1906-S2 AMS CLEM MIEL 003
2SHB 1906 - S AMD TO WM COMM AMD (S3313.1/07) 378
By Senator Clements
NOT ADOPTED 4/11/2007
On page 6, after line 2, strike all material down and through "2009." on page 7, line 31, and insert the following:
"NEW SECTION. Sec. 1 MATHEMATICS AND SCIENCE INSTRUCTIONAL COACH
PROJECT. (1) A mathematics and science instructional coach
demonstration project is authorized to develop, pilot, and refine
program elements as a first step in the creation of a new instructional
staff professional development program. The mathematics and science
instructional coach demonstration project coaching program shall
consist of a coach development institute, coaching seminars, coaching
activities in schools, and program evaluation.
(2) The office of the superintendent of public instruction shall
develop a mathematics and science instructional coach program that
includes an initial coach development experience for new coaches
provided through an institute setting, coaching support seminars, and
additional coach development services. The office shall draw upon the
experiences of coaches in federally supported elementary literacy
programs and other successful programs, research and policy briefs on
adult professional development, and research that specifically
addresses the instructional environments of middle, junior high, and
high schools as well as the unique aspects of the fields of mathematics
and science.
(3) The office of the superintendent of public instruction shall
design the application process and select the demonstration project participants.
(4) Schools and school districts participating in the
demonstration project shall carefully select the individuals to perform
the role of mathematics or science instructional coach. Characteristics
to be considered for a successful coach include:
(a) Expertise in content area;
(b) Expertise in various instructional methodologies and
personalizing learning;
(c) Personal skills that include skilled listening, questioning,
trust-building, and problem-solving;
(d) Understanding and appreciation for the differences in adult
learners and student learners; and
(e) Capacity for strategic planning and quality program implementation.
(5) The role of the mathematics or science instructional coach is
focused on supporting teachers as they apply knowledge, develop skills,
polish techniques, and deepen their understanding of content and
instructional practices. This work takes a number of forms including:
Individualized professional development, department-wide and school-wide professional development, guidance in student data interpretation,
and using assessment to guide instruction. Each coach shall be assigned
to two schools as part of this project.
(6) Project participants have the following responsibilities:
(a) Mathematics and science coaches shall participate in the coach
development institute as well as in coaching support seminars that take
place throughout the school year, practice coaching activities as
guided by those articulated in the role of the coach in subsection (5)
of this section, collect data, and participate in program evaluation
activities as requested by the institute pursuant to subsection (7) of
this section.
(b) School and district administrators in districts in which the
mathematics and science coaches are practicing shall participate in
program evaluation activities.
(7)(a) The Washington state institute for public policy shall
conduct an evaluation of the mathematics and science instructional
coach demonstration project in this section. Data shall be collected
through various instruments including surveys, program and activity
reports, student performance measures, observations, interviews, and
other processes. Findings shall include an evaluation of the coach
development institute, coaching support seminars, and other coach
support activities; recommendations with regard to changes in the
characteristics required of the coaches; identification of changes in
teacher instruction related to coaching activities; and identification
of the satisfaction level with coaching activities as experienced by
classroom teachers and administrators.
(b) The institute for public policy shall report its findings to
the governor, the office of the superintendent of public instruction,
and the education and fiscal committees of the legislature. An interim
report is due November 1, 2008. The final report is due December 1, 2009.
(8) This section expires September 1, 2010."
Renumber the remaining sections consecutively and correct any internal references accordingly.
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EFFECT: Makes the Math and Science instructional coach program an demonstration project with an expiration date of September 2010.