CREATING A CULTURE OF LEARNING THROUGH COACHING

COACHING³ Relationship-Driven Teacher-Centered Student-Centered

HOW TO FACILITATE FAILURE Do not introduce the coach or explain the role to the faculty Make working with the coach mandatory Speak negatively of coaching Imply that coaches were placed on campus because of low or failing scores Do not include the coach in important campus groups, relevant committees, or social events Refuse to intervene on matters that require directives Fail to allow confidentiality between coaches and teacher

CLARIFYING COACHING IN BIRDVILLE WHAT COACHES DO WHAT COACHES DON’T DO Focus on student learning Review student work and data with teacher Collaborate with campus administrator regarding specific goals and needs Plan lessons with teacher Co-teach and observe student learning Lead campus and district professional learning Gather campus data for PLCs Build trusting relationships with teachers and staff Continually learn “Fix” teachers Provide information that fan be used for evaluation Serve as substitute teacher Serve as principal designee Provide intervention for an assigned group of students Develop or prepare campus improvement plans Complete organizational tasks such as building leveled libraries or preparing RtI or LPAC folders Gather individual teacher data for PLCs Serve as primary instructional leader for the campus Provide expertise in all content areas

PARTNERING WITH THE SCHOOL LEADER

QUESTIONS