, faculty in the teachers’ lounge or when and other items pertinent to improving one teacher simply tells the other the teaching situation teacher what to and how to it 8585 West Virginia Department of Education Co-Teaching Approaches: Overview (Dr Marilyn Friend) One Teach, One Support One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process occurs With this approach, for example, co-teachers decide in advance what types of specific observational information to gather during instruction and agree on a system for gathering the data Afterward, both teachers analyze the information Station Teaching In this co-teaching approach, teachers divide content and students Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group If appropriate, a third “station” could give students an opportunity to work independently Parallel Teaching In parallel teaching, the teachers are both teaching the same information to two groups of students Alternative Teaching In alternative teaching, one teacher takes responsibility for the large group while the other works with a smaller group This provides an opportunity to provide specialized attention to students in need of intervention Teaming In team teaching, both teachers deliver the same instruction at the same time Some teachers refer to this as having “one brain in two bodies.” Others call it “tag team teaching.” Most co-teachers consider this approach the most complex, but a satisfying way to co-teach This approach is most dependent on teachers’ styles One teach, One Assist In this approach to co-teaching, one person assumes primary responsibility for teaching while the other professional circulates through the room providing unobtrusive assistance to students as needed Factors for Selecting a Co-Teaching Approach: Dr Marilyn Friend  Student characteristics and needs Teacher characteristics and needs Curriculum, including content and needs Pragmatic considerations Source: Friend, Marilyn, The Power of Two 8686 West Virginia Department of Education Co-Teaching Lesson Plan Considerations A B C D E F Topic Learning Objectives/Evaluation Special Considerations for particular students Selection of Co-Teaching Approach Teaching Strategies (How): large group, small group, stations, Teaching Strategies (Who): divided between teacher A & B Topics for Co-Teachers to Discuss Instructional content and expectations for students Instructional format, including who does which part of the instructional delivery Planning, including time to it and who does which part Parity, or how it is clear that both educators have the same status in the classroom Space, related to both students and teachers Noise levels and each educator’s tolerance for it Instructional routines Organizational routines The definition of “help” 10 Discipline procedures for the classroom Evaluating the Co-Teaching Process What sustained training sessions or activities occur to implement collaboration, inclusive strategies, and co-teaching? a Professional Development b Parent Education c Student Education How does the service for and instruction of students with disabilities change? a Is the time spent in pull-out programs decreased? b To what depth is co-teaching being implemented? c Where are co-teaching practices experiencing success? d How much differentiated instruction is taking place? 8787 West Virginia Department of Education Looking at Outcome Data of Co-Teaching What is the impact of the activities/changes implemented? A How is student achievement influenced by the implemented activities? B How is student behavior influenced by the activities? Ten Factors that Undermine the Effectiveness of a Co-Teaching Program: Dr Marilyn Friend Ignoring the importance of a shared understanding on the part of all involved professionals (teachers, related services personnel, administrators, and paraprofessionals) of what co-teaching is and what it involves Using co-teaching as the basis of all inclusive services in a school, often fostering a school culture that implies that if a student with an IEP is in a general education setting, then there must be a special educator there to provide services Failing to clearly distinguish among the roles of the various adults who might be in classrooms teachers, related services staff members, paraprofessionals, student teachers, volunteers Basing co-teaching on the preferences and wishes of staff rather than on clear standards, expectations, and the needs of students A typical result is that co-teaching may be offered only at certain grade levels or on particular middle school teams or in just some high school departments Neglecting to develop implementers’ knowledge and skills; co-teaching, differentiated instruction, positive behavior supports, and related areas Implementing co-teaching without using a range options for grouping students and dividing instructional tasks between the educators The related question is this: What is being called co-teaching practice? When professionals over-use an approach (e.g., teaming or teacher assisting) on a consistent basis rather than interchanging methods, optimal results are not obtained Time: Failing to arrange for a least periodic shared planning time for the co-teachers, teachers failing to use that time wisely, using time as a reason not to implement co-teaching practices Placing too many students with special needs into a co-taught class One version concerns placing a highly disproportionate number of students with disabilities in the class; another concerns placing an appropriate number of students with disabilities in a class, but then filling the rest of the class slots with students who struggle to learn or who have other special needs 10 Failing to gather on-going data that demonstrates the impact of the coteaching services on student achievement 8888 West Virginia Department of Education References Allen, Jennifer (2006) Becoming a literacy leader Stenhouse Publications Allington, Richard (2001) What really matters for struggling readers AddisonWesley Educational Publishers, Inc Association for Supervision and Curriculum Development (Producer) (2002) How to scaffold instruction for student success [videotape] (available from the Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714) Beed, P L., Hawkins, E M., & Roller, C M (1991) Moving learners toward independence: The power of scaffolded instruction The Reading Teacher, 44, 648-655 Buly, M R., Coskie, T., Robinson, L A., and Egawa, K editors (2004) NCTE What is a Literacy Coach? Retrieved June 7, 2006 from the World Wide Web: http://www.ncte.org/collections/literacycoach Bruner, J S (1975) The ontogenesis of speech acts Journal of Child Language, 2, 1-40 Cawalti, G, Editor (2004) Handbook of research on improving student achievement, Third Edition Educational Research Service Carr, J F.,Herman, N & Harris, D.E (2005) Creating dynamic schools through mentoring, coaching, and collaboration Alexandria, VA: Association for Supervision and Curriculum Development Collins, J (2001) Good to great Fast Company, 51, 90-104 Cook, L., & Friend, M (1995) Co-teaching: Guidelines for creating effective practices Focus on Exceptional Children, 28(2), 1-12 Costa, A & Garmston, R (2002) Cognitive Coaching: A Foundation for Renaissance Schools Covey, S (1996) Three roles of the leader in the new paradigm F Hesselbein, M Goldsmith, & R Beckhard (Eds.), The leader of the future (pp 149160) San Francisco: Jossey-Bass Csikszentmihalyi, M (1993) The evolving self: a psychology for the third millennium 8989 West Virginia Department of Education Davies, Anne (2004) Transforming learning and teaching through quality classroom assessment: What does the research say? National Council of Teachers of English, 10(1) Retrieved June 6, 2006, from http://www.ncte.org/library/files/Free/Journals/st/ST0101October04.pdf Denton, C & Hasbrouck, J (2005) The reading coach: A how–to manual for success Boston, MA: Sopris West Dickson, S V., Chard, D J., & Simmons, D C (1993) An integrated reading/writing curriculum: A focus on scaffolding LD Forum, 18(4), 12-16 Dixon, R (1994) Research-based guidelines for selecting a mathematics curriculum Effective School Practices, 13(2), 47-61 DuFour, R., & Eaker, R (1998) Professional learning communities at work: Best practices for enhancing student achievement Bloomington, IN: National Education Service Ellis, E S., & Larkin, M J (1998) Strategic instruction for adolescents with learning disabilities In B Y L Wong (Ed.), Learning about learning disabilities (2nd ed., pp 585-656) San Diego, CA: Academic Press Flowers, N., Mertens, S.B., & Mulhall, P.F (1999) The impact of teaming: Five research based outcomes Middle School Journal, 31 (2), 57-60 Friend, Marilyn (2006) Co-teaching principles, practices and pragmatics Workshop presented July, 2005 Friend, M (Co-Producer with L Burrello & J Burrello) (2004) The power of two: including students through co-teaching (2nd edition) [videotape] Bloomington, IN: Elephant Rock Productions Distributed by the Council for Exceptional Children, Reston, VA Friend, M., & Cook L (2007) Interactions: Collaboration skills for school professionals (5th edition) Boston: Allyn and Bacon Fullan, M (1993) Change focus: Probing the depths of educational reform London: Falmer Press Hogan, K., & Pressley, M (Eds.) (1997) Scaffolding student learning: Instructional approaches and issues Cambridge, MA: Brookline Books Institute for the Development of Educational Achievement (2002).Overview of the Reading Assessment Report and Analysis Retrieved June 1, 2006, from http://idea.uoregon.edu/assessment/sept_02_workshops/workshops/html 9090 West Virginia Department of Education Jackson, W.J., & Davis, G.A (2000) Turning Points 2000 New York, NY: Teachers College Press Kame'enui, E J., Carnine, D W., Dixon, R C., Simmons, D C., & Coyne, M D (2002) Effective teaching strategies that accommodate diverse learners (2nd ed.) Upper Saddle River, NJ: Merrill Prentice Hall Killion, J & Harrison, C (2005) Roles of the school-based coach National Staff Development Council Retrieved June 1, 2006 from the World Wide Web: http://www.nsdc.org King, D and N., M and Pelchat, J and Potochnik, T and Rao, Sanjiv & Thompson, J (2004) Professional Development Strategies That improve Instruction 1-3 Knight, Jim Instructional coaching research conducted by University of Kansas Center for Research on Learning Retrieved June 7, 2006 from the World Wide Web: http://www.instructionalcoach.org/research.html#implementation Knight, Jim Instructional coaching The School Administrator April 2006 Retrieved June 7, 2006 from the World Wide Web: http://web.aasa.org/publication/saarticledetail.cfm?mnitemnumber The editor has granted your request to reprint “Instructional Coaching” by Jim Knight from the April 2006 issue Please acknowledge in an appropriate location, “Reprinted with permission from the April 2006 issue of The School Administrator magazine.” Knight, Jim (2004, Spring) Instructional coaches make progress through partnership: Intensive support can improve teaching Journal of Staff Development, 25(2), 1-8 Kotter, J (1996) Leading change Boston: Harvard Business School Press Larkin, M J (2001) Providing support for student independence through scaffolded instruction Teaching Exceptional Children, 34(1), 30-34 Larner, Majorie (2004) Pathways: charting a course for professional learning Portsmouth N.H: Heinemann Lyons, C & Pinnell, G S (2001) Systems for change in literacy education Portsmouth NH: Heinemann Michigan Schools in the Middle High Performing Teams Retrieved June 7, 2006 from the World Wide Web: http://www.schoolsinthemiddle.cmich.edu/ 9191 West Virginia Department of Education Murawski, W W., & Swanson, H L (2001) A meta-analysis of co-teaching research: Where are the data? Remedial and Special Education, 22, 258-267 Nanus, B (1992) Visionary leadership San Francisco: Jossey-Bass National Staff Development Council Publications Retrieved June 7, 2006 from the World Wide Web: http://www.nsdc.org/library/publications/index.cfm Neufeld, B., & Roper, D (2003) Coaching: a strategy for developing instructional capacity, promises, and practicalities Washington, DC: Aspen Institute Program on Education and Providence, RI: Annenberg Institute for School Reform Peer coaching to increase student learning (1998) Retrieved June 2, 2006 from the World Wide Web: http://www.wcer.wis.edu/ccvi/ Pressley, M., Hogan, K., Wharton-McDonald,R., Mistretta, J., & Ettenberger, S (1996) The challenges of instructional scaffolding: the challenges of instruction that supports student thinking Learning Disabilities Research & Practice, 11(3), 138-146 http://reinvent.k12.wv.us Team roles and responsibilities Retrieved June 7, 2006 from the World Wide Web Richardson, J (2001) Team learning: Teachers who learn together improve together Results National Staff Development Council Rosenshine, B & Meister, C (1992) The use of scaffolds for teaching higherlevel cognitive strategies Educational Leadership, 49(7), 26-33 Schmoker, M (2002) Up and away Journal of Staff Development, 23 (2), 1013 Scearce, Carol (1992) 100 ways to build teams Corwin Press Senge, P., Ross, R., Smith, B., Roberts, C., & Kleiner, A (1994) The fifth discipline field book: strategies and tools for building a learning organization New York: Doubleday Showers, Joyce & Bennett (1987) “Professional development outcomes.” every student succeeds: a conceptual framework for students at risk of school failure California State Board of Education (1994) Southern Regional Educational Board Documents http://www.sreb.org/main/SREB/index.asp 9292 West Virginia Department of Education Standards for Middle and High School Literacy Coaches International Reading Association Retrieved on May 24, 2006 from the World Wide Web: http://www.reading.org Sweeney, Diane (2003) Learning along the way Stenhouse Publishers Trimble, S (2002) Common elements of high performing, high poverty middle schools Middle School Journal, 33 (4), 7-16 University of Kansas Instructional coaching research Retreived June, 2006 from the World Wide Web: http://www.kucrl.org/publications/index.html#coach Walpole & McKenna (2006) IRA Reading Research Literacy Coaches in Action: Strategies for Crafting Building-Level Support Systems 9393 Dr Steven L Paine State Superintendent of Schools West Virginia Department of Education 11 .. .West Virginia Department of Education West Virginia Board of Education 2006-2007 Lowell E Johnson, President Delores W Cook, Vice... Noland, Ex Officio Chancellor West Virginia Higher Education Policy Commission James L Skidmore, Ex Officio Chancellor West Virginia Higher Education Policy Commission Steven L Paine, Ex Officio... 2003; Roglinco et al 2003) 22 West Virginia Department of Education • Effective embedded professional learning promotes positive cultural change The impact of coaching often goes beyond improving