Coaching Magazine Volume 1 Issue 2

The pathway to student success COACHES.EDUCATORS.STUDENTS.

Driving Instruction Through Backwards Design

Dive into Jim Knight's Impact Cycle

Student Inquiry Virtual Learning Ideas Student Voice: How do instructional strategies impact my learning?

VOLUME 1 ISSUE 2 2021

A Note from Your Coaches The 2021-2022 school year is well underway and there are many amazing things that are happening across our district. As Instructional Coaches we have been able to be in more classrooms and have had a front row seat to the phenomenal learning experiences that you are providing for our students.

While collaborating on this issue we wanted to be intentional about highlighting opportunities that we felt would be most impactful to you and the work that you do. It has been truly heartwarming to see our students collaborating together, participating in hands-on experiences, and engaging in studentcentered learning that is deepening their understanding.

As you are browsing, make sure to utilize the links to different sites, articles, and videos. These will provide you opportunities to explore and learn more, as well as dig in deeper if you are interested. We cannot wait to see all of the amazing things that you do in your classrooms this Spring.

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Photo courtesy of Lacey Glenn

CONTENTS 4 Student Inquiry

6 What are you reading?

8 Educator Spotlight

8 Educator Spotlight

Photo courtesy of Prosper ISD

Learn more about what Literacy Workshop looks like in a fourth grade classroom at Boyer Elementary.

10 Impact Cycle

12 Five to Follow

14 Design in Five 6 What are you reading?

Get a glimpse into Tricia Myre's library and learn how her reading supports the work that PISD is doing.

16 Content Updates IMPACT MAGAZINE | 2

Student Have you ever wondered what would be the best way to engage your students in the content they are learning? The Inquiry Design model allows students to dive deeper into content in an authentic way. Student engagement increases as they explore content on a deeper level.

The fifth-grade team at Hughes used the model in Social Studies and found that it allowed for easy differentiation. “I have liked using the Inquiry Model because of the differentiation. Overall, I feel that the Inquiry Model has helped with student engagement. I have really enjoyed it and will be looking to implement it more in the future.”

What is the Inquiry Design Model?

The Inquiry Design Model (IDM) is a distinctive approach to creating curriculum and instructional materials that honors teachers’ knowledge and expertise, avoids overprescription, and focuses on the main elements of the instructional design process as envisioned in the Inquiry Arc.

Why use the Inquiry Design Model?

“Designing inquiries is about creating opportunities for students to work with content in thoughtful ways that are initiated and sustained by questions, structured through tasks, and enabled with sources.”

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Inquiry

You can access a copy of the Inquiry Design Model template here. With your team, you can design a student inquiry for any subject!

Inter Chec ested in le k out a Inquir rning mo re? y Des Inquir Building ign Mode l: y in S ocial Studie s

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Call to Action

If you are interested in planning an inquiry lesson with your team and would like support from your coach, please reach out to your coach to set up a time to plan together!

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What We're Reading Photo courtesy of Prosper ISD

The Literacy Workshop: Where Reading and Writing Converge

Maria Walther, Karen Biggs-Tucker

You’ve heard it said many times; reading and writing go hand in hand. It’s true. But how do you meaningfully connect the two in everyday classroom practice? Taking cues from their students, two seasoned teachers will share what they’ve learned from occasionally converging their separate reading and writing workshops into one literacy workshop.

Why did you choose to read this book?

I am always looking for ways to expand my understanding of the workshop model.

What did you like about this book?

The new learning from this book will help teachers engage students at the highest level of learning! I love the additional layer of supports for the reciprocal nature of reading and writing.

Did you race to the end of the book or was it a slow read for you?

I literally read it in one night! The first part of the book builds teacher capacity around the idea of a combined Readers and Writers Workshop. The remaining section offers countless lessons and excellent book recommendations to support the work.

Which part of the book has stuck with you the most?

I absolutely love the process by which students set goals and determine when they will read, write, and collaborate based on what they choose to do next.

Was any part of the book so impactful for you that you re-read it?

I've re-read the entire book! It is a solid guide for any teacher wanting to work through the idea of combining the Readers/Writers Workshop into a Literacy Workshop.

How does this book support the work that we are doing?

The Literacy Workshop structure supports our ELAR standards. In addition, it provides opportunities for students to read and write every single day. It fosters student voice and choice and engages learners at the highest level!

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Photo courtesy of Stenhouse Publishers

Student Voice: How do Instructional Strategies Impact My Learning?

QFT ategy is tr s te ri o ons "My fav k questi s a n a c e eI stions w b eca us a sk q u e e w n re e a a nd w h em . W e ering th w s s n a 't question aren ll of our a g k in in tt just ge s me th This help r. e p a p on ings." lot of th a t u o b a klin Ethan Ya urtesy Photo co

Hensley of Baylee

"I like "W hich one doesn't belong? " becau se there really a isn't right an swer. Yo sa y w h a u can t you lik e freely explain a nd why it d oesn't b e lo ng."

Claire C ato Photo co urtesy

of Bayl ee

"QFT help s m e as a learne b eca us r e w hen I p o se a questio n, my cla ssmate look at it s can and it h elps me improve m y q ue stioning helps m . This e get ev e n b ig ideas fo ger r my res earch."

Katie Ya Photo co tes urtesy of Ba ylee Hen sley

c a u se s m e be lp e h y ll a good "QFT rea k I h a ve in th I n e wh edback n get fe a c I n o ments questi improve e k a m n for my and the uestions q y m to at way st a gre ju is It . h ork." researc ve m y w to impro ia Ian Garc

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Hot gies (like te a tr s g "Learnin b e c a u se me learn lp e h t) oints of Se a ifferent p d e m e they giv lp me be y also he e h T . w ie v rs and y a n sw e m in e v ti my crea picture in a t in a p help me on to the y attenti a p d n a mind t things." importan Lothes H a yd e n er Kim Coop urtesy of Photo co

Hensley of Baylee

"Learning strategie s give m a differe e nt minds et and make m e think a bout oth people ( er or viewp o in ts ) and how they would an s w er question s with de tail."

Landon K yles

Photo co urtesy

of Kim Cooper

If you are interested in learning more about instructional strategies, check out our Instructional Strategy Playbook!

Want to see an instructional strategy in action? Reach out to your Instructional Coach to set up a time for them to come in and model one with your students.

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Educator This graphic was put together by our ELAR Coordinators to show how you can structure your block to encompass the elements of the Literacy Workshop.

Photos courtesy of Prosper ISD

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at i s Li tera cy W ork "The sho l i t erac purp p? yw os

efu ork colla bora l time w shop is he a te and shar , resear n stude ch, c e nts the onv lines with ot er h writ betwee ers, blu se, ing rring nr purp while fi eading a ndin ose g ne nd s fo r the w lear ning ir own ."

Photo courtesy of Prosper ISD

Want to know more about the literacy workshop?

Check out The Literacy Workshop by Maria Walther and Karen Biggs-Tucker.

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Photo courtesy of Stenhouse Publishers

Spotlight s that I like to "I read word I use them in write about. d narratives an my personal wth Mindset stories. A gro s arn new word helped me le erent and use a diff perspective."

-Emily

information "I learn new ies as a and strateg t I like best reader. Wha iteracy about the L ided Model is Gu Reading."

-Mason

t re wha Here a have to ts studen out how b say a rkshop has nd y Wo r Lite ac hem learn a and t s helped etter reader eb . becom writers

"Mrs. LaPlante gi ves us lots of time to re ad. She doesn't tell us w hat we need to be read ing, she gives us choice."

-Cayden

"M rs . La P la n te gi ve s u s d iff er en t o p ti ons an d ch o ic es to h el p u s le ar n . Sh e h el ps u s le ar n d iff er en t ty p es o f te xt s an d d iff er en t p ar ts o f it ."

-A u d re y

"I implement Blended Literacy by looking at what students are doing currently through formative assessments. What instructional steps do I need to take to get students to where they need to be? I look at them (students) as readers and writers and how I can facilitate their growth. I utilize resources and next steps to grow to the next level. I consider the UFDs and ask myself what I'm going after? I try to make connections across texts. Some days are equally balanced and some days are more reading or writing focused. I think it's important being purposeful in where we spend our time instructionally. Engagement comes from the structure of your block. When it's purposeful, students are more inclined to be on task and grow as learners."

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What is an Impact Cycle?

The Impact Cycle is a research-based, job-embedded form of professional learning. It was developed by Jim Knight as a way for coaches to partner with teachers to learn, grow, and improve instruction. During an Impact Cycle, teachers get 1:1 coaching in a specific area that they want to grow. One benefit of an Impact Cycle that it can be utilized to support you in your T-TESS goals.

The Impact Cycle Steps

Photo courtesy of Jim Knight IDMM

Identify- Analyze current reality, take data, and set a goal Learn- observation, modeling, and research-based strategies Improve- Reflect on outcomes, adjust instructional practices

If you are interested in an Impact Cycle, reach out to your Instructional Coach to set up a time to connect.

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Hattie Check Through John Hattie's research, we know that collective teacher efficacy (CTE) has an impressive effect size of 1.57. CTE is currently the number one influence related to student achievement. In fact, CTE has an effect size almost two times greater than feedback.

According to researcher, John Hattie, collective teacher efficacy is, "the collective belief of the staff of the school in their ability to positively affect students." When Hattie speaks about CTE he places emphasis on the fact that it is, "more than teachers believing they can make a difference." As teachers we must work together to have appropriately, high, challenging expectations for ourselves and our students.

Simply put, when teachers work together, they can achieve more, particularly when they believe, as a collective unit, that they can.

aching Photos courtesy of Teaching K-12 Learning Leading K-12

"Collect ive teac her effic is more acy than te a c h ers believin g that t hey can ma ke a dif ference ."

-John H attie

Check out mo re abou Visible t Learnin g by visiting https:// visiblelearning .org

If you are looking for additional information about building collective teacher efficacy, check out the latest issue of Educational Leadership from ASCD.

In this short clip, you can hear John Hattie explain CTE. IMPACT MAGAZINE |

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Five TO

FOLLOW

@VisibleLearning @SolutionTree Visible Learning

Solution Tree

@jimknight99 Jim Knight

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Teach Thought PD

@SweeneyDiane Diane Sweeney

In this podcast, Build it Together: CoConstructing Success Criteria with Students, Jennifer Gonzales talks about the importance of involving students in the process of developing success criteria. We know that when our students are involved in this process they have more clarity about the work that they are doing and how to be successful with their learning. Click on the image to the right to be taken to her website. You can listen to her podcast or read her blog.

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@TeachThoughtPD

Engagement Strategies with Jamboard Relationship Building

Digital Debates

Begin your day with an SEL check-in or a way to get to know each other.

Pose a question and allow students to defend their thinking with their peers.

Four Corners Physical Barometer

Emotional Check In Question of the Day

Collaborative Thinking Partners & groups can work collaboratively with each other.

Brain Dumps Know, Wonder, Learn Stop and Jot Claim, Evidence, Reasoning Which One Doesn’t Belong

Show What You Know

Allow students to share their thinking in a variety of ways that showcase their understanding.

Number Talk Problem Solving Answer Analysis Literary Text Analysis

Check out Jamboard at https://jamboard.google.com/ Photo courtesy of Amazon.com

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If learning the content is the means, what is the desired end?

The content is the vehicle in which we achieve competencies. Thereby, having transfer of and application of knowledge.

How to get insanely clear about learning outcomes and learning objectives Video - Mike Mattos.

Photos courtesy of Amazon

The key to effective educational design is to think backward from the desired results of successful instruction, which is the student’s ability to make use of what is being learned. We can’t simply say “I want my students to learn fractions”. That just restates what will be taught and not what students should have specifically learned from the encounter and be able to do with the content in the future.

When writing your “I Can” statements think logically about what you can physically see mastery of. Think about what Mike Mattos said in the video to support this thinking!

Stage 1 Road Map Preparation

Analyzing TEKS

Clarifying Questions

Ordering Learning Targets

Photos courtesy of Prosper ISD C&I IMPACT MAGAZINE |

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Opportunities and Evidence

Can a person truly understand an apple at a deep conceptual level without holding and tasting one? The same rings true for math.

We have to start at a conceptual level (concrete) so that students can then create their own pictorial representations that eventually lead to abstract thinking. The bridges that are built between the three areas are rickety at first, but then become solid as students travel back and forth between them as they deepen their understanding. It is vital that we are not giving students the thinking, but instead we are questioning their thinking so that they can create their own meaning and build their own bridges with a deep level of understanding.

Math Content Updates

Photo courtesy of Prosper ISD C&I Department

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Science Content Updates

What are the big takeaways/main ideas for upcoming units?

Most grade levels are currently in or are about to be in Force and Motion units. All grade levels should be providing opportunities for students to investigate with the appropriate grade level forces, including heavy emphasis on scientific process skills. These would include having students generate questions, collect and record data, organize data, and analyze data. These are skills that will spiral throughout the year, but should be practiced during each investigation.

Consider serving as more of a facilitator during these units, allowing students to implement their own ideas and designs to answer questions.

What misconceptions should teachers be aware of?

One content misconception is that forces always cause motion. It's better to look at force as causing a change in motion, causing an object to speed up, slow down, or change direction. Keep in mind that objects that are not moving still have forces acting on them such as gravity.

Photo courtesy of Beakers and Ink

Are there any instructional strategies would you implement within these units?

Claim, evidence, and reasoning is a wonderful instructional strategy or framework to use in these units, where students are drawing conclusions based on collected data. This framework promotes argumentation and justification rather than just a simple answer to an isolated claim. STEMscopes has examples of CER under the Evaluate section of each scope, but there are also ideas embedded throughout the unit framework documents. For more information or training on CER, please notify Erin McWilliams.

Claim, Evidence, Reasoning Overview Claim, Evidence, Reasoning Template

Social Studies Content Updates

What are the big takeaways/main ideas for upcoming units?

In most of the grades, government and geography are upcoming.

What misconceptions should teachers be aware of?

I want teachers to be aware of the depth of the standards. Make sure you are taking a look at the vertical standards because that can be helpful in knowing how much detail our students need to know. It's easy to get in the weeds with government, but it becomes more clear when we focus on the standards.

Are there any instructional strategies would you implement within these units?

Priority Pyramid is often my go-to for government.

Ranking the most impactful level or or branch of government sparks great conversation. Placemat is another great instructional strategy that I would recommend for geography. Students could collaborate about their learning around how humans interact with the government.

What resources would teachers benefit the most from for these upcoming units?

Resources in MackinVia are great for these units in all grade levels. Within Mackinvia there is Map101, PebbleGo, PebbleGo Next, and Britannica.

Big Takeaways: Students will continue to grow in their understanding of new vocabulary, letters, and sounds. They are learning that there are many different kinds of books! Pre-K students can tell what is the same and different about a fiction and informational text. They are writing to tell a story.

Instructional Strategies: Physical Barometer and QFT would be excellent strategies to support students in taking a stand and justifying their learning as well as learning to ask questions.

Suggested Resources: Fountas & Pinnell Shared Reading big books RazPlus fiction and informational text (shared reading)

Kindergarten and First Grade

Photo courtesy of Heinemann

ELAR Content Updates

Pre-K

Big Takeaways: Kindergarten and First Grade students will be guided by wonder as they explore the elements of informational text to ask questions and find the answer. Inspired by curiosity, they will discover how and why authors and illustrators use print and graphic sources, and how that supports comprehension.

Misconceptions: Students often focus more on a specific word family than the application of new phonics skills. Rather than memorizing a specific word family (-at, -ike, etc.), students will learn to apply phonics concepts (VC, CVC, VC-e, etc.) to any word when reading or writing.

Instructional Strategies: QFT and Reading for Meaning would be great strategies to support using informational texts to drive the process of inquiry and research.

Suggested Resources: Fountas & Pinnell Shared Reading and Guided Reading books RazPlus concept (Science/Social Studies) leveled informational text (for shared and

independent reading) Photos courtesy of Heinemann and Learning A-Z

ELAR Content Updates

Grades 2-5

Big Takeaways: Storytelling is at the heart of Unit 3 for 2nd through 5th graders. Students will read dramas and study children's literature. As they read, students will revisit plot elements, character traits, and setting. They will explore the ideas of theme/message and point of view, thinking “How can the lessons I learn from stories impact my own life?” Students should have opportunities to tell their own stories, revisiting a personal narrative, composing poetry, writing their own folktale/fable/fairy tale, or adapting one of their compositions into a drama.

Instructional Strategies: Inductive Learning or Noticing/Wondering when introducing or comparing the different types of children's literature We always find it powerful to put actual texts/examples of children's literature in front of the students to see if they can find characteristics the texts have in common, as well as what makes them different from each other.

Suggested Resource(s): The Fountas & Pinnell Reading Minilesson Book has several lessons for teaching different types of children's literature.

Learning A-Z provides several Reader's Theatre scripts.

Photo courtesy of Learning A-Z

Photo courtesy of Heinemann

Possible Misconceptions: Confusing topic and theme Thinking that all genres communicate a theme Treating all details and information as equally important Not recognizing when point of view shirts (eg., dialogue, examples, personal story, etc.)

For More Information Coaching at Marist: A Coaching Approach to Professional Learning and GRowth. (n.d.). MARIST COLLEGE CANBERRA. Retrieved December 6, 2021, from https://ais.act.edu.au/wpcontent/uploads/The-MCC-Instructional-Coaching-Journey_Loretta-McNaught-KylaBurch_Marist-College-Canberra.pdf Cultivating Educator Efficacy. (2021, November 1). ASCD. Retrieved December 6, 2021, from https://www.ascd.org/el/cultivating-educator-efficacy Dimich Vagle, N. (2014). Design in Five: Essential Phases to Create Engaging Assessment Practice.

Solution Tree Press.

Edwards, S. (2021, April 4). Build it Together: Co-Constructing Success Criteria with Students. Cult of Pedagogy. Retrieved December 6, 2021, from https://www.cultofpedagogy.com/coconstructing-success-criteria/ How to Teach Claim, Evidence, and Reasoning (CER) Like a Pro. (2020, July 5). Beakers and Ink. Retrieved December 6, 2021, from https://beakersandink.com/how-to-teach-claims-evidenceand-reasoning-cer-like-a-pro/ Jakicic, C., & Bailey, K. (2018). Make it Happen: Coaching with the Four Critical Questions of PLCs at Work®. Solution Tree Press.

Knight, J. (n.d.). Jim Knight (@jimknight99). Twitter. Retrieved December 6, 2021, from https://twitter.com/jimknight99 Knight, J. (2017). The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching. SAGE Publications.

Solution Tree (@SolutionTree). (n.d.). Twitter. Retrieved December 6, 2021, from https://twitter.com/SolutionTree Swan, K., Grant, S. G., & Lee, J. K. (2018). Inquiry Design Model: Building Inquiries in Social Studies,. National Council for the Social Studies and C3 Teachers.

Sweeney, D., & Williams, A. (n.d.). Diane Sweeney: Student-Centered Coaching (@SweeneyDiane).

Twitter. Retrieved December 6, 2021, from https://twitter.com/SweeneyDiane TeachThought (@TeachThought). (n.d.). Twitter. Retrieved December 6, 2021, from https://twitter.com/TeachThought Visible Learning (@VisibleLearning). (n.d.). Twitter. Retrieved December 6, 2021, from https://twitter.com/VisibleLearning Waack, S. (2018, March 7). Collective Teacher Efficacy (CTE) according to John Hattie - VISIBLE LEARNING. Visible Learning. Retrieved December 6, 2021, from https://visiblelearning.org/2018/03/collective-teacher-efficacy-hattie/ Walther, M. P., & Biggs-Tucker, K. (2020). The Literacy Workshop: Where Reading and Writing Converge. Stenhouse Publishers.

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Your Curriculum & Instruction Team Math Coordinators

Science Coordinator

Erin McWilliams

lemcwilliams@prosper-isd.net

@leerinmcwilliams

Kim Burch

kaburch@prosper-isd.net

@kaburch1981

ELAR Coordinators

Jennifer Morris

jamorris@prosper-isd.net

@Jenfa78Morris

Tricia Myrie

pamyrie@prosper-isd.net

@TriciaMyrie

Brooke Morphew

bmmorphew@prosper-isd.net

@BrookeMorphew17

Social Studies Coordinator

Lindsey Leeper lbleeper@prosper-isd.net

@leeper_lindsey

Elementary C&I Website

Elementary Coaching Site IMPACT MAGAZINE |

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In Prosper ISD, we believe that

everybody deserves a coach.

Prosper Independent School District 605 E. Seventh Street Prosper, TX 75078 469-219-2000 | www.prosper-isd.net