1. Module 6: Coaching System
miblsi.org

2. Outcomes
Distinguish between two coaching types: systems coaching vs. instructional coaching
Define a district “coaching service delivery plan”
Review the year 1, monthly activities cohort 1 coaches will be asked do after they are selected
Identify coaching system components and preview an example
Further refine the draft of the district’s coaching system for executive leadership approval

3. Use of Module Learning
You will immediately begin to use the contents of your district’s coaching system since you will need to select and support cohort one school-level coaches starting in the next few weeks

4. 1.0 Defining Coaching Types and Coaching Providers

5. Distinguishing Between Coaching Types
Systems Coaching
Instructional Coaching
Coaching to create the conditions for an effective innovation to be successfully used by:
Developing teaming structures to support staff and their use of effective innovations
Modeling the analysis and use of data to determine needs;
Ensuring staff have on-going access to PD
Ensuring staff have access to instructional (practice) coaching
“Content / practice-level coaching” to help teachers improve instruction in a discipline using a particular strategy, practice, or program (effective innovation) to improve student outcomes

6. Distinguishing Between Coaching Providers
External, ISD Coaches
Internal, School Coaches
Focus of coaching is to school leadership teams
Primary supervisor is an ISD employee / administrator
Staff providing coaching are likely not in the school all- day, everyday
Focus of coaching is to school leadership teams
Primary supervisor is a district administrator (principal or central office administrator)
Staff providing coaching are in the school all-day, everyday

7. Distinguishing Coaching Types Examples
You have the MIBLSI supported secondary systems coaching concepts and instructional coaching concepts in your binder for one content area reading strategy that would be used by core subject area teaching staff to further outline the differences in coaching types

8. Conditions that Warrant Systems Coaching
School leadership team is learning to use a new innovation or support the successful use of an innovation across the school
Continuous refinements and improvements to the use of innovations require teams to modify and refine their existing structures and / or processes to support the innovations

9. 2.0 Focus of Coaching

10. Explanation of Content in this Section
The content in this section is designed to begin very broadly and then narrow in scope down to monthly activities coaches will be doing to support the schools in their learning and use of the components of an integrated behavior and reading MTSS model

11. Coaching Focus (Broadest Level)
Three areas for coaches to focus:
Develop knowledge, skills, and abilities of teachers / practitioners
Encourage reflection and accurate self-reporting using data
Provide personal support
Time allocation is different depending on whether the recipient (team / practitioner) is a novice or experienced learner

12. Coaching Time Allocation
Novice Learners
Experienced Learners
Develop knowledge, skills, and abilities of teachers / practitioners: 60% of coaching time
Encourage reflection and accurate self-reporting using data: 20% of coaching time
Provide personal support: 20% of coaching time
Develop knowledge, skills, and abilities of teachers / practitioners : 20% of coaching time
Encourage reflection and accurate self-reporting using data: 60% of coaching time
Provide personal support: 20% of coaching time

13. Coaching Focus (Moving Towards Narrow)
Coaching Service Delivery Plan: District approved document that outlines the following:
Concepts that will be intentionally coached
Continuum of coaching supports
Types of information that will be used to determine the effectiveness of the district-supported coaching
Since the effective innovation your district is working to support encompasses three things and multiple tiers, there are four coaching service delivery plans the district needs to approve

14. Coaching Service Delivery Plans
Tier 1 PBIS and PSC (both elementary and secondary)
Tier 1 School-Wide Reading Model (elementary only)
Tier 1 School-Wide Content Area Reading (secondary only)
Intervention System for Advanced Tiers (both elementary and secondary)

15. Coaching Service Delivery Plan Components
Concepts or skills
Continuum of supports
Frequency / schedule
Coach preparation
Mechanisms to provide feedback
Timeline for written feedback
Coaching effectiveness measures

16. Coaching Focus (Narrow)
Monthly focus documents: outline monthly activities for cohort 1 school coaches that support their initial and on-going learning as coaches and also align with the scope and sequence of professional learning their schools will be attending across three years
Monthly focus documents included in your binder:
Elementary School Level Coaches Monthly Focus for Year 1
Secondary School Level Coaches Monthly Focus for Year 1

17. Activity 2.1 You have all four of the coaching service delivery plans
Table 1 is different for each of the four plans
Table 2 includes redundancy; however, the last row in Table 2 is slightly different to reflect the particular fidelity measure
Your team will independently read all of the Tier 1 PBIS PSC Coaching Service Delivery Plan and then will focus on Table 1 for the remaining three plans
Your MIBLSI Implementation Specialist and MTSS Coordinator can provide further explanation and clarification about each of the components within the coaching service delivery plans

18. Activity 2.2
In the next section you will start to review and further develop a structure (system) for your district to support equitable and high-quality coaching across schools
Right now, we want you to read the monthly focus documents to gain even greater clarity about what school coaches will be expected to do
Your MIBLSI Implementation Specialist and MTSS Coordinator will facilitate your team through the process of reviewing these documents and then discussing the implications for recruiting and selecting school coaches for cohort 1 schools

19. 3.0 District Coaching System

20. Definition
Coaching System: Outlines the district’s process for ensuring equitable, high-quality coaching is provided to schools as they work to support the use of effective innovations

21. Coaching System Components
Coaching definitions
Systems coaching concepts
Conditions that warrant coaching
Coach pre-requisite knowledge and general responsibilities

22. Coaching System Components (cont.)
District guidelines:
Funding requirements (if applicable)
Statement clarifying coach’s decision-making authority
Coaching frequency
Communication protocol
Supervision and accountability structure
Selection guidelines (before, during, after)
Individualized professional learning plan template (to be developed once coaches have been selected)

23. Activity 3.1
Behind this power point you have a coaching system template with example verbiage. Access that document and open to its Table of Contents
In the next activity you will be working on sections of the coaching system in parts and by components
Take a moment to label each section of the coaching system document by its components that are outlined in the previous two slides

24. Organizing the Coaching System Work
Components 1-3 (definitions, coaching concepts, and conditions that warrant coaching) have already been discussed in the previous sections of this module
Component 4 (coach pre-requisite knowledge and general responsibilities) outlines what individuals should know and will be expected to do if chosen to be a school-level coach
Components 5 and 6 (district guidelines and individualized PD plan), have already been drafted by central office and principals for your team to review, further shape and refine

25. Activity 3.2
Your MIBLSI Implementation Specialist and MTSS Coordinator will be facilitating your review and refinement of the district’s coaching system in stages
Stage 1: Review and refine component 4 (coach pre-requisite knowledge and general responsibilities), selection guidelines (last part of component 5), and timelines for applying the selection process
Stage 2: Review and refine the remaining components in component 5 (district guidelines)
Stage 3: Review and refine components 1-3

26. 4.0 Coach Selection and Orientation Meeting

27. Coach Selection
Determine if you are able to select one coach that will support the PBIS and reading MTSS components or if due to skillset, you will need two separate coaches that will work together to support their school
Two scenarios:
You do not already have school coaches identified
You have already identified school coaches

28. Scenario 1 Next Steps
Once executive leadership approval has been given for your district’s coaching system (or at least for components 5 and 6), assemble a team who will use the 2-part selection process
The recommendation is to have all or a subset of the DIT in addition to the particular cohort 1 school principal use the selection process since this will be your DIT’s first opportunity to see item 20 of the DCA operationalized
Timeline: Coaches will need to be selected and have Individualized Learning Plans by the end of November

29. Scenario 2 Next Steps
Even though coaches have already been selected, it is still important to gauge their level of background knowledge and try to differentiate support based on their level of knowledge

30. Scenario 2 Next Steps (cont.)
The 2-part selection process has been turned into an electronic Coaching Formative Assessment via SurveyGizmo: Survey Link ( Formative-Assessment)
People already identified to be coaches will be asked to complete the formative assessment (MIBLSI provided or your own)
An Individualized Professional Learning Plan will be developed based on the results
Timeline: Individualized Professional Learning Plans will need to be developed by the end of November

31. Coach Orientation Meeting
Purpose: to provide an overview of the coaching expectations to support schools in their use of the behavior and reading components within an integrated MTSS model
Timeline: early December

32. Coach Orientation Meeting
Things to include in your orientation meeting agenda:
Importance the district has placed on coaching to support schools use of MTSS components
Overview of the coaching concepts (see district’s Coaching System)
District’s coaching guidelines: (see district’s Coaching System)
Purpose of Individualized Learning Plans and overview of plans (organization of plan, different ways to develop knowledge, timelines)
Year 1 Monthly Focus Documents
Communication protocol for how to gather and disseminate information to and from school coaches and the DIT
Next steps (co-constructed with coaches and staff leading the orientation meeting)

33. Activity 4.1
Your MIBLSI Implementation Specialist and MTSS Coordinator will facilitate your team in discussion and planning for the coach selection process (2 scenarios) and coach orientation meeting

34. Module 6 Assignment
Access the District Installation Checklist to review the activities assigned for Module 6
Please remember, to access the link to the Coaching Formative Assessment
If you will be using what MIBLSI created, make sure it is completed before winter break
If you will be creating your own electronic survey please make sure coaches complete it before winter break
Make sure your progress is up to date on the previous module checklist items