Title 1 School Improvement Coaching in Portland Public Schools

Definition of Instructional Coaching:

The goal of instructional coaching is to build a collaborative culture focused on improved instructional practice and improved student learning. Instructional coaching is a critical component of professional learning in our schools. It describes the process of building trusting relationships between teachers and coaches whereby teachers receive differentiated support to help them improve their practice through a collaborative and reflective process. Intentional instructional coaching allows teachers to apply their learning more deeply, frequently, and consistently.

Rationale:

Schools with effective coaching structures promote a collaborative culture where school staff feel ownership and responsibility for leading improvement efforts in teaching and learning. Coaching offers a model for professional learning with a belief that “to transform professional learning so that it really supports educator learning, education leaders will need to pay greater attention to the importance of teacher agency. In addition to analyzing data, visiting classrooms, and reviewing school and system goals, leaders must cultivate an environment of continuous learning that engages teachers in their professional learning at every step of way.” (Learning Forward White Paper). This model of coaching supports teachers and principals in making immediate and long-term changes that impact positive student outcomes.

Title 1 Instructional Coaches Cohort:

The Title 1 Instructional Coach cohort is comprised of building-level instructional coaches and content specialists in Title 1 schools that meet regularly for professional development provided by the Funded Programs Lead Instructional Coaches/School Improvement TOSAs. Building-level coaches in Title 1 Schools are charged with school improvement work. In order to make impactful change, coaches work with principals on systems planning, meet with teachers around planning for instructional shifts in the classrooms and team with all school educators to build and maintain structures that promote professional growth and learning. This cohort of coaches is supported by PPS Lead Instructional Coaches. Lead Instructional Coaches provide ongoing training around improving coaching practice, meet with school-based leadership teams to plan for school-wide change, and meet individually with coaches to help with implementation and building-level coaching.

Professional development for this cohort focuses on refining coaching skills while being adaptive and responsive to the learning needs of each cohort of coaches and the schools they serve. Building-level coaches will work together to define the role of a coach, understand the coaching inquiry cycle, and develop communication and feedback strategies to support their work with teachers. Building-level coaches will also have an opportunity to work together as a group under the guidance of lead coaches while also developing their own relationships and support structures. Coaches will be trained in the use of various structures and protocols that help build the skills and culture necessary for collaborative work.

The cohort will measure effectiveness through the evaluation of three key indicators of effectiveness:

1. Coaches understand the role of inquiry to engage adult learners in the relationship of student, teacher, and content.
2. Coaches understand the reflective process and its impact on instructional practice.
3. Coaches understand collaborative structures and the processes and tools that support adult learners.