BCS Instructional Coach Survey

Spring 2019

Elementary Instructional Coaches

Elementary Instructional Coaches (Continued)

280 elementary teachers were surveyed with 133 responses:

47.5%

Professional Development

Professional Development Offerings (Snapshot)

Digital Vocabulary PD. lesson plan format, MTSS process, reading and writing strategies, Empowering Writers workshop for grades 3-5, mClass. Math Foundations overview, , Math foundations - how to implement differentiated strategies to help students who are struggling in math with certain skills. vocabulary, using data in flex groups. vocabulary modules to complete on our own through google forms. instructional focus (once monthly) during which we learn about Higher Order Thinking Strategies. guided reading, guided writing, guided math, changes to the standards. PD sessions related to math foundations, focusing on the CRA approach, vocabulary and number knowledge

Middle School Instructional Coaches

151 middle school teachers were surveyed with 63 responses:

41.7%

Professional Development

Professional Development Offerings (Snapshot)

Annotate on paper for the on-line EOGs, one on one development session to introduce me to their observation guidelines and expectations from the ss department, half day PD and planning session at LMS, we looked closely at questioning in regards to EOG, curriculum assistance and planning, analyze benchmark data, NC Reading standards training, data analysis, PD sessions with Dr. Lemon all year long and has provided valuable feedback to me, amp up the rigor, student engagement strategies and resources, Primary Source Documents & Activities, HOT questions, interactive word wall, vocabulary activities, virtual labs and egg incubation, creating lesson plans and utilizing data.

High School Instructional Coaches

64 high school teachers were surveyed with 33 responses:

51.6%

Professional Development

Professional Development Offerings (Snapshot)

Best practices and concrete ways of applying those practices in my classroom, research, data analysis, writing/reading strategies, also leads our professional literature circles, using tech in the classroom and pre-diagnostics. Book Study, Google Forms, research projects, review of professional development books by various authors in small group, upacking the standards for Research Writing, using probeware, vernier probes, how to use case studies to further your student understanding of a concept, science case studies in the classroom (my fav), another was about various methods of using instructional technology, another was how to use probes for labs, adding literature to the classroom or using tools that are offered by the county like 3d glasses.

How will we use this information?

● Continuous Growth Mindset as a Professional Group (monthly) ● Analyze Feedback by school/area from survey individually

○ anonymous to coaches other than specific requests for next year

○ transparent for school and district based administrators to adequately “coach the coach”

● BELIEVE in the 50 hours!

50 Hours!

While teachers typically need substantial professional development in a given area (close to 50 hours) to improve their skills and their students’ learning, most professional development opportunities in the U.S. are much shorter. On the 2003-04 national Schools and Staffing Survey (SASS), a majority of teachers (57 percent) said they had received no more than 16 hours (two days or less) of professional development during the previous 12 months on the content of the subject(s) they taught. This was the most frequent area in which teachers identified having had professional development opportunities. Fewer than one-quarter of teachers (23 percent) reported that they had received at least 33 hours (more than 4 days) of professional development on the content of the subject(s) they taught.

How will we work towards the 50 hours?

● 28 hours through the four mandatory professional development workdays: August 15 & 22, October 21, and March 20

● 22+hours through school/department based professional development and coaching cycles

How will we monitor our progress? SURVEY! At the end of each coaching cycle...

● School/Subject/Grade

● As a result of the coaching cycle, are you moving towards or have you

accomplished your pre-conference goal?

● As a result of the coaching cycle, how likely is it that you will you modify your

instruction or use a strategy discussed during the coaching cycle?

● Was the coaching cycle related to your school’s instructional focus, one of your

PDP goals, and/or the teacher evaluation rubric?

● Plus/Delta: Opportunity to leave name if specific follow up is needed. If none,

survey will remain anonymous.

(Surveying for professional development will be connected to the content)