1. Building coaching relationships: Initiating the BDA cycle
Shelly Mrozek, Donette Porter, Charley Territo, Amy Walker

2. Goals: Examine why models and structures are important in coaching.
Practice inviting teachers to collaborate with you as a coach
Use a structured role-play format to reflect on coaching practices

3. Starting a Movement https://www.youtube.com/watch?v=RXMnDG3QzxE
Ask here…..what does this say to coaches? How do we enlist that first follower…or series of followers?

4. Forms, models, structures, order….Oh My!
Discuss the following with a partner:
Do you have a model or format for coaching?
Are your teachers aware of what will come next in your coaching sequence?
In which of the PIIC model phases (BDA) are you most confident?
Which phase (BDA) would your teachers feel was your weakest?

5. Structure and form
Order
Comfort

6. An agreed upon structure allows us to focus our energy on grappling with the content of the coaching—improving instruction
Established structure makes the coaching process measureable
An established and predictable structure can help to eliminate resistance.

7. The PIIC Model of Instructional Coaching
During
After
Before
1-1 and small group
Data
Literacy
Reflective Practices

8. What tips and tricks do you have to communicate the structure of each phase of coaching to your teachers?
Gallery Notes: Have groups of two travel to groups of posters with BDA on them to write some of their effective ways of communicating their structures of coaching to their teachers.

9. How do we get “in” to apply this structure?
Essential Question:
How do we get “in” to apply this structure?

10. The district has just rolled out a new literacy initiative
The district has just rolled out a new literacy initiative. The coach presented a professional development to the whole staff on a new notetaking/notemaking strategy. The expectation is that all teachers will incorporate this new strategy. Shelly is a math teacher of students with special needs. Afterwards, she approaches the coach because she does not see how she could possibly incorporate this new strategy in her classroom. She does not have time in the forty-five minute period, along with the breakfast in the classroom program, and the strategy may be too hard for her students, some who have life skills needs.

11. Using your “Look-for” document, watch the role-play from your assigned perspective—teacher or coach and take notes.

12. Debrief How did this “fishbowl” help you in your practice?
What did you learn that you will put into practice?

13. Your Turn Roll the die— 1’s you are the coach 2’s you are the teacher
3’s you are the observer
Take 5 mins to read your scenario and discuss your roles. Then act out your scenario with the observer using the “Look-For” tool to collect data.

14. Debrief
What did you see that moved the conversation and the relationship forward?
What did you see that was a barrier to moving forward?
What were some other options for the coach to solve this situation?

15. Final Thoughts
How did this role-play and discussion help in your practice?
Complete a “Now What” sticky note and add it to the poster on your way out.
Thanks!