Coaching Your Teachers Through Differentiated Instruction

Differentiated Instruction is NOT easy.  There, I said it.  As coaches, we must give our teachers quick and easy solutions to help them with implementation.  There is no time for drawn out procedures.  The key is to know what it should look like, and teach the baby steps to get them there.  Here is what I have learned:

Divide and conquer-  It is essential that you, as the coach, have a thorough understanding of D.I. should look like.  Once you know the big picture, then you can easily determine where the teacher needs assistance.  Here is how I divide up differentiated instruction so that we can conquer that area and move on to the next:

• Management-Has the process for rotations been systemized?  Is there a system for students to get help while the teacher is in the Teacher Led Center?  Are the materials easy to access, easy to use, and easy to clean up?  Do students understand exactly what is expected of them at all times?  Is there a rotation chart?
• Differentiation- Are the centers truly differentiated and based on data?  Does each group have materials based on their instructional reading level?  Are the follow-up activities set up for independence?  Can students easily read the directions at each center?
• Teacher Led Center- Does the teacher have materials for the students to use (books, pencils, sharpener, highlighters...)?  Is there a timer?  Are materials easy to find and AT the teacher led center?  Are there books on the students instructional level?  Are the various levels of reading taught (phonics, phonemic awareness, vocabulary, comprehension, fluency) according to the group's data?  Is there a lesson plan?
• The "Other" Centers- Is there some type of written follow-up at each center?  Are follow-up activities worthwhile or busy work?  Is it differentiated?  Are the computers working properly?  Can students sign in on their own?  Is there a leveled classroom library?  Is there a system for checking the work?  
• Ongoing Progress Monitoring- (the forgotten component)  Are teachers monitoring each area of the teacher led center they are teaching?  Is there a tracker for each area of reading being taught?  Are the OPMs being used to guide next steps?  Are students aware of their goals and work to improve each day?  Is there some type of communication with the parents about progress?  Is this data used in the RTI process?

You can use these questions as you observe your teachers in the TLC.  Better yet, use these questions to ask yourself before, during, and after you model D.I. for your teachers.  It helps us improve too.  :)  After you identify the area that needs improving, then you will know exactly what the focus will be.  Once you have the focus, it's time for step 2.  

Come up with a Game Plan- Use the area of focus and come up with a simple solution to address one area of need at a time.  Just one.  For example, let's say after observing a teacher, you see that a lot of time is wasted because students have to go back again because his pencil broke.  Finally they sit down.  The teacher passes out the books and realizes the D.I. folders are across the room.  She stops, and goes to get them.  By this time, 10 minutes have passed.  Where would you start?  Depending on the teacher, I may just advise her to keep pencils, a sharpener, and the folders at the TLC.  Or, I may speak with the principal about getting a small table or shelf  to put behind the TLC kidney table to keep materials on.  And for some teachers, I may get pencils and put some pretty duct tape around them, decorate a container to put them in, add a little sharpener, and walk the folders to the back and give them as a gift when I model.  Know your teachers.  Notice how I attacked the easiest fix first.   This helps build confidence and makes it easier when you move to the next aspect you want to improve.  

Model-  This is the fastest way teachers will see what you want them to see.  It is easier to identify a practice in another person than in yourself.  Just remember, stick to one new thing each time, otherwise you will overwhelm them.  If possible, have something in writing about what you will model and give it to the teacher ahead of time, so she can follow along.  Try to follow the teacher's lesson plan and add in the suggested improvement.  And, of course, be sure to debrief with the teacher.  Ask  the teacher how the new procedure would fit in with what they are currently doing.  Make sure to get the questions out of the way, so the possibility of the teacher incorporating it into their routine is greater.