Instructional Coaching for ERWC Fidelity Kathleen D. Rowlands ERWC i3 Advisory Board This presentation is for the INSTRUCTIONAL COACHES.

Broad Definition of Coaching A process thorough which professional educators work together: to reflect on current practices; to expand, refine, and build new skills; to share ideas and teach one another; to conduct classroom research; to solve workplace problems How to Plan and Implement a Peer Coaching Program Pam Robbins, 1991, ASCD p. 1 Many different coaching models. Great deal of overlap among them. Differentiated by the PURPOSE for the coaching and the AUDIENCE (who is being coached) Broad Definition of Coaching

“To improve the instructional practices of teachers in order to increase student learning” (163); To develop teacher potential; and To support teachers. Professional Development: What Works Sally J. Zepeda 2008 The coaching we have in mind serves all three purposes. Coaching Purposes

What Are We Trying to Accomplish? To help experienced ERWC teachers teach the revised curriculum. New modules CCCSS alignment Clarified theoretical base To support the implementation of the ERWC with FIDELITY in the core i3 research classrooms. What Are We Trying to Accomplish?

Contents of Your Packet Copy of this PPT for Taking Notes Instructional Coaching Toolkit Copy of the Critical Friends Coaching PPT (available on Wiki) Useful Coaching Questions Digital Coaching Resources Sample Protocols for Classroom Observation Sample Protocols for Looking at Student Work Reference List Information about ERWC Instructional Coaching Wiki at http://erwcinstructionalcoaches.wikispaces.com/home Contents of Your Packet

Types of Coaching Collegial coaching Instructional coaching Literacy coaching Mentor coaching Peer coaching Professional Development: What Works --Sally J. Zepeda 2008 To be effective, I think we need to use two kinds of coaching. Types of Coaching

Assume many of the roles of peer coaches Critical Friends

Taking Coaching to Scale Number of Districts: ? Number of Schools: ? Number of Teachers: ? This slide needs the data… Taking Coaching to Scale

Two ERWC Coaching Models Instructional Coaching For the Advisory Board member or the ERWC Professional Developer to use with individual teachers or a school. Critical Friends Coaching For colleagues in a building to use together for support, to improve instruction, and to address grant issues. Depending on school schedules, the instructional coaches probably won’t be able to visit every classroom on the list more than 2-3 times/semester. Peer coaching provides a site-based support structure for the ERWC teachers to rely on as needed. Two ERWC Coaching Models

Both ERWC Models Solid professional development models. CLEAR separation of coaching and evaluation. Focus on fidelity of implementation and student learning. Both ERWC Models

Instructional Coaches Will train their teachers in Critical Friends and encourage them to find critical friends at their schools. This can’t be forced…MUST be voluntary to be successful. Instructional Coaches

What the teachers know and can do…and what we NEED them to know and be able to do—with FIDELITY!. Bridging the Gaps

Effective Adult Learning

Difficulties for Adult Learners Adults face specific difficulties when learning. These include the following: Their knowledge may not be systematic; They have little time; Their awareness may be slow and they may be afraid of learning theory; Their listening and observation skills may be weak; Working with adults in not like working with teenagers. They arrive with a WEALTH of experiences. Require effective persuasion. Difficulties for Adult Learners

Difficulties for Adult Learners They may be shy in group situations; They may be highly conservative and often disregard the views of others; They may lack self-confidence and want to avoid making mistakes; and Their attitude toward learning is affected by their past experiences, positively or negatively. Difficulties for Adult Learners

But typically they WANT to improve professionally.

Eight Adult Learning Principles Adults like to learn in a self-conscious way. By contrast, children learn something as requested by adults, even if the subject is not interesting. Adults decide what they want to learn for themselves. Adults learn best if the subject meets their needs. Because these teachers are all experienced with the ERWC, and because they have all agreed to participate in this project, they are probably more open to coaching than other populations might be. Eight Adult Learning Principles

Eight Adult Learning Principles Adults learn best by doing. This idea is expressed in the proverb: “What I hear is what I forget; what I see is what I remember; what I do is what I understand”. Adults learn through experiences. When learning, adults bring along their own experiences. It is therefore necessary to respect and incorporate their experiences in the learning process. Adults bring their own opinions to the learning environment. Those opinions affect their learning and awareness. Eight Adult Learning Principles

Eight Adult Learning Principles Adults learn best in a non-formal atmosphere where they can feel accepted and supported by the trainers and other trainees. Adults learn by solving the problems relevant to their lives. Solutions must be based on their practical understanding and analysis drawing on in their experiences. Adults can easily adapt to different teaching methods. They prefer not to receive grades. Eight Adult Learning Principles

Adult learning is most effective when it is based on experiences, reflection, addressing immediate needs, self-responsibility, participation, feedback, empathy and takes place in a safe and comfortable environment. In Summary…

Translating theory into practice

Effective Professional Learning It is interactive (shows AND tells!), using active learning strategies such as demonstration, practice, and feedback. It takes place over time (“one shots” are ineffective).

Effective Professional Learning It is embedded throughout the school year. It is integrated into existing instruction.

Effective Professional Learning It provides needed resources, particularly time to process and discuss new ideas, and allows teachers to explore how new ideas will work in their classrooms with their students! It is collaborative and supports teachers developing new knowledge and new skills. Effective Professional Learning

Effective Professional Learning It should be seen by participants as purposeful, meaningful, useful, and doable. It has administrative support. Important to get to know the principal or instructional administrator and help him or her understand the importance of your work with their teachers. Effective Professional Learning

Experiential Learning Cycle

CHARACTERISTICS OF EFFECTIVE COACHING (Both Models)

4 C’s of Effective Coaching Collaboration Communication Consistency Clarity of Vision COLLABORATION = coaching is a highly collaborative position. A COACH WHO KNOWS A GREAT DEAL BUT CANNOT DEVELOP RELATIONSHIPS. BUILD TRUST. AND WORK WITH THE NON KNOWLEDGE RELATED ISSUES OF TEACHING WILL FAIL. The coach is viewed as a resource Coaching relationship = collegial and supportive – not evaluative Should not be seen as the expert because in doing so – teachers become critical and evaluative of everything you do. Don’t be afraid to say I DON’T KNOW LET’S FIND OUT COMMUNICATION= GOOD deal of the work done by a coach is verbal, the work is done in conversation with teachers, principals, teacher aides, parents; no one wants to feel judged, labeled, and put down. The way you communicate with teachers will convey to them that you carry an air of superiority. Sometimes statements that you make can be misunderstood and misinterpreted. You minimize the chance of being misinterpreted by engaging in simple strategies as first listening, pay attention, make sense of what the teacher by providing feedback or restating what is said so the person knows that they were heard and understood. Silence – wait a moment before you respond – give yourself a chance to think. Ask the teacher “what do you think? Which demonstrates the value of the teacher- CONSISTENCY= CONTINUE TO BE THE PERSON YOU HAVE BEEN DON’T SUDDENLY CHANGE YOUR VIEWS OR THIS CAN BRING ABOUT DISTRUST CLARITY= BE CLEAR ON YOUR GOALS FOR STUDENT ACHIEVEMENT AND INSTRUCTIONAL CHANGE. 4 C’s of Effective Coaching

Key Coaching Components Collaboration, NOT evaluation Trust Friendly, supportive, and interactive learning environment. Teacher-centered No fault Strengths based

Instructional coaching

Instructional Coaching Coaching tied to a specific strategy or curricular approach. Purpose of instructional coaching is to facilitate skill transfer from the workshop to the classroom. Observation is NOT steered by the teacher being coached, but is linked to the concept or curriculum. How to Plan and Implement a Peer Coaching Program Pam Robbins 1991 ASCD A little more “top down” than other coaching models.

Instructional Coaching Is as much about building relationships with teachers as it is about instruction. Partnership philosophy: authentic respect for teacher’s professionalism. Collaborative work between the coach and the teacher. Start by working one-to-one with teachers. HOWEVER…

What coaching needs to be: Teacher-centered No-fault Strengths-based Coach as instructional cheer leader. “The Coach and the Evaluator” Bob Tschannen-Moran and Megan Tsechannen-Moran

Understanding the Relationship https://www.youtube.com/watch?v=UY75MQte4RU 3:47 Understanding the Relationship

Clarity Essential Clarity concerning the differences between evaluation and professional development is crucial (11). Coaches foster increased self awareness and mindfulness in teachers Encourage teachers to clarify what they want and need, build on strengths and experiment in the service of mutually agreed-on goals. Coaching space needs to be a “no-fault playing field” (15). “The Coach and the Evaluator” Bob Tschannen-Moran and Megan Tsechannen-Moran

Coaches Wear Many Hats Teacher Mentor Partner Facilitator Supporter Resource Provider Problem Solver Sounding Board Consultant Leader

Effective Coaches… Take a partnership approach; Identify teacher’s goals; Listen attentively; Ask questions; Explain teaching practices; and Provide feedback. Effective Coaches…

Jim Knight’s 7 Principles of Effective Coaching Equality: Take a partnership approach to collaboration; coaches and teachers are partners and the teachers bring a lot to any interaction. Choice: Teachers must have choice on what and how they learn. They have to be the final decision makers and decide which practices to adopt and how to interpret data. Voice: The conversations are as open and candid as conversations with a trusted friend. Reflection: This is an integral part of instructional learning; both coach and teacher should reflect on what is being learned. Jim Knight’s 7 Principles of Effective Coaching

Jim Knight’s 7 Principles of Effective Coaching Dialogue: In an authentic dialogue, nobody is pushing for one point-of-view. Praxis: Teachers should apply new knowledge and skills to real life practice as they are learning. Reciprocity: In each learning interaction there is an opportunity for everyone to learn. Coaches should expect the get as much as they give. Jim Knight’s 7 Principles of Effective Coaching

Tasks of the Coach Help with setting goals Encouraging action Acting as a sounding board Giving feedback Prompting Questioning Tasks of the Coach

As you watch: what do you notice about the relationship? https://www.youtube.com/watch?v=mN_4VP3gBWY As you watch: what do you notice about the relationship? What roles does the coach assume? Who does most of the talking? What kinds of questions does the coach ask? 2:58 David Ginsburg illustrates a key coaching practice: helping teachers apply feedback from a specific context to their teaching in general. This clip also shows the power of procedures to help create a positive, productive classroom. David Ginsburg Instructional Coaching: Classroom Procedures (A Model of a Debriefing Session)

Effective Conferencing (separating the person from the practice) Common language Specific focus Hard evidence-objective data Interaction Predictability Reciprocity Interactions both pre- and post conferences Helps build and maintain trust when coach collects and discusses only what he or she is asked to collect and discuss.

Mentored Teachers Experienced ERWC teachers need: Big picture of what we hope to accomplish; Clear picture of the ERWC instructional coaching model (differentiating it from others they may be familiar with); Of course, the teachers being coached also need a clear understanding of the revised ERWC and the attendant pedagogical assumptions underpinning it. Mentored Teachers

Mentored Teachers Experienced ERWC teachers need: Clear understanding of the PEER coaching model (differentiating it from others they may be familiar with); Clear understanding of their role, rights, and the role, rights, and responsibilities of the coach in BOTH models. Of course, the teachers being coached also need a clear understanding of the revised ERWC and the attendant pedagogical assumptions underpinning it. Mentored Teachers

Critical friends coaching You will have a PPT that you can use (or not) as you work with the ERWC teachers to help them appreciate the benefits of developing peer coaching relationships. …is different…

Critical Friends Coaching Helps ensure the transfer of newly learned skills from an in-service learning opportunity into practice. “In-class training by a supportive partner who helps a teacher correctly apply skills learned in a workshop” (Joyce and Showers 1982, p. 5). Critical Friends Coaching

Critical Friends Coaching THINKING PARTNERS: we are thinking through this and learning together as a team. Less formal than instructional coaching Teachers should select their own partners. Should have a rule: peer coaches can get a divorce. Critical Friends Coaching

Some Characteristics of the Relationship Critical Friends partnerships are voluntary. Information shared within the relationship is strictly confidential. Each participant is responsible to complete any work that both have deemed beneficial. Some Characteristics of the Relationship

Critical Friends Coaching Model “Inviting teacher” steers the coaching process: Observation focus; Form of data collection; Agreed upon guidelines for coach’s and mentee’s behavior; Discussion parameters; Date and time of observation. Critical Friends Coaching Model

Effective coaching partnerships focus on the practical, not the abstract. (“It’s About the Questions” p. 76) Focus on the Practical

“One of most difficult aspects of peer coaching , after conquering feelings of discomfort abut teaching publically, is deciding on a focus for the observation” (29). Inviting teacher might start with a safe focus—something the teacher is confident about and does well. Brainstorm menu of options Determining data collection method Essential that inviting teacher and coach talk about data collection instrument in detail so that data collected matches desired focus. Data collection must be manageable for the coach and relevant for the inviting teacher. Data Collection Focus

How To Be a Critical Friend Coach https://www.youtube.com/watch?v=SpfGFKcguV0 As you watch: What is the relationship between the partners? What are your key take-aways? 3:07 Workshop from Georgia Tech

Coaching Tools What tools are available to us?

Coaching Tools Observation and modeling Pre-observation conference, extended classroom observation, post-observation conference Discussions about teaching and learning…theirs and their students’ learning. Questions to help them develop a habit of reflective practice. Protocols: specific routines for observation, looking at student work, etc. Coaching Tools

A Useful Model

Collaborative: characterized by a mutual discussion of the teaching observed. Coach asks teacher to reflect on what happened as expected or planned and what happened differently. Inviting teacher analyzes what teaching or student behaviors contributed to outcomes. The teacher determines what changes to make when teaching the lesson again. Post-Conference

Mirroring: “Here are the data you asked me to collect Mirroring: “Here are the data you asked me to collect. If you have any questions, please let me know.” Post-Conference

Instructional vs. Critical Friends Post-Conferences Instructional conference differs from the collaborative (peer) conference in that the coach often teaches during the pre-and post-conferences. Instructional coach facilitates the teacher’s reflections and refection on other possible approaches. Post-conference strengthens the teacher’s ability to help him or herself. In both types of conference, the teacher has control over what happens and how the data are used. Trust is a critical factor in both types of conference. Much overlap…but there will be differences in roles played by instructional coach vs. roles played by peer coaches. Instructional vs. Critical Friends Post-Conferences

Critical friend asks the inviting teacher questions to promote reflection about the lesson. Questions; what happened as expected? What happened differently from expectations? How would the inviting teacher teach this lesson next time? Post Conference

Handout of suggested questions to help teachers think through the issue. What additions would be useful? Good Questions

“It’s about the Questions” “A coaching relationship isn’t about providing a quick fix or a recipe for success. Rather the most powerful relationships focus on reflecting, exploring, analyzing, and digging deeper into good practice” (Ronald R. Bearwald, p. 74). “It’s about the Questions”

Cognitive Coaching Good questions lead to teacher ownership. When teachers talk about their thinking, their decisions become clearer, and their awareness increases Garmston, Linder, & Whitaker, 1993, p. 57 Cognitive Coaching

Cognitive Coaching Fundamentals Costa and Garmston, 1994 Awareness of own thinking processes that foster learning. Metacognition. Belief that everyone is capable of change. Teaching performance is based on decision making skills. When teacher talk bout their thinking, their decisions become clearer, and their awareness increases. Cognitive Coaching Fundamentals

Useful Coaching Questions Ask questions about essential issues and behavior In what ways did your planning succeed? What were some of your specific contributions to its success? Ask precise questions “In what ways are you contributing to your students’ success?” Ask questions that generate specific and relevant information Useful Coaching Questions

Protocols Protocols are structured methodologies for doing specific work.

Useful Protocols National Reform Faculty Atlas Looking at Student Work Atlas Looking at Data Collaborative Assessment Conference Constructive Tuning Protocol Debriefing Questions Describing Student Work Useful Protocols National Reform Faculty

Useful Protocols National Reform Faculty First Visits Focus Framing Questions Learning from Student Work (several forms) Looking at Patterns in Student Work Methods for Learning from Student Work Chart Useful Protocols National Reform Faculty

Useful Protocols National Reform Faculty Principles for Looking at Student Work Pocket Guide to Probing Questions Quinn’s Six Questions (about practice) The Coaching Protocol Tuning Protocol What? So What? Useful Protocols National Reform Faculty

Consider Digital Tools Okay…maybe the modern versions of these… Consider Digital Tools

Consider Digital Tools Skype Consider Digital Tools

Consider Digital Tools Facetime Consider Digital Tools

Bad Coaching/ Good Coaching https://www.youtube.com/watch?v=82gVD0Vk7Rw As you watch, make a list of the characteristics of each coaching example. 2:15 Bad Coaching/ Good Coaching