{"content":{"sharePage":{"page":0,"digests":[{"id":"16088109","dateCreated":"1256781291","smartDate":"Oct 28, 2009","userCreated":{"username":"andrewpt","url":"https:\/\/www.wikispaces.com\/user\/view\/andrewpt","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1256789756\/andrewpt-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/varsity-development.wikispaces.com\/share\/view\/16088109"},"dateDigested":1532287607,"startDate":null,"sharedType":"discussion","title":"Instructional Coaching","description":"BUZOLIC, MarkNo presence information<br \/>\n<br \/>\nInstructional Coaching is a model of delivering professional development by having an 'instructional coach' work directly with the classroom teacher demonstrating, sharing and reflecting on pedagogy.<br \/>\n<br \/>\nThe Instructional Coach is responsible for fostering quality teaching practices through modelling, supportive feedback and specific observations.<br \/>\n<br \/>\nAn effective coach should possess<br \/>\n<br \/>\n    * pedagogical knowledge<br \/>\n    * content expertise<br \/>\n    * interpersonal skills<br \/>\n<br \/>\nCoaches need training too. It is suggested that coaches should have ongoing training in each of the above areas.<br \/>\n<br \/>\nAs for any initiative, a coaching program should be evaluated to determine (my added parentheses)<br \/>\n<br \/>\n    * do teachers value their coaches?<br \/>\n    * are teachers changing their practices (for the better)?<br \/>\n    * is student achievement increasing? (and to what extent can this increase be attributed to the coaching?) <br \/>\n<br \/>\nResearch indicates that the instructional coaching model is effective.<br \/>\n<br \/>\nAt Varsity, attempts at structured coaching have included<br \/>\n<br \/>\n    * Peer Coaching (productive pedagogy focus) <br \/>\n    * Peer observation program (literacy focus)<br \/>\n    * External provider coaching (eg Jan Cavanagh maths)<br \/>\n<br \/>\nWithout doubt, there are staff members with the expertise or potential to perform the instructional coaching role.<br \/>\n<br \/>\nWe already have a clear articulation of quality teaching practice in our Productive Pedagogies. What would support the process would be a formalised instructional coaching role, including a negotiated agenda. A block to this initiative would be consigning potential coaches to insular classroom teaching, where there is less opportunity for maximising the sharing and support of best practice.<br \/>\n<br \/>\nAs always an initiative such as this requires a funding commitment. It will not suffice to hope that teachers will take this on in their spare time (especially not those who may be most in need).<br \/>\n<br \/>\nThere also needs to be a shared commitment to the goals of this program. Teachers would need to see and understand the point of participating, otherwise it will become, as Mark Blackshaw analogises,  just another thing dropping on us from above as if from some passing seagull.","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}