Coaches will support clients in an ongoing personalized manner throughout the school year. Observations, goal setting, data collection, co-teaching, lesson study, and instructional rounds are all potential components to the coaching cycle. Approximately 50 hours of time will be spent between the coach and client targeting specific goals that support all learners in achieving academic success.
One time Supports
These will be short term coaching cycles that may take 3-4 weeks or maybe 1-2 meetings. The purpose is to target a specific need of the client such as tuning an activity, lab or lesson, observing for equity, or focused specific support around an instructional strategy such as socratic seminars, formative assessments, project based learning or equitable student participation. Coaches will work with PLC groups, counseling teams, SLCs, Para educators or other teams of people interested in working toward a common goal around equitable practices.
Coaches and clients will identify areas of focus and problems of practice. A network of teachers will be identified and clients will engage in classroom observations of colleagues in order to work towards improving a particular identified problem of practice. A culture of shared learning, and instructional improvement will be the guiding principle. Coaches and clients will spend time debriefing classroom visits and working towards focused instructional change. Instructional rounds will look at classroom instruction in a focused, systematic, purposeful, and collective way.Learning cohorts
Teams of ten to fifteen district teachers will meet monthly to discuss topics such as equity based approaches to classroom instruction, assessment, classroom culture, and technology integration.Learning Cohorts:
- are optional
- have a focused area of study which highlights equitable classroom practices
- are comprised of 10-15 colleagues interested in a common outcome
- are anchored in pedagogy, so appropriate for teachers of any content area or experience-level
- are differentiated to meet the needs of teachers with extensive or limited knowledge on the topic
- will meet monthly throughout the 2017-2018 calendar year for 2 hours of paid time/meeting
- will include time between monthly meetings that focuses on implementation of new learning with peer observations
- will develop internal capacity of TUHSD teachers, and key learnings will be shared with others via workshops, online forums, and staff development
- The dates for the 2017-2018 school year are as follows: 9/14,10/19, 11/16, 12/14, 1/18, 2/15, 3/15, 4/18, 5/17
General Meeting Format1) Introduction: Goals + Agenda (5 minutes)]2) Reflection + Feedback – Previous work + Observations (20 minutes)3) New Learning (30 minutes)4) Application of New Learning - Collaboration and Instructional Design (50 minutes)5) Commitments and Next Steps (15 minutes)Four Cohort Options
Inclusive Classroom Culture
Inclusive classroom cultures foster learning environments that are student-centered, and ensure equitable and excellent experiences for all students. Teachers of inclusive classrooms foster a growth mindset, encourage risk-taking, and embrace mistakes as critical to learning. These classrooms create cultures where all students feel safe and valued as essential members of the learning community. Students are provided opportunities for voice, choice, and ownership of their learning, and intentional action is taken to examine and remove barriers to student achievement based on gender, race, or socioeconomic status. Participants will learn how to develop community through asset-mapping, relationships and care, student engagement, high expectations, personal connections, culturally relevant strategies, growth mindset, and student agency.Feedback and Assessment
We know that good teachers regularly assess their students and adjust their teaching accordingly, but what exactly does this look like in practice? Participants will explore the alignment of mindset and practice together as they relate to classroom assessment. Teachers will gauge where students are in their learning by using a variety of formative assessment techniques aligned to clear learning outcomes. Teachers will explore types of feedback, and what good feedback looks like, in order to target learning and plan instruction. The goal is to come away with clear, concrete assessment strategies that are easy to implement. Key areas of study include learning to ask the right questions, designing effective discussions, and implementing engaging activities that elicit visible evidence of learning for all students. If time permits, we will also explore equitable grading practices.Equitable Classroom Instruction
Equitable classroom instruction holds all students to the same high standards, while differentiating to meet a range of student needs. Participants will use the three stages of Understanding by Design (UbD) to ensure that everything that happens in a classroom is designed to improve learning for all students. In Stage 1 we will look at student learning outcomes through the lens of teacher clarity and high expectations. In Stage 2 we will look at equitable approaches to classroom assessment and feedback that provide all students knowledge of where they are in the learning process and what they need to do next to improve. Participants will learn when to and how to differentiate at the assessment level. Finally, in Stage 3 we will learn how to differentiate instruction through text and instructional resources, equitable discussion strategies, and equity in student groupings and group work. Finally, we will examine cultural responsiveness and relevance for the sake of honoring student background, prior knowledge and experiences.Technology Integration
Teachers will engage in professional learning around the International Standards for Technology Education (ISTE) in order to empower teachers to integrate technology that supports the needs of all learners. We will examine ways to use technology to enhance learning and redefine instruction that provides students access to information and rich learning experiences in this digital age. Exploration of the SAMR model, Google Apps for Education, screen-casting, storyboarding, blogging and digital portfolios, will be explored and translated into pedagogic practice and curricular development that highlights inquiry learning with an emphasis on equitable practices. Teachers will work towards developing and empowering creative learners by enhancing their classrooms with technology, and developing lessons and projects that challenge, engage and are meaningful for all students.