Coaching Plan

Coaching Plan
Vanessa Boyd
EDL/531
Dr. S
January 26, 2015

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Mrs. Lorena Haller Profile:

Mrs. Haller has been teaching geometry for eight years at Kelsey High School.
Mrs. Haller believes that special needs students should be in special classes. However, she knows
that she cannot say this. So whenever a student with an IEP is placed in her class, she seats the
student in the back of the room. Most of these students will never use geometry anyway, so why
should she bother. However, just to be sure that she is complying with the intent of the students
IEP, Mrs. Haller has the student work with a peer tutor. Both students get the same gradewhatever class work the peer tutor submits. The only difference in quarterly grades comes from
homework. In this way, all of her diverse students pass each quarter. Then at IEP review time,
Mrs. Haller can brag about her success with all of her students.
Mrs. Haller uses a management system that best be described as intimidation. Her only rule is
Do it, or else. She has been known to have students removed from junior varsity teams or
cheer leading squads. She has embarrassed students in front of their peers. Students try to avoid
the Hallers Roar. Administrators and the mathematics department chair never see this side of
Mrs. Hallers personality because she appears to be attentive to student needs during
observations and justifies all of her actions using the schools discipline code.
One of the reasons that Mrs. Haller likes to teach geometry is that there are few geometry
questions on the standardized test administered each year. Mrs. Haller knows the content of the
questions, so she has students practice the content the week before the test is administered.
Students do not do better than other students on the test of mathematics, but they also do no
worse.

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Mrs. Lorena Haller Communications:

Notes to/from parents

Dear Mrs. Mazariegos:

I enjoy having Maria in my class. She is very quiet but works well with Carmen, her peer tutor. I
just wanted you to know that Maria would have better geometry grades if she would do her
homework.
Sincerely,
Mrs. Haller

Reply from Mrs. Mazariegos

Dear Mrs. Haller:

I will ask Maria about homework. She says that she has none. Will you write me when she has
homework? Then I will tell her to do it.
Mrs. Mazariegos

Response from Mrs. Haller

Dear Mrs. Mazariegos:

I have too many students to write you each day about homework. Just know that she has work to
do each evening.
Mrs. Haller

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Notes to/from parents

Dear Mrs. Haller:

Our Carmen likes to help Maria. They have become good friends. However, when will Maria do
her own work? Carmen says that Maria just sits quietly and watches what Carmen does. Then
Maria gets the same grade.
Mr. and Mrs. Sciera

Reply from Mrs. Hallers

Dear Mr. and Mrs. Sciera:

Carmen is a tremendous help in the classroom. I rely on her to help Maria because Maria still
needs translation help with a few words. Peer tutoring is an acceptable strategy when teachers
have large classes. Just check with Dr. Ed Leader, our principal. He compliments me on how
well I work with students with diverse learning needs.
Mrs. Haller

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Goals & Planning

Teacher

Coach

Focus of coaching and alignment to work plan goals

Parental resourceful feedback
Student organization
Promote student independence
Team Teaching with Resource teachers
Examining students work to plan lessons
Use of Rubrics
Differentiated Instruction

Coaching dates
1/21/15
1/22/15
1/23/15
1/24/15
1/25/15

Baseline Data:
75% of IEP students will be able to
independently perform their in class
and at home assignments as
determined by the classroom and
resource teacher prepared assessment

Student Learning Goal:

Independence during assessments with few
prompts
Organization of task
Contribute during group and peer work
Verbal and Written interpretation of
assessment
Use of Rubrics
_________________________
How will the student progress towards the goal be
tracked?
Students Agenda is checked
Documentation of amount of prompts
Documentation of type of prompt needed
Documentation of informal assessment
Analysis of students written work
Graded Rubrics assessed

Identified Students:
IEP Students

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Teacher Learning Goal:
How to promote academic independence
Use formal and informal assessment
Effective communication with parents
Co-teaching with resource teachers
Integrate warm up activity
Use of write to learn
Use of rigor and relevance
Rubric Relevance
Differentiated Instruction

How will progress towards the goal be tracked?

Analysis of students work
Analysis of lesson plans
Co-teachers reflection
Rubric analysis
Look for variation in assessments

What key instructional practices will most likely produce the

desired student learning goal:
Pair work to increase math talk
Use of manipulatives
Use of / attention to gestures
Graphic organizers
Model and prompt academic language
Capturing and Articulating your Process and
Reasoning
Vocabulary
Examining students work to plan lessons
Co-teaching
Rubric usage

What coaching practices will be implemented:

Demonstrated lesson (Modeling)
Co-teaching
Collaborative Planning
Analysis of Student work
Teacher Observation
IEP Alignment
Rubric Relevancy

Differentiated Instruction

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Results
What is the evidence that the students accomplished the
designed goals?
Students completed in class assignment with few
or no prompts
Students successfully used agenda to complete
homework
Students contributed during group and peer
work
Students show and explained assessments

What are the next steps for students to continue making

progress?
Add academic a rigor and relevance
Promote IEP students Leadership in group work
Promote more writing in math class
Continue parent communication and input

Post assessment data:

97% of IEP students were able to independently perform
their in class and at home assignments as determined by
the classroom and resource teacher prepared assessment

What instructional practices is the teacher consistently

using?
Verbal and written assessment
Co-teaching with resource teacher
Real world Relevance
Use of Manipulatives
Modeling
Graphic organizers
Vocabulary

What is the teacher committed to continuing to work on?

Resourceful parent feedback
Assessing students work when lesson planning
Using formal and informal assessment
Promoting independence in IEP students

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Closure Summary
Learning Target
Teacher Learning Goal:
How to promote academic independence
Use formal and informal assessment
Effective communication with parents
Co-teaching with resource teachers
Integrate warm up activity
Use of write to learn
Use of rigor and relevance
Rubric relevance
Differentiated Instruction
Student Learning Goal:
Independence during assessments with few
prompts
Organization of task
Contribute during group and peer work
Verbal and Written interpretation of assessment
Use of Rubrics

Look For

Student Evidence
Students work
Students graded Rubrics
Students graded assessments
Students completed homework

Teacher Evidence
Lesson Plans
Rubrics
Portfolio of students work
Portfolio of assessments

Follow-up

Lesson plans matching learning goals

Assessment showing rigor and relevance
Resource room teacher input
Students work showing understanding
Positive Teacher parent communication
Effective Rubric usage
Variation in assessments

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Next steps for instruction and assessment
What additional strategies should we consider to address
students challenges?
Classroom discussion
Application Problems
Differentiated instruction
What evidence can we collect to monitor students
progress?
Students Portfolio

Support need from Coach:

Relevance assessments
Resources of assessment
Documentation tools

Action Plan:
Answer the below questions, then analyze you answers, then adjust your lesson plan to
address any obstacles that will affect the target.
1. What progress did the student make towards the target today?
2. In what ways have your instruction help students make progress towards the target
today?
3. What did you notice students struggle with today?
4. What learning goals did you address today?
5. How many of your teaching goals were utilized today?