1. CREATING A CULTURE OF LEARNING THROUGH COACHING

2. COACHING³
Relationship-Driven
Teacher-Centered
Student-Centered

3. HOW TO FACILITATE FAILURE
Do not introduce the coach or explain the role to the faculty
Make working with the coach mandatory
Speak negatively of coaching
Imply that coaches were placed on campus because of low or failing scores
Do not include the coach in important campus groups, relevant committees, or social events
Refuse to intervene on matters that require directives
Fail to allow confidentiality between coaches and teacher

4. CLARIFYING COACHING IN BIRDVILLE
WHAT COACHES DO
WHAT COACHES DON’T DO
Focus on student learning
Review student work and data with teacher
Collaborate with campus administrator regarding specific goals and needs
Plan lessons with teacher
Co-teach and observe student learning
Lead campus and district professional learning
Gather campus data for PLCs
Build trusting relationships with teachers and staff
Continually learn
“Fix” teachers
Provide information that fan be used for evaluation
Serve as substitute teacher
Serve as principal designee
Provide intervention for an assigned group of students
Develop or prepare campus improvement plans
Complete organizational tasks such as building leveled libraries or preparing RtI or LPAC folders
Gather individual teacher data for PLCs
Serve as primary instructional leader for the campus
Provide expertise in all content areas

5. PARTNERING WITH THE SCHOOL LEADER

6. QUESTIONS