1. Coaching Heavy? Coaching Light? Coaching Right!

2. Tricia Kurtt, Instructional Coach
Welcome!
@IowaASCD
Tricia Kurtt, Instructional Coach
@tkurtt77

3. Who are some of the experts and what are they saying?
What are the characteristics of coaching heavy/coaching light?
What is the relationship between professional development and coaching?
How do we monitor the impact of coaching on teaching? On learning?
Other tips and strategies
Questions/Comments
Outcomes
For Today

4. As an Instructional Coach
You Will Wear
Many
Different Hats!

6. The Nine Coaching Roles: https://goo.gl/iLq2CM

7. Who are the Experts? What Do They Say?

8. Who are the Experts? Jim Knight Steve Barkley Joellen Killion
Diane Sweeney
Others
Who are the Experts?
Learned a lot from reading these people/conferences
Stealing one idea….plagarism….
No intent to plagerize...just compiling and applying and hoping to share some tips that will help you

9. Steve Barkley https://goo.gl/Nz8nF3

10. Cognitive Coaching https://goo.gl/8YQtef
Jim Knight...relationships first
Diane Sweeny ….focus on student learning and student results

11. Student Centered Coaching by Diane Sweeney

12. Many Different Hats
Do you know all the different hats you are expected to wear?
Do you know the purpose of each hat and when to wear them/not wear them?
Do you know how to “behave” as you wear each hat?
Do you make it transparent which hat you are wearing to those you serve?

13. What are the Characteristics of Coaching Heavy? Coaching Light?

14. Have to start with coaching light. That is what I was initially told
Have to start with coaching light? That is what I was initially told...never sat well with me.
Use as a reflective tool...what did I just do?
Intentions can be to coach heavy but did our words/actions align with coaching heavy?
Reprising Coaching Heavy and Coaching Light by Joellen Killion:

15. Coaching Light Coaching Heavy
“Occurs when coaches want to build and maintain relationships more than they want to improve teaching and learning. From this perspective, coaches may act to increase their perceived value to teachers by providing resources and avoiding challenging conversations.”
“Coaches work outside their comfort zone and stretch their coaching skills, content knowledge, leadership skills, relationship skills, and instructional skills. They are increasingly aware of the beliefs that drive their actions and reexamine them frequently.”
Surface Coaching Versus Deep Coaching by Jim Knight:

16. -Joellen Killion (Dec 2010)
“Some have even suggested that coaches cannot coach heavy without coaching light first to build relationships. Perhaps that is true for some; however, I do not subscribe to that notion.”
“....more substantive conversations about student learning increase trust.”
-Joellen Killion (Dec 2010)

17. Align Your Coaching to Goals
What are the goals of your...
District
Building
PLC
Student Learning Outcomes
Focus on Creating a Coaching Culture

18. A Good Coach Gets Lots of Plates Spinning?

19. Every Student Deserves a Great Teacher, Not by Chance but By Design
How do we create a coaching culture that ENSURES
quality teaching in every classroom?
Every Student Deserves a Great Teacher, Not by Chance but By Design
Fisher, Frey, Hattie

20. Link to Resource

21. What is the Relationship Between Professional Development & Coaching?

22. Theory, Demonstration, Practice, Peer Coaching
-Joyce and Showers

23. Teacher Driven/ Technical Coaching
Steve Barkley:
What is the focus of your school’s professional development?
Start your heavy coaching there!

24. Theory, Demonstration, Practice, Peer Coaching
Teachers research
Summarize research and reflect
Meet with a coach
Demonstration
Watch what they researched in action
Video demonstrations or visit classrooms
Summarize/reflect
Practice
Plan and implement the strategy
Record teaching/reflect
Peer coaching/Student Feedback
*Want to see more? me!

25. Peer Coaching - #ObserveMe: https://goo.gl/1sb5bw

26. Book: Thanks for the Feedback by Stone and Heen
If we are going to create a culture of
GIVING FEEDBACK
we also have to support it by improving our skills to
RECEIVE FEEDBACK!

27. Feedback Three Types Appreciation Coaching Evaluation Three Triggers
Truth Triggers
Relationship Triggers
Identity Triggers

28. How Do We Monitor the Impact of Coaching on Teaching?
On Student Learning? ?

29. Steve Barkley: https://goo.gl/fOhZKR

30. Woodruff Scale by Susan Woodruff: https://goo.gl/jdkxWu

31. Walk Through Tool: https://goo.gl/pUVcdO
Built it collaboratively with a team of teachers
Purpose was clearly communicated
Sought teacher feedback before/during/after
Data collected was transparent

32. Tips and Strategies What do the experts say?

33. Coaching Heavy Utilize (or create) “Third Parties”
Curriculum Review Cycle
Individualized Teacher Professional Development Plan/Evaluation Cycle
Professional Development
Any District, Building, or PLC Initiatives

34. Coaching Heavy Focus on Student Learning Outcomes
Classroom visit feedback should be centered on student outcomes/student behaviors
Coaching conversations should not happen without the presence of student work - Sweeney
Micro-teaching - watch videos together and focus on what the students are doing/not doing (Record your own teaching too!)

35. Coaching Light...ish
Get into rooms and practice/model what teachers are being asked to do!
“I need to practice ________ and I have a goal to practice in five classrooms. Are you up for it?”

36. IF it worked well in one room, offer it to everyone!

37. https://goo.gl/pybcVJ
Make copies and place in boxes with a individual note to each teacher.
Reminders about the various things you are able to do!

38. Let them know you are there...and you are approachable!