Education research shows coaching yields results. Without coaching, teachers implement about 5% of what they learn in training. With coaching, effective implementation can reach 95% (Joyce & Showers, 2002). We must practice new skills in order to become expert in our practice.
At CESA 2 we believe that in order to provide effective support for professional learning, we must not only engage in the development of initial understandings, but we must also provide on-site modeling and feedback for educators as they apply those understandings to meaningful and relevant work (Hattie,2009). We also believe that while applying learning in meaningful and relevant contexts, feedback from another professional, who can give an unbiased perspective, ask reflective questions, and guide dialogue toward next steps for continuous improvement will help increase effective practice leading to increased student learning.
CESA 2 Instructional Coaches recognize that each district is unique. We will approach districts with the intent of providing instructional support in a flexible and adaptive manner. We will work collaboratively with district leadership to develop a process for coaching and define the instructional practices that will guide the coaching model for the district.
As we consider implementing a coaching support network through CESA2 we have designed this practice profile of the Core Components of our Coaching System.
• Reflective questioning
• Research-based instructional practices
• Positive and supportive learning culture (not evaluative)
• Continuous improvement cycle
• Student-centered outcomes
CESA 2 grounds its instructional coaching model in research on effective instructional practices drawing from neuroscience, psychology, and educational research to focus on the practices that are most likely to have a positive impact on student learning. These highly effective practices include:
• Assessment for learning
• Feedback for learning
• Social construction of knowledge
• Gradual Release of Responsibility (modeled, shared, guided, independent practice)
• Explicit and clear instruction connected in relevant contexts
• Questioning to motivate learning (inquiry)
• Reflection and goal-setting
• Safe and welcoming learning environment
• High expectations of deep learning for all students
• Family engagement
• Intentional planning for deep learning connected to Wisconsin state standards
• Extending learning through real-world application