{"id":6075,"date":"2024-02-09T06:00:00","date_gmt":"2024-02-09T06:00:00","guid":{"rendered":"https:\/\/www.schoolstatus.com\/blog\/coaching-teacher-clarity-through-backward-planning"},"modified":"2024-08-16T15:38:29","modified_gmt":"2024-08-16T15:38:29","slug":"coaching-teacher-clarity-through-backward-planning","status":"publish","type":"post","link":"https:\/\/www.schoolstatus.com\/blog\/coaching-teacher-clarity-through-backward-planning","title":{"rendered":"Coaching Teacher Clarity Through Backward Planning"},"content":{"rendered":"\n
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Paige Bergin, instructional coach in Oklahoma, walks us through a three-step process for helping teachers design lesson plans that articulate learning intentions, relevance, and success criteria for staff and students.<\/p>\n\n\n\n

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As a coach, it’s my job to understand the direction our district and building administration plans to take us and to support that journey. What became glaringly obvious as we approached the 2020-21 school year, though, was a need for a clear plan for what was to come\u2014which seemed like an impossible task. I mean, who has a plan for unplanned events?<\/p>\n\n\n\n

What we did know and understand were our State standards. What we learned along the way was our students’ ability levels. This became the beginning of our study for teacher clarity at our site.<\/p>\n\n\n\n

The Process<\/strong><\/h2>\n\n\n\n

During grade level coaching cycle sessions, we used The Teacher Clarity Playbook<\/a> from Doug Fisher and Nancy Frey to guide our study. Throughout the year, and at each session, we studied learning intentions (what we wanted our students to learn), relevance (why they needed this knowledge), and success criteria (how we define mastery). This practice helped teachers get to the heart of their standards and objectives, think about what assessments could look like, and the steps in between.\u00a0<\/p>\n\n\n\n

These questions served as the backbone for our planning:<\/p>\n\n\n\n