Lexington, Kentucky April 22, 2013 Cohort 1 Schools Co-Teaching for Gap Closure Effective Coach Training.

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Presentation transcript:

Lexington, Kentucky April 22, 2013 Cohort 1 Schools Co-Teaching for Gap Closure Effective Coach Training

 Student engagement  Student achievement  Teacher’s ability to implement with fidelity Strategic Components 1.Continuous classroom improvement (CCI) 2.Co-Teaching 3.Evidence-based instructional strategies focused on reading/language arts and math 4.Student supports Objectives of CT4GC Initiative

Today’s Plan and Housekeeping Introductions/Opening ActivityIntroductions/Opening Activity 10:00-2:00 (Lunch: 11:30-12:15)10:00-2:00 (Lunch: 11:30-12:15) Overview of the DayOverview of the Day Understand change complexity and effective implementation Understand effective coaching practices Understand your role as a coach Develop linkage chart Travel ReimbursementTravel Reimbursement QuestionsQuestions

Today’s Do Positive Interdependence Face-to-face Interaction Individual and Group Accountability Group Processing Self-Reflection

Internal Coach External Coach Core Team Today’s Act Actions needing to occur for you to begin/refine your coaching practices Identify next steps/process needed to implement effective coaching processes and practices

Today’s Study +/Deltas Surveys– survey monkey Observation of processes in action (this fall)

Coaching: Today’s Training Perspective

Expectations PlanDoStudyAct Collaboration, Communication, Customer Service Coaching and Implementation Checks Fidelity of Implementation Sustainability = Closing Achievement Gaps

Effective Implementation Practices: What are they and how do we ensure sustainability?

Metacognitive Model Sustainability Change Process Implementation Leadership Vision, Goals, Expectations

8 Elements of Sustainability: Engines that Drive Schools Forward 1.Moral Purpose 2.Commitment to changing context at all levels 3.Lateral capacity building through networks 4.Accountability and relationships 5.Deep learning 6.Dual commitment to short-term and long-term results 7.Cyclical energizing 8.Leadership at all levels Fullan, 2005

Elements of Sustainability Engines that Drive Schools Forward 1.Moral Purpose Raising the bar and closing the gap of student learning Treating people with demanding respect (supportive, responsive, and demanding) Altering the social environment for the better 2.Commitment to changing Context at All Levels Invest and develop “learning systems” It’s the little things that matter Build a community that nurtures new beliefs and practices 3.Lateral Capacity Building Through Networks Learn best from peers- on-going and purposeful Leadership is developed and mobilized Motivation and ownership is local and deepened Fullan, 2005

Elements of Sustainability Engines that Drive Schools Forward 4.Intelligent Accountability and Vertical Relationships Balance of both to achieve results Continuous, searching, and objective- never a status quo Avoids overload, fragmentation, lack of coherence 5.Deep Learning Collective responsibility Collaborative culture of inquiry Fosters deep learning for students Fullan, 2005

Elements of Sustainability Engines that Drive Schools Forward 6.Dual Commitment to Short-Term and Long-Term Results Short-term results builds trust for long term investments Balance and Design 7.Cyclical Energizing Sustainability is not linear but cyclical- energy and periodic plateaus Be aware of energy levels (overuse and underuse) Strategies need to be ever refined/tuned to continue to meet demands/plateaus 8.The Long Lever of Leadership Leadership at all levels Ability to see the big picture and respond in ways that affect the larger system Fullan, 2005

How can you use the 8 Elements to assist in your role as a coach? Three Step Interview Three Step Interview- Each member of a team chooses another member to be a partner. During the first step, individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final steps, members share their responses another team. Review the 8 Elements Which are you currently using? Which can you or would like to implement in August? Which do you need more support in order to utilize? 1.Ask these questions to each other with follow-up discussion and next steps. Record the responses as you ask the questions and discuss. Review your responses to ensure accuracy and understanding. Include your name and address August September 2.Set two “dates” for follow-up with each in during the month’s of August and September. 3.Review today’s work and share a status check, impact, next steps

Failure is Not an Option Culture and Climate is the “attitudinal infrastructure of a school” Transforming School Culture, Stolph and Smith, 1995

Change Complexity

Progress brings about change but change does not necessarily bring about progress.

Mark Twain said it best, “I’m all for progress, it’s change that I don’t like!”

Understanding the Change Process 1.The goal is not to innovate the most. 2.It is not enough to have the best ideas. 3.Appreciate the implementation dip. 4.Redefine resistance. 5.Reculturing is the name of the game. 6.Never a checklist, always complexity. -Fullan 2003

Change is Complexity What is Change? New MaterialsNew Materials New Behavior/PracticesNew Behavior/Practices New Beliefs/UnderstandingNew Beliefs/Understanding Implementation Dip -Fullan 2003

Understanding the Change Process 1.The goal is not to innovate the most. 2.It is not enough to have the best ideas. 3.Appreciate the implementation dip. 4.Redefine resistance. 5.Reculturing is the name of the game. 6.Never a checklist, always complexity. -Fullan 2003 Which of these have you experienced OR are currently experiencing at your school? Which of these resonated with you and why?

What qualities make them successful?

Activity: What personal experiences have you had coaching? Define/describe what coaching means to you. Identify areas that are a strength and areas for growth? Share with someone that has the same birthday month as you. Activity:

Telling Someone What to Do Solving Someone’s Problems Giving Advice Offering Guidance Asking Questions Helping Another to Solve Their Own Problems Telling (Directive) Asking (Non-Directive) MentoringCoaching Mentoring Vs. Coaching coaching-and-know-when-each-is-most-appropriate/

Coaching Effective coaching is a skill that requires an understanding of human motivation and behavior It is a relationship… It is a partnership… It is trust and safety

Activity: How do you work??

The Coach Is Always an Educator self-sufficientYour goal is to make the teacher self-sufficient. toolsGive them the tools they need to be successful. supplying a processAssist by supplying a process they can follow to build their skills. “The test of a good coach is that when they leave, others will carry on successfully.” Author Unknown “the essence of coaching is helping someone learn to think better.”

Defining the Boundaries effective coach defines the boundaries The effective coach defines the boundaries of the relationship. coaching role is a mutual agreement The coaching role is a mutual agreement between both parties. Set the tone Set the tone so the person asks for help, rather than it being forced upon the person. A masterful coach is someone who is a vision builder and value shaper.

Be Knowledgeable and Resourceful Recognize when reassurance is being sought… ask what they think and confirm whenever the answer/solution is correct. Your role is to strengthen their competency NOT demonstrate that you know the answers. Tell the truth when you don’t know the answer– don’t jeopardize your reputation and undermine your credibility as a coach forever.

Effective Coaching “The ultimate leader is not afraid to develop people to the point they surpass him or her in knowledge and ability.” Fred A.

Coaching Through Effective Communication Listen, Listen, Listen Listen to and for specific needs Write down what you hear and repeat what you “heard”. Don’t automatically assume that the questions/situation is like any you have encountered.

Coaching Through Effective Communication Give your full attention and take in information that will lead to insightful, personalized responses. Watch facial and body language. Listen to tone and expressions of emotion.

It is my firm belief that educators are more comfortable when the conversation puts student learning front and center. When this isn’t the case, we tend to feel attacked or vulnerable to the judgments and opinions of others— entering into what Jim Knight terms a “vicious cycle” of blame. Diane Sweeney, Student- Centered Coaching

Student-Centered vs. Teacher-Centered Coaching More Impact on Student Learning Less Impact on Student Learning Student-Centered CoachingTeacher-Centered CoachingRelationship-Driven Coaching Focus is on using data and student work to analyze student learning and collaborate to make informed decisions about instruction Focus is on what the teacher is or is not doing and addressing it through coaching. Focus is on providing support to teachers in a way that doesn’t challenge or threaten them. District curricula or programs are viewed as tools for reaching student learning objectives. Implementing a specific curriculum or program is viewed as the primary objective of the coaching. District curricula or programs are a part of the conversation and are shared as possible resources for teachers. Trusting, respectful, and collegial relationships are a necessary component for this type of coaching. Congenial relationships are more common for this type of coaching. Coach is viewed as a partner that supports the teacher to meet his or her goals for students. Coach is viewed as a person who is there to hold teachers accountable. Coach is viewed as a friendly source of support. Student-Centered Coaching: A Guide for K-8 Coaches and Principals by Diane Sweeney 2011

Language for Student- Centered Coaching What is it we want all students to learn? How will we know when each student has mastered the essential learning? How will we respond when a student experiences initial difficulty in learning? How will we deepen the learning for student who have already mastered the essential knowledge and skills? In a perfect world, describe to me what the learning would look like among your students? What is your goals for student in this lesson? How will that look? How will we collect evidence to see what they can do? What are our next steps based on the evidence we collected?

Foster Ownership and Involvement Provide options and resources ◦ How do you think the situation should be handled? ◦ What have you considered doing? What do you think you need to do to move to the next level? Help them to think through a situation and develop a plan of action. When asked for advice, suggests two or more options. Share experiences and feelings- helps you to define the kind of behaviors you expect– be careful to avoid role of expert. Ruts and Rivers…. If you want to change the way someone thinks, don’t tell them what to think, give them a tool.

Guidelines for Effective Coaching Develop opinions and ideas based on observable facts. Check the accuracy of information before sharing it. Present ideas honestly, and don’t manipulate, play games or deceive. Consider the opinions of others with an open mind. Be accessible when people need to talk about problems or make recommendations. Explain the reason for a decision. This permits the teacher to know when their ideas and recommendations have been taken into consideration and why those ideas were accepted or rejected.

Guidelines for Effective Coaching Maintain Confidence and Confidentiality Teachers are expected to identify problems and pinpoint their own performance shortcomings, developmental needs and career goals. Don’t betray these trusts. Doing so damages relationships and the coaching process. Integrity requires that you: correct in private; don’t discuss problems of one teacher with another; don’t discuss teacher problems with other coaches; keep personnel file information confidential; keep any necessary disclosures as confidential as possible.

Guidelines for Effective Coaching Keep commitments Keeping commitments provides not only reinforcement but also recognition of improvement. recognized for improvingPeople who are recognized for improving are more likely to continue to improve than those whose improvement goes unnoticed. loyaltytrusGood coaches know that loyalty is earned through trust. win-win situationAn effective coach creates a win-win situation for the teacher, the student, the school, and himself or herself.

Stages of Implementation Implementation Drivers Selection Training CoachingCoaching Performance Assessment Decision Support Data Facilitative Administration Systems Interventions National Implementation Research Network (NIRN) Pre-Exploration Stage………. Full Implementation Stage Anticipate 3-5 Years

Jigsaw: Group of 5 30 minutes Roles Roles: --Timekeeper --Facilitator for tasks below 2 drivers to read 1.Each person is assigned 2 drivers to read. Begin reading at “Full Implementation” stage and proceed backwards to pre- exploration stage you believe your school is currently in and why 2.Share the what stage you believe your school is currently in and why with at least one driver as it relates to implementation of CT4GC “Coaching Competency 3.Read “Coaching Competency”- Discuss at your table What are you already doing? What are you not doing? What is new information? 4.Record team “AHA’s” 4.Record team “AHA’s” on chart paper to turn in…

Coach: Roles and Responsibilities

Coaching Responsibilities External Coach Internal Coach

Coach Roles: Big Picture Ensures on-going communication with CT4GC Ensures on-going communication with CT4GC Works with CT4GC team to provide training, support, feedback, guidance Conducts walkthrough observations Conducts walkthrough observations Analyzes and communicates data Works with administrator and internal coach to share on-going progress with school staff Works with administrator and internal coach to share on-going progress with school staff Internal Works with co-teachers to provide training, support, feedback, guidance Works with co-teachers to provide training, support, feedback, guidance Conducts walkthrough observations Analyzes and communicates dataAnalyzes and communicates data On-going communication with external coach Works with administrator to share on-going progress with other staffWorks with administrator to share on-going progress with other staff Works with other staff to scale-up CT4GC implementation External

Team Activity Capture on chart paper Team Activity What’s the same? What’s different? What’s missing? Questions? Capture on chart paper

Building your Leadership System

System: Vision

Systems: Strategic Planning, Stakeholder Focus, and Results

Systems: Processes, Workforce Focus and Results

Clearly Defined Linkage Chart Working Copy Draft turned in on July 30- to your coach Living Document with on-going review and refinement of processes based on analysis and guidance --- PDSA

First Steps to Coach Linkage Work with your administrator Work with a colleague Identify some “big rocks” that will become your first processes in your role as a coach

Next Steps to Coach Linkage Continue to add/refine the “big rocks” that will become your first processes in your role as a coach

On-going Coaching and Training on Effective Coaching: Next Steps Cognitive Coaching Student-Centered Coaching Differentiated CoachingHOW?? Face-to-Face Monthly WebEx Conference Calls On-site Regional Trainings What else?

Plus / Delta- PM