Instructional Coaching

The UTR coaches have completed modules 1 and 2 of the Collaboratory for Teacher Education Coaching Curriculum, which earns them a Certificate in Instructional Coaching. -Module one focuses on developing effective coaches who engage in the following concepts, actions, and practices. -Understand and work to align their work with Penn’s program vision, mission, goals, and coaching expectations -See themselves as teacher educators -Understand how adults, especially novice teachers, learn -Deliberately employ coaching frameworks to guide their interactions -Understand the importance of intentional, trusting, professional relationship building -Employ effective interpersonal and communication skills -Understand equity as a central component of effective coaching -Learn about oneself as a coach through an exploration of professional coaching standards, self-assessment, and goal setting. -Application of coaching theory and adult learning theory to work with novice teachers -Intentional professional relationship building and boundary setting -Beliefs and habits of effective communicators, particularly active listening and responding like a coach -Coaching stances and language tailoring coaching to meet novice needs -Facilitating reflective conversations that enhance novice practice using the Collaborative Assessment Log (CAL) tool -Metacognition- making your thinking visible to others (using tools) -Explore definitions of educational equity and explore the role of a coach in creating equitable teaching and learning opportunities -Participate in discussions and activities throughout module -Develop pre-course mind map -Develop coaching belief statement -Develop a trust building plan -Observe and analyze listening and practice listening strategies -Practice using coaching language -Practice using CAL tool -Self-assess using professional standards and set goals to guide coach learning. Module 2 focuses on developing effective coaches who engage in the following concepts, actions, and practices. -Engage in ongoing cycles of inquiry to improve their practice introduce and work through coaching cycles with novices to strategically guide learning and teach effective practices -Keep equity at the center of all work with novice teachers to ensure the development of equitable teaching and learning opportunities -Apply of coaching theory and adult learning theory to work with novice teachers -Are intentional professional relationship building and boundary setting -Foster beliefs and habits of effective communicators, particularly active listening and responding like a coach -Adopt coaching stances and language -Tailor coaching to meet novice needs -Facilitate reflective conversations that enhance novice practice using the Collaborative Assessment Log (CAL) tool -Engage in Metacognition- making their thinking visible to others (using tools) -Explore definitions of educational equity and explore the role of a coach in creating equitable teaching and learning opportunities -Enact and reflect on observation cycles with novices -Utilize tools to systematically gather classroom data -Employ and reflect on use of real-time coaching strategies with novices -Plan and review student work with novices and reflect on the experience -Collaborate with novices to set and work towards meaningful goals