RAISING STUDENT ACHIEVEMENT THROUGH DISTRIBUTIVE LEADERSHIP A System for Coaching Janna Stevens, District Administrator Crystal Hintzman, Director of Curriculum, Instruction and Assessment Staci Gilpin, Special Education Instructional Coach Becki Stuart, Instructional Coach

OUTCOMES  Rational for coaching  Results on student achievement  Attributes of an effective model  Determine implications for your district

SUPERIOR’S PATH  Our Story  My Learning  State Mandates  Vision

EFFECTS OF COACHING  Our student data * math * reading

MAP: MATH FALL 2012 – FALL 2013 ELEMENTARY

MAP MATH FALL 2012 – FALL 2013 SECONDARY

MAP READING FALL 2012 – FALL 2013 ELEMENTARY

MAP READING FALL 2012 – FALL 2013 SECONDARY

ATTRIBUTES FOR SUCCESS  Professional development for coaches/principals on effective instruction  Principal/coach collaboration  Qualities of an effective coach  Sustained frequency of professional development  Administrative and School Board support

PROFESSIONAL DEVELOPMENT FOR COACHES/ PRINCIPALS  Show the method with the method  Be one step ahead  One size doesn’t fit all  Shared vision and outcomes

PRINCIPAL/COACH COLLABORATION What supports do coaches need in order to succeed?  Appropriate professional development  Principals who are instructional leaders  Shared vision  Principals who take a hands-on approach

 Beliefs  Believes everyone can learn  Commitment to continuous improvement  Teaching Expertise  Data driven instructional planning  Ability to apply research-based best practices  Coaching Skills  Listening  Questioning  Encourages reflective practice Killion, J. & Harrison, C. (2006). Taking the Lead, National Staff Development Council, Oxford, OH. Wisconsin RtI Center QUALITIES OF AN EFFECTIVE COACH

 Relationship Skills  Collaborative  Curious  Builds Trust/Creates Partnerships  Leadership Skills  Shared Leadership  Self Management  Builds commitment and capacity  Deep understanding of systems change Killion, J. & Harrison, C. (2006). Taking the Lead, National Staff Development Council, Oxford, OH. Wisconsin RtI Center QUALITIES OF AN EFFECTIVE COACH

SUSTAINED FREQUENCY OF PROFESSIONAL DEVELOPMENT  How often do you discuss professional practice?  How do you create a platform for discussion, growth, and continuous improvement?  Focus: Improve teacher ability to use formative assessment, CCSS curriculum implementation and high-impact instructional strategies.

SUSTAINED FREQUENCY OF PROFESSIONAL DEVELOPMENT  What is the model for professional development?  Science Department: Superior High School  Theory, Demonstration, Practice, Feedback, In-Situation Coaching

Impact of coaching on teacher’s practice Understanding Knowledge and Skills Actually Learn Skills Use Skills with Fidelity Presentation of Theory 85%15%5-10% Modeling 85%18%5-10% Practice and Low Risk Feedback 85%80%10-15% Coaching Feedback with Peer Visits 90% 80-90%

 Continued reflection  Asking questions, avoiding advising or telling  Coach acts as a mirror to classroom practices SUSTAINED FREQUENCY OF PROFESSIONAL DEVELOPMENT

ADMINISTRATIVE AND SCHOOL BOARD SUPPORT  An understanding  Financial  Time

IMPLICATIONS TO CONSIDER  What is your student data?  What level and type of professional development do you have?  What resources do you provide?  How are you supporting staff with state and federal mandates?