1. Roles and Responsibilities of Instructional Coaches Pitt County Schools February 13, 2012

2. Before We Begin… Visit: http://region1rttt.ncdpi.wikispaces.net/
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Download and save the presentation found under “Region 1 Events”
Complete the ticket-out-the-door at the end of the training
Beth

3. Participant Outcomes
Develop teacher leaders to serve as instructional coaches in schools.
Develop an understanding of the roles and responsibilities of instructional coaches.
Build the individual capabilities of instructional coaches so that they can work comfortably in a variety of roles and with a variety of teachers.
Develop the communication/relationship skills of instructional coaches so that they can influence school culture and build trusting and productive relationships with other teachers. Create partnership agreements to use with principals and with teachers.
Understand how to facilitate data conversations to make instructional decisions.
Develop questioning skills that promote deep thinking and reflection.

4. Personal Goals
After hearing about the content that will be addressed today, consider your own personal participation.
What do you hope to learn?
How will you contribute to your own learning and to the learning of others?

5. Working Agreements Appreciation for one another.
Exchange ideas freely.
Influence what we can.
Opportunity to reflect.
Unite in purpose.

6. Fears and Hopes
What worries, troubles, or concerns you about taking on this role as instructional coach?
What hopes, wishes, or intentions do you have about being an instructional coach?
Share your thoughts with a table mate.

7. Coaches’ Self-Assessment
Read the list of characteristics of effective instructional coaches.
Place a + next to the ones you believe are your strengths.
Place a * next to those you want to target for continued improvement.
Place a ? next to those you aren’t sure about.
Handout: Characteristics of Effective Coaches

8. Multiple Roles and Responsibilities of Instructional Coaches

9. Essential Questions s In what areas do coaches demonstrate expertise?
s What knowledge, skills, and behaviors do effective coaches demonstrate?
s What attitudes/beliefs do coaches have?
s How do my current knowledge, skills, attitudes, and behaviors stack up?
s What are the primary roles and responsibilities of coaches?
s How will know if I am successful as a coach?

10. Coaches act as Resource providers Data coaches Curriculum specialists
Instructional specialists
Mentors
Classroom supporters
Learning facilitators
School leaders
Catalysts for change
Handout: Coaches Act As:

11. Data Coach
Purpose:
To ensure that student achievement data is used to drive decisions at the classroom and school level

12. Classroom Supporter Purpose:
To increase the quality and effectiveness of classroom instruction

13. Resource Provider Purpose:
To expand teachers’ use of a variety of resources to improve instruction.

14. Mentor
Purpose:
To increase the instructional skills of the novice teacher and support school-wide induction activities

15. Learning Facilitator Purpose:
To design collaborative, job embedded, standards based professional learning

16. School Leader Purpose:
To work collaboratively (formal and informal leaders) to plan, implement, and assess school change initiatives to ensure alignment and focus on intended results

17. Instructional Specialist
Purpose:
To align instruction with curriculum to meet the needs of ALL students

18. Curriculum Specialist
Purpose:
To ensure implementation of adopted curriculum

19. Change Catalyst Purpose:
To create disequilibrium with the current state as an impetus to explore alternatives to current practice

20. Examining the Roles and Responsibilities
Working with your teammates, explore the roles of an Instructional coach.
For each role, identify its core function, the knowledge and skills needed to be successful in this role, and the challenges associated with this role. Complete the chart.
Prepare to share what you have learned with the group.

21. Roles and Responsibilities of Coaches
Function
K & S
Challenges
Resource provider
Data coach
Curriculum specialist
Instructional specialist
Mentor
Classroom supporter
Learning facilitator
School leader
Catalyst for change
Handout

22. Your Work
Make a pie chart that indicates how your time is divided among the various roles.
Be ready to explain your chart to a partner.

23. Learning Buddy Task Consider the nine roles of coaches.
Compare and contrast the 9 roles with your responsibilities. (Share your pie chart.)
Discuss which roles might
Gain entree more quickly
Be best at the beginning of the year
Be more appropriate for a novice teacher
Be more appropriate for an experienced teacher
Hasten improvement in instruction
Others. . .

24. Essential Questions What are the types of change?
What is the process of teacher change?
What are the stages of concern?
How will I recognize and respond to various stages of concern?
How will I recognize and respond to resistance at its earliest stages?
What stage(s) of concern am I demonstrating now about my role as an instructional coach?

25. Change in Your Role and Responsibilities
Write a few sentences about how you feel about being an instructional coach. Be specific. Write in complete sentences. Be honest.

26. Concerns-Based Adoption Model -- Definitions
Concerns: Feelings, reactions, attitudes--NOT necessarily anxiety, worry, or fear
Innovation: Any program, product, or process new to an individual
Intervention: Actions or event(s) which influence the use of an innovation

27. CBAM Assumptions Change is a process, not an event.
An organization does not change until the individuals within it change.
Innovations come in different sizes.
Interventions are the actions and events that are key to the success of the change process.
Facilitating change is a team effort.
The context of the school or organization influences the process of change.
Managing Complex Change Handout read Quietly and be prepared to share your thoughts with the group

28. Recognizing the Stages of Concern
Handout: 7 Stages of Concern

29. Stages of Concern
Read the descriptions of the stages. Together with your team, complete the table on the handout.
Disregard the last column on Strategies/Actions for now. We’ll come back to it.
Prepare to share what you have learned with others. Each team member will be responsible for sharing all of your information.
Refer to handouts: 7 Stages of Concern

30. Recognizing the Stages of Concern
Describe the Stage
How do You Know? (Evidence)
Strategies/
Actions
6. Refocusing
5. Collaboration
4. Consequence
3. Management
2. Personal
1. Information
0. Awareness
Handout

31. Group Brainstorming
Identify strategies/interventions that might be useful for you to use when teachers express concerns at each stage. Write them on the chart.
Handout: Address Individual Concerns

32. Causes of Resistance
Think about people you know who resist change. Describe ways people exhibit resistance. What does it look like and sound like?
Identify what you think are some of the causes of their resistance.
Consider possible ways to handle their resistance.

33. Resistance People in Groups 8% will be innovators.
17% will be leaders.
29% will be early adopters.
29% will be late adopters.
17% will be resisters.
(E. Rodgers)
What are the implications for instructional coaches?

34. Fullan Resource
Review the 12 causes of resistance Michael Fullan identifies
Find one that parallels with one of your causes of resistance.
Review the strategies Fullan recommends for that cause.
Identify which ones you might use as an instructional coach.
Handout: Resistance to Change: Reasons and Strategies

35. Tips for Coaches: 3 Step Process for Responding to Resisters
Acknowledge the resistance (honor it).
Understand or seek to understand the cause of it.
Coach rather than advise.
Handout 10 Things to Do About Resistance

36. Exit Slip: 3-2-1 On an index card write:
3 ideas you can use immediately
2 comments about the day’s design
1 question you have

37. Contact Information
Beth Edwards
Dianne Meiggs 37