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Instructional Coaching – Effective Practice

December 11, 2024 No Comments

Over the past few weeks, we’ve written a series of posts on enhancing instructional leadership practice, including maximizing observation time at the beginning of the year and once classroom foundations have been established.  However, determining an impactful action step is only the first step in instructional coaching – and, on its own, does very little to change teacher practice. What does move the needle? Practice. Why Practice? Multiple theories of adult learning, including the Kolb Learning and Active Learning Models, provide support for teacher coaching that is practice-based rather than reading or listening-based. According to Kolb’s theory, adults learn via an experience, reflection, conceptualization, and practice cycle. Similarly, Active Learning calls for immersing educators in authentic artifacts and interactive activities that offer time to try out – rather than hear about – new strategies. Practice in Action So, what can practice-centered coaching actually look like? Let’s see an example of this by watching Ashley Anderson Martin coach high school math teacher Ijeoma Duru. For quick context: This video picks up a few minutes into Ashley and Ijeoma’s meeting; Ashley has already shared bright spots from her observation, as well as a weekly action step for Ijeoma to focus on (“Actively

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Observing to Monitor the Learning

November 3, 2024 No Comments

In our last post on developing leaders as instructional coaches, we dove into the foundations of classroom observation, focusing on effective beginning-of-year practices. Once classroom foundations are set for the teachers we coach, it’s time to shift our observation eye to ensuring student learning is happening.  In today’s post, we’ll outline a framework for just that and offer a concrete example of this from the world of 3rd-grade math. You’ll see this example reflected in the text boxes throughout; we’ve also put the full example here for ease of reading and future reference. Observation Preparation: Begin with the End in Mind Being able to center student learning in your teacher observations requires preparation and, depending on your comfort with the content and grade span, a bit of time with the lesson materials. First, leverage any curriculum maps, department or grade span meetings to select a high-value lesson to observe. With a bit of pre-planning, you can ensure you walk into an early fractions lesson in 3rd-grade math or a pivotal chapter of a class novel in middle school English – and not the weekly roundup quiz (unless, of course, this is part of the teacher skill you wish to develop!). Today, we’ll follow the

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Using Data in Beginning of Year Observations

October 10, 2024 No Comments

We’re excited to dive into our second installment on developing school leaders as instructional coaches. Last month, we focused on establishing coaching foundations; today, we’ll center the conversation around observation and feedback practice – and specifically, what that can look like at the beginning of a school year. Read on for more!   Instructional Coaching – Beginning-of-Year Observation Walking into a classroom to observe, instructional coaches are inundated with inputs and data points: new instructional signage that catches the eye, an eager hand signaling for help with the after-school program flyer that went home yesterday, a student in the middle row struggling to set up her materials for class, the teacher’s skilled storytelling as they launch a lesson on how the Silk Road hastened the spread of not just products, but culture.  How do you sift through all the buzz and noise and distill a golden nugget of feedback to help grow your teacher? Stick to a central guiding question: What is holding back from learning at the next level, and what action step would open up this level of learning? At the beginning of the year, this typically means looking at two areas: time on task and student engagement.

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Laying the Groundwork for Instructional Coaching

September 11, 2024 No Comments

At FCI Educate, we are passionate about educator development. We believe that all members of a school community – students, teachers, and leaders – should feel they are on an intentional growth trajectory and have smart coaches and loud cheerleaders behind them every step of the way. Often, school leaders are the ones whose development is deprioritized under the assumption that there simply isn’t time given other pressing needs, or that there is nothing left for school leaders to learn. But research indicates that couldn’t be further from the truth. School leaders significantly impact student achievement, accounting for 25% of the factors that drive student success, while teachers contribute an additional 33% (Marzano et al., 2005). Without question, building strong leaders who can develop great teachers is crucial to creating successful schools. That is why we’ve envisioned the next series in our blog to focus on developing school leaders as instructional coaches. Here, we’ll dive into instructional leadership practices by considering two frameworks that great leaders use to develop their teachers: observation-feedback and student work analysis. Our theory of change? Increase leader impact by developing them in these frameworks so they can increase teacher impact in the classroom. Before diving

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Free Statewide Reading Program For VPK-5th Grade Childen

August 31, 2024 No Comments

Eligible students and families receive: Eligibility Criteria* *Based on FAST Test Results Families can learn more and apply at newworldsreading.com. Administered by the UF Lastinger Center for Learning

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People forget facts. But they remember stories

August 1, 2024 No Comments

So says Joseph Campbell, the writer and intellectual who believed that stories have incredible power: to reveal universal truths, unite us across generations and time periods, and influence behavior. And I’d argue the same holds true in our work guiding professional learning for our teachers: we can leverage the art of storytelling to unleash impressive growth and development. This core idea launches the third and final installment of our mini-series on the keys to facilitating effective adult learning. In part I, we uncovered a general framework, “learn from the exemplar,” that leaders can leverage in their workshops to increasingly push think ratio on their teachers; part II shared techniques leaders can use to build trust and rapport; in part III, we’ll outline ways storytelling can bring continuity and coherence to each development session. Because storytelling, it turns out, doesn’t just impact listener enjoyment. Psychologist Jerome Bruner’s research has been widely cited for demonstrating that facts are 20 times more likely to be remembered if shared as part of a story. Unsurprisingly, there has been ample research on the power of storytelling in early education (Glonek & King, 2014), but it also extends to older grades and even to the world

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Adult Learning 201 – Trust & Rapport

June 28, 2024 No Comments

As the saying goes, you never get a second chance to make a first impression – and this is certainly true in any school leader’s first moments with their staff following summer vacation. So, how can leaders maximize summer professional learning with their teams to not only build teacher skill but also plant the seeds of trust and rapport? This month’s installment of FCInsights will offer one take, supported by research and clinical observation of top leaders in action.This post follows our May blog, where we outlined the foundational moves school leaders can leverage to support teacher development. If you haven’t yet read that, we recommend it as a starting point. High level, that post shares that by applying a “learn from the exemplar” cycle to professional learning, leaders can create an aligned vision of exemplary instruction (“see it”), codify the techniques in shared language (“name it”), and practice until mastery (“do it”). Backed by research, these moves establish the baseline that enables adult learning. In our next two posts, we’re rounding out the discussion of adult learning with two additional elements of effective professional development: building trust and rapport with your teaching team during these sessions and bringing the content

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Summer Programming

May 22, 2024 No Comments

Welcome back for our second installment of FCInsights – one that hits during an important moment of celebration, reflection, and recharge as we wind down the school year. The best school leaders, though, don’t just view the upcoming weeks as a period of close out, but as a time of gear up, invigorated by the ripe possibilities of the year ahead. As such, we’re pondering the question these school leaders are likely asking themselves at this very moment: How can I maximize the summer for myself and my team to best prepare us to advance our school next year?One piece of this puzzle lies in maximizing a structure you’re almost certainly already leveraging with your teams: summer professional development. Last year, FCI hosted powerful summer workshops with two preeminent development teams that earned a net promoter score of 9.8 on average. Beyond that impressive number, though, are the reflections of our participants: “Many teachers would like to improve their students’ experiences but don’t know how to start. This workshop built my confidence with best practices because we actually practiced the strategies.” “The past two days have created a paradigm shift for me…I’d strongly recommend this training to a colleague because

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Learn from the Exemplar

May 8, 2024 No Comments

Hello from the Florida Charter Institute, and for those of you we haven’t yet met, welcome to our blog, FCInsights! Here at the Florida Charter Institute, our mission is to serve as Florida’s premier hub for charter excellence and insight by providing research-based best practices, resources, and support. This blog will be one avenue for centering the conversation around leading great schools, supplementing our current workshop and working group offerings, as well as our supports for authorizing and school operations.One of the most exciting research projects we’re embarking on at FCI is a study into the world of higher education teaching programs to uncover what moves the needle in setting future teachers up for success when they come to lead classrooms and students of their own. At Miami Dade College, the new “Teach UP” program brings nationally recognized teacher training to aspiring teachers, and we’ve been excited to study this work up close.At a recent Teach UP session, I had the pleasure of observing two masterful educators and facilitators, Paul Powell and Jesse Corburn, guiding a room of future educators through techniques to ensure student engagement. As participants dove into their final practice round of the day, demonstrable skills they

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Harnessing the Power of Background Knowledge in Student Learning

January 13, 2024 No Comments

Here at FCI, we’ve been thinking about the power of background knowledge to drive student learning for much of this fall. It all started with a visit from esteemed cognitive scientist and University of Virginia professor Daniel Willingham at a convening of our distinguished school leader Fellowship – and suddenly, it felt like every school visit we went on, article we read, or podcast we listened to offered yet another compelling example in favor of a knowledge-rich instructional experience for students.  In today’s blog, we’ll offer a quick look at research on the impact of background knowledge on student achievement and offer one practical application for your classrooms. In the coming months, we’ll add more tips for implementation – and before long, we’re confident you’ll experience the power of knowledge to accelerate learning as these Velcro webs take hold in your students’ minds! Background Knowledge: The Research In the late 1980s, researchers Donna Recht and Lauren Leslie ran a study on reading comprehension that has been so widely discussed in the years since that it is now known in ed circles as simply “the baseball study.” In the study, students were grouped into one of four categories – those with

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