Jacquelyn Jacobs LTS 504 Fall 2016

MODULE 1: NEEDS ASSESSMENT & STAGE 1 - DESIRED RESULTS

TEACHER & SETTING NEEDS ASSESSMENT
How prepared are you as an instructional leader to support all students to achieve? How prepared are you as a
technology leader to meet the NETS-T standards? Consider Maryland's Common Core Standards for your content area
and NETS-S and NETS-T National Educational Technology Standards for Teachers. Consider your learning setting
including - face-to-face and flipped learning environment, review checklists in The Four Pillars of F-L-I-P. Describe the
skills you should improve to create an effective flipped classroom learning environment for your students.

TEACHER & SETTING

DESCRIBE CHALLENGES & STRENGTHS & SOLUTIONS TO ADDRESS

Instructional Gaps

As I reflect on the standards that I am addressing in this unit of study

and how prepared I am to help support all participants to achieve, I
see a few instructional gaps emerging.
1. Knowledge of coaching: I am also new to the idea of engaging
in coaching conversations with teachers, when in the past I
have served in an evaluation role. As I am facilitating this
professional development, I am also growing in my
understanding of effective coaching conversations. I
continually have to practice using coaching skills so that I am
comfortable facilitating others learning.
2. Establishing trust: Facilitating trust is an important component
to coaching. I feel I know and understand how to build a
trusting relationship with others, where I continue to need to
grow is helping others identify how they build or bust trust. I
need to identify strategies that will help our coaches reflect and
identify for themselves how well they are able to build trusting
relationships.
3. Tools for coaching: Use of formative assessments such as
lesson planning, classroom observation and analyzing student
work are helpful protocols to use with teachers in coaching
conversations. Here I need to continue to build my
understanding of how these tools are used in coaching
conversations versus evaluative conversations.

Technology Gaps

As an educator, I constantly think about how technology can be

infused into the sessions that I am facilitating. As I reflect on this
professional development, the content, the participants and the
technology, I see a few technology gaps emerging.
1. The gap between using the SOPHIA platform effectively and my
knowledge and experience with this platform. SOPHIA is new to
me and I will need to explore and review tutorials so that I can
utilize the platform seamlessly in my sessions. The second
technology gap being able to identify strategies that will help
my participants to feel comfortable in utilizing the platform.
2. ISTE Teacher Standard 2.c Customize and personalize learning
activities to address students diverse learning styles, working
strategies and abilities using digital tools and resources. As you
will see in my student needs assessment, I have a very diverse
group that range from loving technology to avoiding it at all
cost. As the facilitator of these sessions, I need to be able to
incorporate activities that will provide all participants an entry

point into the learning. When technology is included in my

sessions, I need to be able to account for the diverse use of the
technology within in the group.
3. ISTE Teacher Standard 1.c Promote student reflection using
collaborative tools to reveal and clarify students conceptual
understanding and thinking, planning, and creative process.
When I think about coaching, I think about reflection. My gap is
identifying and implementing collaborative tools that I can use
to help reveal and clarify students conceptual understanding
and thinking.
Learning Setting

The learning setting for this unit will be blended including both faceto-face sessions as well as utilizing flipped learning. Areas where I see
myself needing to grow include:
1. I.2 I create and/or curate relevant content for my students. I
picked this one because typically I have provided professional
development experiences that have been delivered in a face-toface environment. I am going to need to think about and plan
what I will deliver using videos that I either create or curate. I
will also need to continue to grow my understanding on best
practices for flipped learning.
2. I.3 I differentiate to make content accessible and relevant to all
students. I know that my participants are at different places
with their comfort level and use of coaching. Therefore, I need
to make sure that I am meeting all participants needs so that
each are growing in their abilities to engage in successful
coaching conversations. I need to continue to grow my
understanding of Universal Design for Learning and how I can
use this framework to engage my participants.

STUDENT NEEDS ASSESSMENT

The student needs assessment draws on multiple data sources providing a point-in-time snapshot of student strengths
and challenges. Be sure to consider Technology NETS-S and NETS-T National Educational Technology Standards for
Students.

STUDENT DATA

DESCRIBE CHALLENGES & STRENGTHS

Summative
Assessments

The best piece of data that I can pull would be my counties observation
and evaluation data.
Domain 1: Planning and Preparation there are 6 components, the
average number of teachers rated as Developing Needs
Improvement was 10. The greatest number of teachers rated as
Developing Needs Improvement was 15 in component 1a:
demonstrating knowledge of content and pedagogy.
Domain 2: The Classroom Environment, there are 5 components,
the average number of teachers rated as Developing Needs
Improvement was 8. The greatest number of teachers rated as
Developing Needs Improvement was 16 in component 2d:
managing student behavior.
Domain 3: Instruction there are 5 components, the average
number of teachers rated as Developing Needs Improvement was

9. The greatest number of teachers rated as Developing Needs

Improvement was 16 in component 3c: engaging students in
learning.
Domain 4: professional Responsibilities has 6 components, the
average number of teachers rated as Developing Needs
Improvement was 7. The greatest number of teachers rated as
Developing Needs Improvement was 16 in component 4A
reflecting on teacher practice.

This data is based on a group of 364 traditional teachers. Although the

identified group of teachers is small, that group can have a tremendous
impact on the students that they are teaching. I believe the best people
to work with this group of teachers are the instructional supervisors in
the Department of Instruction. This group of educators know the
content and the pedagogy and are able to work with teachers to help
them reflect on their instructional practice and grown in their
effectiveness as teachers. At the heart of coaching is reflection.
Formative
Assessments

Based on an exit ticket given at our last PD, the following areas of
growth were communicated:
Becoming a better listener
Taking the time to allow a coaching conversation to take place.
Keeping, this is how I would do it, out of the conversation.
Strategies for reducing teacher anxiety and building trust.
Types of questioning that leads a teacher to reflect on their
practice.
Prioritizing who is coached.

Observation Notes

During our first coaching session this school year, veteran members of
DIS were asked to define coaching and to explain the essential skills of
coaching. As I walked around listening to the conversations, it was
evident that our veteran participants understood the difference between
a coaching conversation and other types of conversation. As a group
they were able to describe the essential skills of coaching, i.e.
committed listening, paraphrasing, presume positive intent, and
reflective feedback. Participants were also given time to participate in a
coaching scenario. During this observation, I saw participants referring
to the coaching language and some silent time, thinking about what
question to ask next.

CLASS PROFILE (31)

1 Assistant
Superintendent
2 Directors
15 Supervisors

LEARNING CHALLENGES,
STRENGTHS, & INTERESTS

TECHNOLOGY CHALLENGES,
STRENGTHS & INTERESTS

Challenges:
Continues to work in an
evaluative role with non-tenured
teachers
All except one had participated
in tenured teacher evaluations
in the past.

Challenges:
No one in this group has
utilized the SOPHIA platform

Strengths:

Strengths:
Every single person has a
laptop that they have been
assigned to use.
They are comfortable with the

13 Teacher
Specialists

8 New to DIS and

new to coaching
conversations

21 Prior
evaluators

10 special
educators

Having evaluated in the past,

this group is very familiar with
the Danielson Framework for
Teaching.
Each person in this group has a
strong understanding of
curriculum, assessment and
instruction.

basic uses of technology

7 members of this group have
facilitated online learning
courses.

Strengths:
When engaging in coaching
conversations, this group
engages in peer coaching.

Challenges:
No one in this group has
utilized the SOPHIA platform

Challenges:
Prior to this school year, DIS has
had some professional
development in the area of
coaching. This group did not
participant in any of the prior
sessions.

Challenges:
No one in this group has
utilized the SOPHIA platform

Challenges:
Regardless of their current role,
21 of our DIS members have
been seen by teachers as
evaluators.

Challenges:
No one in this group has
utilized the SOPHIA platform

Challenges:
When there is a need for
coaching related to knowledge
of content, this group may need
to rely on the content area
supervisors.

Challenges:
No one in this group has
utilized the SOPHIA platform

Strengths:
Every single person has a
laptop that they have been
assigned to use.
They are comfortable with the
basic uses of technology.

Strengths:
Every single person has a
laptop that they have been
assigned to use.
They are comfortable with the
basic uses of technology.

Strengths:
Every single person has a
laptop that they have been
assigned to use.
They are comfortable with the
basic uses of technology.

Strengths:
Every single person has a
laptop that they have been
assigned to use.
They are comfortable with the
basic uses of technology.

3 Office of Digital
Learning

Strengths:
This group has a strong back
ground in digital learning and
help teachers to implement
technology in their classrooms.

Challenges:
No one in this group has
utilized the SOPHIA platform
Strengths:
High level of technology use.

STUDENTS
Subgroups /
Individuals

*GENERAL OPTIONS FOR DIFFERENTIATION - SOLUTIONS TO ADDRESS

Face-to-Face Learning Environment

Flipped Learning Environment

Non-digital natives
that do not like to
use technology

This environment is very conducive

to their learning style. I do not see
any additional changes in this area.

I will need to take extra time

working with this group of
participants to make sure that
they can access the materials and
understand the expectations for
participating in this part of the
lesson.

Never taken an
online course

This environment is very conducive

to their learning style. I do not see
any additional changes in this area.

I will need to work with this group

on how the SOPHIA platform works
for posting assignments and
reviewing materials.

Participants that are

easily distracted or
off task

Increase use of movement and

partner work will help to keep
participants on task.

Monitor online activity and provide

individual feedback.

Provide choice in how participants

can display what they know.
Set norms and review norms at the
beginning of each session.
*Differentiation: Provide for differentiation and learning styles by including aspects of UDL and Multiple Intelligences
(verbal/linguistic, musical/rhythmic, logical/mathematical, visual/spatial, body/kinesthetic, intrapersonal, interpersonal).
Plan to differentiate content, processes, context, and products. What are the accommodations, modifications, extensions,
and/or enhancements? How will you accommodate to meet individual needs, including special needs (ELL/Special
Education/GT)?

Continue on next page

STAGE 1 - DESIRED RESULTS

Stage 1 templates is drawn from the Understanding by Design Framework.
Important: Desired Results are NOT differentiated.

STAGE 1
Unit of Study Title

Coaching Transforming conversations from evaluative to

reflective coaching conversations.

Unit of Study Description

This professional development will begin by building the

participants understanding of coaching conversations.
Participants will first explore the definition of a coaching
conversation and how this type of conversation is similar and
different to other types of conversations. Next participants will
explore the importance of building trusting relationships and
how the language they use can either make or break that
relationship. Participants will also address how to effectively
manage their time for coaching, how equity plays a vital role in
coaching and the use of formative assessments. Finally
participants will spend time reflecting on their own practice to
identify needs for becoming more effective coaches.

Standards Addressed

Standards based on the New Teacher Centers Continuum of

Instructional Coaching Practice:

Consider Local, State, National

Standards (i.e., Common Core)

Standard 1.1 Use reflective conversation skills to engage

individuals and groups in collaborative problem solving and
reflective thinking to promote learning that results in
advancing practice and student learning.
Standard 2.1 Facilitates trust, caring and honesty with and
among colleagues to build ownership and solve problems,
resulting in actions that support student learning.
Standard 2.2 Uses coaching and facilitation time effectively to
advance school and district initiatives and support individuals
and groups in improving practice and student learning.
Standard 3.4 Uses knowledge of equity principles and
culturally responsive pedagogy to address issues of equity,
bias, and access to standards-based curriculum to advance
teaching practice and student learning.
Standard 5.3 Utilizes formative assessments of teaching
practice, including lesson plans, classroom observation, and
analysis of student work to promote improvement in practice
and student learning.
Standard 6.3 Reflects on Instructional coaching practice and
program effectiveness in advancing quality teaching and
learning.
Enduring Understandings

Building trusting relationships creates environments where

teachers feel safe to self-reflect.
The use of reflective conversation skills demonstrates that

Essential Questions

Transfer Goals
What are expectations for application
to cross-curricular and real-world
problem solving, understanding, etc.?

What Will Students Know &

Understand?
Six Facets of Understanding explain, interpret, apply, perspective,
empathy, self-knowledge.(Tomlinson
& McTighe, p. 67)

the coach is invested in helping the teacher to grow in their

practice.
The effective use of coaching time links the coachs ability
to improve practice and student learning.
Issues of equity, bias and access to standards-based
curriculum influences teaching practice and student
learning.
Formative assessments of teaching practice defines areas
of growth.
The ability to reflect on practice causes coaches to identify
new ways to approach different coaching situations.
How does building trusting relationships create an
environment where a teacher feels safe to reflect?
How does the use reflective conversation skills demonstrate
the level of investment a coach has in helping a teacher
grow?
How is effective use of coaching time linked to improving
practice and student learning?
How does issues of equity, bias and access to standardsbased curriculum influence student learning and teacher
practice?
How can formative assessments define areas of growth?
Why should coaches reflect on their practice?
Our instructional supervisors will be able to use their
coaching skills in evaluation conferences.
Our instructional supervisors and teacher specialists will be
able to use their coaching skills in conversations with
principals, staff they are not coaching, and other types of
conversations.
Our instructional supervisors and teacher specialists will be
able to use their formative assessment data to create
professional development opportunities for individuals and
groups of teachers.
Our instructional supervisors and teacher specialists will be
able to apply the skills of self-reflection to other areas of
their work, such as implementing professional development
sessions.

Participants will
Explain the difference between a coaching conversation
and other types of conversations.
Explain paraphrasing language, clarifying questions,
mediational questions and non-judgmental responses.
Interpret formative assessments to identify areas of growth
and professional development.
Apply paraphrasing language, clarifying questions,
mediational questions and non-judgmental responses when
engaging in a coaching conversation.
Have perspective to see and hear the teachers point of
view and display empathy when engaging in a coaching

What Will Students Be Able to

Do - Skills?
(Procedural Knowledge)

conversation.
Have self-knowledge through continually asking their self,
who is doing the majority of the talking, am I telling or am I
coaching.

Participants will be able to

Engage in a coaching conversation utilizing paraphrasing
language, clarifying questions, mediational questions and
non-judgmental responses.
Building trusting relationships with teachers they are
coaching.
Conduct formative assessments of teacher practice.

Works Cited
Continuum of Instructional Coaching Practice. Santa Cruz, New Teacher Center, 2015.
Flipped Learning Network (FLN). 2014. The Four Pillars of F-L-I-P. Accessed 30 Oct. 2016.
"ISTE Standards Teachers." ISTE, 2008, www.iste.org/standards/standards/standards-forteachers. Accessed 30 Oct. 2016.
Tomlinson, Carol Ann, and Jay McTighe. Integrating Differentiated Instruction &
Understanding by Design. Alexandra, ASCD, 2006.
Wiggins, Grant, and Jay McTighe. "Put Understanding First." Educational Leadership, May
2008, pp. 36-41.