The Content Coaching Process

Three-Part Content Coaching Cycle:

 

3cycleThe Preconference:
Collaboratively planning a rich lesson that focuses on important content & student learning.


Co-Teaching the Lesson:
Side-by-side teaching designed to support the implementation of pedagogy & content planned in the preconference.


The Postconference:
Debriefing the lesson to highlight what worked, discuss teacher learning & determine next steps.

 

What is Content Coaching?
• Overview 
• Underlying Hypotheses
• Theories that Inform Content Coaching
• The Content Coaching Process

Contact us about Content Coaching

Theories that inform Content Coaching

Theories That Inform Content Coaching:

  • The incremental theory of intelligence, and the effort-based principles of learning derived from this theory.
  • Knowledge-based constructivism, which builds on the work of Jean Piaget and Lev Vygotsky.
  • Systems theory, which requires us to see the whole system as a living organism in which the interactions of the players are interdependent, rather than seeing the system as a machine with separate, independent parts.
  • That a Growth Mindset, as defined in the work of Carol Dweck, is essential for students and adults to learn effectively.

 

What is Content Coaching?
• Overview 
• Underlying Hypotheses
• Theories that Inform Content Coaching
• The Content Coaching Process

Contact us about Content Coaching

Overview

Overview

Content Coaching is a strategic, systemic approach to improving student learning, focused on the instructional core: planning, implementing, reflecting on, and refining lessons based on evidence of student learning or lack thereof.

Content Coaching centers coaching on applications of conceptual content knowledge that provide all students with access to the domain under study. Content Coaches know that if students are to learn important and relevant content well, teachers need to focus their lessons on the big ideas, structures, and/or essential questions relevant to the discipline. Teachers need to deeply understand those ideas and structures and learn to make them accessible to students.

Content Coaches have expertise in at least three areas:

• The content they are helping others teach;
• Ways of effectively teaching that content; and
• How children learn that content.

 

What is Content Coaching?
Overview 
• Underlying Hypotheses
• Theories that Inform Content Coaching
• The Content Coaching Process

Contact us about Content Coaching

 

Underlying Hypotheses

Underlying Hypotheses

Four hypotheses underlie Content Coaching:

  • The focus of education needs to be on learning to learn, create, innovate, problem solve, communicate, and discern.
  • In order for teachers to facilitate robust learning habits in their students, they need to practice these learning habits themselves.
  • To improve instruction we need to focus on the underpinning concepts in a domain as well as attend to the development of skill within that domain. Therefore, teachers need to have deep and flexible knowledge about the content they teach and about how people learn that content.
  • To ensure a consistent level of effective instruction across a school or district, it is necessary to think systemically and take actions that ensure that all the adults in the system are interacting in productive ways that increase the intelligence and knowledge base of both the individual and the collective.

 

What is Content Coaching?
• Overview 
• Underlying Hypotheses
• Theories that Inform Content Coaching
• The Content Coaching Process

Contact us about Content Coaching

Coaching Principals and Administrators

Metamorphosis offers decades of experience in designing and implementing initiatives that transform school cultures and inspire robust professional learning. Lucy West, Toni Cameron, and a select group of our Master Coaches partner with principals and administrators to build high performance learning cultures that permeate all levels of the district and the school. This work ranges across many areas, including:

  • What principals need to know about conferring in the classroom.
  • Ensuring intelligent use of curricular materials in schools.
  • Feeling confident in providing effective feedback to teachers from a supervisory position.
  • Supporting struggling secondary students.
  • How principals can discern the worthiness of tasks in math classrooms.

Metamorphosis helps administrators and principals:

  • Develop strategies for providing effective leadership.
  • Understand the role of coaching in the administrator’s and principal’s toolkit.
  • Master tools for creating high performance professional learning communities in schools.
  • Build an increased capacity to assess and improve classroom work.
  • Understand the relationship among coaching, content, and collaboration – the three levers of support that effectively change practice.

 

Contact us about Principals and Administrators

 

 The principal is instrumental in setting the stage for coaching...Principals should share with the faculty the long-term goals for developing pedagogical coherence across the school, 
for cultivating a collaborative culture, and for developing teacher leadership.  

- West & Cameron, Agents of Change

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