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Discover powerful instructional coaching tools, strategies, and processes aligned to the four critical questions of Professional Learning Communities at Work®. Ensure all collaborative teams in your PLC school are engaged in the right work to support student learning.
Benefits
- Learn how to provide PLC training and professional development for collaborative teacher teams.
- Study three major variables that will affect instructional coaching—capacity, culture, and context—and four major actions that will act as guiding principles.
- Explore issues that can arise in PLC schools, as well as teacher coaching strategies to help resolve these issues.
- Deepen your understanding of instructional coaching in a PLC with helpful online reproducibles and teacher coaching tools.
- Acquire capacity-building strategies aligned to the four PLC questions.
TABLE OF CONTENTS
Chapter 1: How to Get Started as an Instructional Coach
Chapter 2: What Do We Want Students to Know and Be Able to Do?
Chapter 3: How Will We Know if They Have Learned It?
Chapter 4: How Will We Respond When Some Students Do Not Learn?
Chapter 5: How Will We Extend the Learning of Students Who Are Already Proficient?
Epilogue: Maintaining the Momentum and Sustaining the Process
PRINTABLE REPRODUCIBLES
Introduction
Chapter 1
- Coaching Reflection
- Figure 1.2: The Work of Collaborative Teams
- Figure 1.3: Sample Meeting Agenda
- Figure 1.7: PAVE IT—A Whole-Faculty Protocol for Looking at Schoolwide Data
- Figure 1.8: Note Page for PAVE IT Protocol
- Figure 1.9: Activities to Plan Team Goals
- Figure 1.10: Sample Third-Grade Team SMART Goal Planning Tool
- SMART Goal Planning Tool
- Table 1.1: Criteria for Planning SMART Goals
Chapter 2
- Coaching Reflection for Action 1: Identify Essential Standards
- Coaching Reflection for Action 2: Clarify Proficiency
- Coaching Reflection for Action 3: Establish Common Pacing
- Coaching Reflection for Action 4: Unwrap the Standards
- Figure 2.3: Discussion Questions for Vertical Alignment
- Figure 2.5: Essential Standards Pacing Guide Template—English Language Arts (Elementary)
- Figure 2.6: Essential Standards Pacing Guide—English Language Arts by Strand (Secondary)
- Figure 2.7: Essential Standards Pacing Guide for Mathematics
- Figure 2.8: Generic Essential Standards Pacing Guide
- Figure 2.13: Unwrapping Learning Targets Through DOK Analysis
- Unwrapping Template Using Key Words, Example 1
- Unwrapping Template Using Key Words, Example 2
Chapter 3
- Coaching Reflection for Action 1: Build Understanding of a Balanced Assessment System
- Coaching Reflection for Action 2: Design Assessments for Validity and Reliability
- Coaching Reflection for Action 3: Write Quality Assessment Items
- Coaching Reflection for Action 4: Collaborate Around Results
- Figure 3.1: Card Sort Activity—Understanding the Purposes of Assessments in a Balanced Assessment System
- Figure 3.2: Common Formative Assessments Checklist
- Figure 3.5: Blank Assessment-Planning Template
- Figure 3.7: Example of Unwrapping Standards for Cell Unit
- Figure 3.8: Common Formative Assessment Planning Chart for Cell Unit
- Figure 3.9: End-of-Unit or Summative Assessment Planning Chart for Cell Unit
- Figure 3.10: Critical Questions as Framework for Unit Development
- Figure 3.11: Five-Step Team Unit Planning Process
- Figure 3.12: Sample Grade 5 History Unit
- Table 3.2: Protocol for Developing an Assessment Plan
Chapter 4
- Coaching Reflection for Action 1: Build Shared Knowledge About a System of Supports
- Coaching Reflection for Action 2: Use Common Assessments to Identify Students Who Struggle
- Coaching Reflection for Action 3: Develop the Response
- Coaching Reflection for Action 4: Take Into Account Other Considerations for Effective Responses
- Figure 4.4: Protocol for Analyzing Common Formative Assessment Data
- Figure 4.5: Template Teams Can Use to Examine Their Data
- Figure 4.8: Checklist to Evaluate the Effectiveness of Our Systematic Support System
- Table 4.1: Seven Stages of Collaboration
Chapter 5
- Coaching Reflection for Action 1: Build Shared Knowledge About Team Responses That Extend Learning
- Coaching Reflection for Action 2: Identify Students Who Would Benefit From Extensions or Advanced Learning Opportunities
- Coaching Reflection for Action 3: Select Strategies to Extend Learning
- Coaching Reflection for Action 4: Deliver and Monitor the Impact of Extension Activities
- Figure 5.1: Form for Teams to Review Current RTI Practices
Epilogue
- Figure E.1: Collaborative Team Reflection
- Figure E.2: Critical Issues for Team Consideration
- Figure E.3: Cards for Eighteen Critical Issues for Team Consideration
- Figure E.4: List of Team-Generated Products and Characteristics the Leadership Team Monitors
- Figure E.5: “Are We Focused on the Right Work?” Graphic Organizer
- Figure E.6: “Are We Focused on the Right Work?” Graphic Organizer Example
SUGGESTED RESOURCES
BOOKS
- Bailey, K., & Jakicic, C. (2012). Common Formative Assessment: A Toolkit for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
- Bailey, K., & Jakicic, C. (2017). Simplifying Common Assessment: A Guide for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
- Bailey, K., Jakicic, C., & Spiller, J. (2014). Collaborating for Success with the Common Core: A Toolkit for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
- Buffum, A., Mattos, M., & Malone, J. (2018). Taking Action: A Handbook for RTI at Work. Bloomington, IN: Solution Tree Press.
- Buffum, A., Mattos, M., & Weber, C. (2012). Simplifying Response To Intervention: Four Essential Guiding Principles. Bloomington, IN: Solution Tree Press.
- Conzemius, A. E., & O’Neill, J. (2014). The Handbook for SMART School Teams (2nd ed.). Bloomington, IN: Solution Tree Press.
- DuFour, R. (2015). In Praise of American Educators: And How They Can Become Even Better. Bloomington, IN: Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn. Bloomington, IN: Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work (3rd ed.). Bloomington, IN: Solution Tree Press.
- Kanold, T. D. (2011). The Five Disciplines of PLC Leaders. Bloomington, IN: Solution Tree Press.
- Kanold, T. D. (Ed.). (2013). Common Core Mathematics in a PLC at Work, Grades 6–8. Bloomington, IN: Solution Tree Press.
- Kanold, T. D., Schuhl, S., Larson, M. R., Barnes, B., Kanold-McIntyre, J., & Toncheff, M. (2018). Mathematics Assessment and Intervention in a PLC at Work. Bloomington, IN: Solution Tree Press.
- Marzano, R. J. (2010). Formative Assessment and Standards-Based Grading. Bloomington, IN: Marzano Research.
- Marzano, R. J. (2017). The New Art and Science of Teaching. Bloomington, IN: Solution Tree Press.
- Mattos, M., DuFour, R., DuFour, R., Eaker, R., & Many, T. W. (2016). Concise Answers to Frequently Asked Questions About Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
- Nickelsen, L., & Dickson, M. (2018). Teaching With the Instructional Cha-Chas: Four Steps to Make Learning Stick. Bloomington, IN: Solution Tree Press.
- Reeves, D. (Ed.). (2007). Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. Bloomington, IN: Solution Tree Press.
- Wiliam, D. (2011). Embedded Formative Assessment (2nd ed.). Bloomington, IN: Solution Tree Press.
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