Inwhen Russom Mesfun became principal of Montera Middle School in Oakland, California, he discovered a troubling achievement gap between white and black students.
FIE Strategic Coaching Introduction Developments in technology, early childhood education, and the importance of early learning experiences have refocused the care of young children.
What and how much children learn is highly dependent on the adults with whom they interact. To level the playing field requires intervention and support through high-quality professional development for teachers.
Effective professional development is job-embedded and collaborative, focuses on instruction and learning, extends over a long period of time, and is supported through intensive and ongoing assistance.
At the national, state, and local levels, policy makers and educators are looking to coaching as a means of creating rich-learning programs and ensuring all children have the opportunity to learn to read and read to learn.
Addressing a Critical Need The Florida Institute of Education created and implemented the FIE Strategic Coaching Model to help build capacity of teachers and address the school readiness gap between children living in poverty and their more affluent peers.
The model has now been expanded to address learning in the content areas of math, science, social studies, and the arts. The model also focuses on developing teacher skills in using conceptual development and teacher-child interactions.
The foundation for the model reflects findings from the teaching and learning knowledge bases related to: FIE has also provided ongoing professional development and support for coaches through regional meetings, weekly coaching seminars, technical assistance, and site-based consultations.
Coaches from Jacksonville, across the state of Florida, and from other states have participated in the FIE coaching institutes. Coaching supports the development of procedural knowledge — knowing how to perform a specific strategy; know the steps: FIE defines Strategic Coaching as the art and science of improving performance of others by providing needed support and tools, building a climate of trust, and creating the conditions needed for ongoing learning for themselves, for the teachers they coach, and for the children.
What do coaches need to know and be able to do to effectively implement scientifically-based research curricula with inexperienced non-degreed, non certified teachers, as well as degreed and certified teachers?
How can coaches be trained in a model that may differ from their own preconceived notions about teaching and learning? How do coaches convince teachers to systematically use scientifically-based interventions working with administrators, staff, and teachers to improve the learning of the children?
What does effective coaching look like? How often should coaching occur?
How much coaching is enough? The coaching model elicits explicit behaviors, which are observable and measurable and allows for specific communication and recordable feedback and documentation used to improve teacher confidence and proficiency in implementing effective practice.
Two principles undergird the work of the model: The structural elements are designed to influence the knowledge, skills, and dispositions of teachers within the context of their own work.
What makes the FIE model unique is that it recognizes that changing practices has two interconnected domains:These institutes are intimate and intense, with most of the work occurring in schools.
Advanced and first-year participants receive support in methods of staff development, their coaching practice and giving and receiving on-the-spot feedback.
Institutes Professional Development Fostering High Performance. ISA’s institutes for professional development bring the ISA partner schools together, providing teachers, coaches, counselors, and principals with opportunities to learn and collaborate with leading educators.
It is an evidence-based instructional coaching model that shifts the focus from 'fixing' teachers to collaborating with them to design instruction that targets student barnweddingvt.com two-day institute will highlight a collection of coaching practices that impact student learning and teaching practice.
Multi-Tiered System of Supports. Most educators agree that the goal of school-based coaching is to improve student learning by providing continuous, relevant, and job-embedded support to teachers.
While instructional coaching began as a cutting-edge innovation in the early s, today it is a common support that exists in many schools across the country.
The foundation for the model reflects findings from the teaching and learning knowledge bases related to: (1) standards of professional development, (2) effective professional development design, (3) coaching and learning science research, (4) early learning literature, (5) .
Support Principals, Transform Schools. established a leadership coaching department. Thus, the Transformational Leadership Coaching Team (then called the School Improvement Coaching Team) was born.
instructional leadership, professional learning communities and shared leadership, quality teaching and learning, and community and .