RESEARCH BASE: The concept of instructional coaching has been shown to have an effect size of 0.58 (medium to large) on teachers’ instructional practices, which in turn improves student achievement by 0.15 (Kraft, Blazar, & Hogan, 2016).

All educational scholars and researchers of instructional coaching describe the importance of the observer knowing what to “look for” when entering a classroom. While experts vary on what observers should look for, most well-developed frameworks have overlapping elements that are common. The Commission on Lutheran School’s (CLS) Ministerial Growth and Evaluation Program (MGEP) suggests a framework that synthesizes the common elements and focuses on those that are central to student learning and associated with what good teachers do. The elements of this framework are embedded in the MLC Learning-Focused Instruction macro-credential. By mastering these elements, both the observer and the teachers have a common language and understanding of good teaching.

Popular and more complicated frameworks include those by McREL (2011), Marzano (2007), and Danielson, (2007). These frameworks use between fifteen and forty-one elements, or look-fors. The Ministerial Growth and Evaluation Program focuses on the seven most powerful. It is suggested that a school begin with the MGEP framework and branch out to more complex ones after the MGEP framework is mastered.

Kraft, M., Blazar, D., Hogan, D. (2016). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Brown University Working Paper. Retrieved from https://scholar.harvard.edu/mkraft/publications/effect-teacher-coaching-instruction-and-achievement-meta-analysis-causal

BACKGROUND:

The following are useful tools to better understand the topic:

Moss, C., & Brookhart S. (2015). Formative classroom walkthroughs: How principals and teachers collaborate to raise student achievement. Alexandria VA: ASCD. http://www.ascd.org/publications/books/115003.aspx

D’Orio, W. (2017). 5 Tips for Conducting Better Teacher Observations. School Leaders Now. Retrieved from https://schoolleadersnow.weareteachers.com/5-tips-for-conducting-better-classroom-observations/

Formative Supervision: Focus on Student Learning (video): https://vimeo.com/168235365

WELS MGEP Framework: https://sites.google.com/gapps.wels.net/wmgep/module-2-coaching-a-formative-process/the-supervision-for-teacher-growth-cycle

MICRO-CREDENTIAL CRITERIA:

A look-fors micro-credential earner can do the following:

1. Create a shared framework for good teaching within the faculty.
2. Identify what to look for when observing instruction.
3. Facilitate meaningful discussions about student learning using a shared framework.

SKILL DEMONSTRATION:

Submit an essay

Create an essay of 300 – 500 words that describes the following:

1. The framework of good teaching adopted by the school.
2. How the framework is used to identify and communicate elements of effective instruction.
3. Ways the faculty has developed a shared understanding of the framework.

Submit documentation

Provide evidence that the entire faculty is conversant in the same framework and elements of effective instruction. Documentation might include

1. Meeting agendas
2. Meeting notes or minutes
3. Training records
4. Observation notes

Submit a video

The video-recording should fulfill the following:

1. Represent a pre- or post-observation conference.
2. Show the teacher and instructional coach discussing at least one element of instruction within the framework.
3. Be edited to no longer than 15 minutes.

RUBRIC:

CLICK HERE for rubric

RESOURCES:

Books

Moss, C., & Brookhart S. (2015). Formative classroom walkthroughs: How principals and teachers collaborate to raise student achievement. Alexandria VA: ASCD. http://www.ascd.org/publications/books/115003.aspx

Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2^nd Ed.). Alexandria VA: ASCD. http://www.ascd.org/publications/books/106034.aspx

Marzano, R. (2007). The art and science of teaching. Alexandria VA: ASCD. http://www.ascd.org/publications/books/107001.aspx

Dean, D., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works. Alexandra VA: ASCD. http://www.ascd.org/publications/books/classroom-instruction-that-works.aspx

Articles

Commission on Lutheran Schools. (n.d). Module 2: Ministerial growth and evaluation program. https://sites.google.com/gapps.wels.net/wmgep/module-2-coaching-a-formative-process/the-supervision-for-teacher-growth-cycle

Houser, K. (n.d.) 11 things coaches should look for in classroom observations. Retrieved from https://www.mshouser.com/instructional-coaching/11-things-coaches-should-look-for-in-classroom-observations

Pitler, H., & Goodwin, B. (2008). Classroom walkthroughs: Learning to see the trees and the forest. Changing Schools. Summer. 9-11. Retrieved from http://www.mikemcmahon.info/ClassroomObservation.pdf

Wren, S. (2008). What are people looking for when they walk through my classroom? Website: BalancedReading.com. Retrieved from http://www.balancedreading.com/ClassroomWalkthroughGuide.pdf

Videos

What should an administrator look for during a classroom visit? https://youtu.be/yNIE57r7sb4

Martin Luther College Courses

EDU9509 Elements of Effective Instruction – 1 credit (continuing education)

EDU5302 Supervision of Instruction – 3 credits (graduate)

Learning-Focused Instruction Macro-Credential series: https://mlc-wels.edu/continuing-education/learning-focused-instruction/