Bob+Ryshke

toc

About Me
Gazing into the past, valuing my parents’ efforts raising a curious learner. Renee and Linnea ground me, helping me become an honest and centered husband and father. I traveled a long, all-embracing journey, but remain uncertain about the future, hoping our children learn to improve the world for their children.
 * Robert Ryshke, Center for Teaching at The Westminster Schools**

My work involves designing and supporting professional development for teachers. I enjoy working with adults and finding new ways to support a teacher's growth.
 * robertr@westminster.net
 * http://rryshke.wordpress.com (blog)
 * @centerteach (Twitter)

Takeaways / Big Ideas
My biggest takeaways from my work in instructional coaching are:
 * 1) Coaching matters and can positively impact the culture of collaboration in a school.
 * 2) Coaches can be catalysts for change in instruction within a school setting.
 * 3) We all need coaches in our work as educators.
 * 4) Coaches can partner with teachers to improve student learning.

AR Overview
The Center for Teaching is collaborating with the instructional coaching program in Westminster's Elementary school to launch a new program that will support the professional development of the three coaches aligned to the work of [|Jim Knight] ([|Jim Knight on Twitter]) out of the [|Kansas Coaching Project.]

See video for a brief explanation of instructional coaching by Jim Knight

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AR Question

 * Will the development of an instructional coaching program based on the work of Jim Knight, positively impact the culture of collaboration and learning within Westminster's Elementary School faculty, and will the outcomes be more engaged, creative teaching and improved student learning? **

AR Process
Protocols and methods:
 * 1) In October 2012, the CFT began working with the coaches, assistant principal, and principal to evaluate, define and market a new program for what it means to be an instructional coach.
 * 2) We conducted a survey of Elementary School teachers at the end of October 2012, 58 out of 78 replied. (See survey link below)[[file:IC survey.2012.Oct.pdf]]
 * 3) The instructional coaches presented to the Elementary School faculty in November 2012 to share their new approach to their program (see slide deck below).[[file:slide deck for IC-1 (update#9).ppt]]
 * 4) The CFT supporting the instructional coaches and assistant principal to attend the Instructional Coaching Institute #1 at the University of Kansas. This three-day institute was the first professional development experience for the coaches.
 * 5) The CFT supported the instructional coaches attending the Instructional Coaching Institute #2, based on JIm Knight's work, HIgh Impact, at the University of Kansas. This three-day institute was the second professional development experience for coaches.

AR Data Samples
Results from the October 12 survey of Elementary School Faculty on the current status of the instructional coaching program.





Quotes from Instructional Coaches that attend the first IC Institute at the University of Kansas
 * = **Quotes from coaches after the Instructional Coaching Institute** ||
 * "It really hit home with me that Knight said teachers need to set clear goals, but the goals should be student-oriented/student learning." ||
 * "Through the collection of data, making videos, providing checklists and debriefing through all these materials with the teachers, Jim tells us, (1) “The coach is the memory of the teacher,” (2) “Student goals propel the process which unleashes the whole creative process.” ||
 * "I am most intrigued by the method of modelling where coaches go with the coachee to another class to watch another teacher implement the strategy effectively." ||
 * "Day 2 was a lot to take in. I really got it the first day that the coach and teacher need to set a goal that is student oriented/student learning. It is also important to remember to try to ask the right questions and prompt the teacher to come up with the goal him/herself. That way it isn’t a goal that feels forced on the teacher and the teacher really does want to improve his/her practice because he/she were the one that came up with the goal." ||
 * "We have a natural inclination to tell people what to do. This leads to mindless fidelity as opposed to mindful engagement. if you don’t feel like you can say “no”, then how much is “yes” really worth. As opposed to “buy-in” (let’s all agree on what I have decided is best for you), you really want meaningful dialogue about the way in which you want things to evolve." ||

AR Data Analysis
[what patterns, trends, do you draw from your data? what did you notice?]

AR Conclusions
[what conclusions, if any, did you draw from your AR? what will you pursue in your next cycle? what new questions do you have? what will you change in your classroom, if anything, base don the AR experience?]

Lit Review & Resources
//Instructional Coaching: A Partnership Approach to Improving Instruction//, Jim Knight, Corwin Press, 2007 //High-Impact Instruction: A Framework for Great Teaching//, Jim Knight, Corwin Press, 2012

Reflections
[share a 'summation" of your EE Ford experience; anything else you want visitors to know]