Strategies for Coaching Sharon Walpole, Ph.D. University of Delaware Michael C. McKenna, Ph.D. Georgia Southern University

The RF Conundrum  It has to be SBRR  It has to include whole group, needs- based, and differentiated instruction  It has to include extensive, site-based staff development But how?

“They call it coaching, but it is teaching. You do not just tell them it is so. You show them the reasons why it is so." Vince Lombardi

Coaching Models  American’s Choice  Collaborative Coaching and Learning  Literacy Collaborative

America’s Choice S.M. Poglinco, A.J. Bach, K. Hovde, S. Rosenblum, M. Saunders, and J.A. Supovitz. The Heart of the Matter: The Coaching Model in America’s Choice Schools, Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania,  Instructional Modeling  Joint Planning  Co-Teaching  Formal Observation and Feedback  Informal one-on-one coaching  Mentoring

Collaborative Coaching and Learning Neufield, B (2002) Using what we know: Implications for scaling-up implementation of the CCL model, Education Matters, Inc.  Demonstration in the host classroom  Reading of professional literature  Engagement with colleagues in inquiry groups  Use of observation, practice, and reflection to improve instruction. (BPE document on CCL, SY )

Literacy Collaborative Lesley College web page:  Awareness and Planning  Leadership Development and Start-up  Intensive In-service Courses for Teacher Leaders and Classroom Teachers  Professional Development and Refinement  Continued and Ongoing Implementation

As long as the literacy content is consistent with the RF legislation, any coaching model is potentially helpful

But what to I actually do and say when coaching teachers?

Here’s what you can do  Schedule and conduct meetings (individual? grade-level?)  Observe and give feedback  Plan collaboratively  Analyze data with teachers  Schedule and conduct study groups or book clubs

Within these structures, is anyone struggling to manage difficult conversations? (remember not to lie) There are some things that you can say to help

Accentuate the Positive  Validate the teacher’s concern  Depersonalize the conflict  Offer help  Ask for specific examples

Eliminate the Negative  Do not quote research results “Research says…….”  Do not refer to grant requirements “The Grant says……”

Latch on to the Affirmative  Always point out what the teacher is doing well before suggesting changes  Focus on a small step that will show immediate results  Set reasonable goals for long-range achievement

Don’t Mess with Mr. In- Between words by J. Mercer music by H. Arlen, 1945  Work directly with the person who is in conflict  Deescalate potential situations before they become unmanageable.

Let’s try it You are an RF Literacy Coach. A brand- new first-grade teacher comes to you because she is overwhelmed with professional development “initiatives” at school – RF being only one of them. She simply cannot juggle them all.

Let’s try it You are an Regional Coach. You are working with a coach who is really struggling. Her principal is pressuring her to provide documentation about a struggling teacher.

Now you try it Groups of 5 again. We have scenarios linked to the content of the LC Handbook, and we will assign you a chapter. Practice your role play Share it with another group Share it with the whole group?