1. Welcome Oregon Scaling-up EBISS Coaching Makes a Difference Coaching Effective Teams Oregon

2. Kathleen Ryan Jackson, D. Ed. kmj@uoregon.edu Erin A. Chaparro, Ph.D. echaparr@uoregon.edu Oregon Scaling-Up EBISS Blog http://blogs.uoregon.edu/oregonscalingupebissblog/ Please contact Erin Chaparro if you encounter problems accessing the Blog

3. Thank You The National Reading First & Technical Assistance Center https://www.k12.wa.us/Reading/pubdocs/Dissemination_7ACollectionofOnlineResAb outScientificallyBasedK-3ReadingInst.pdf State Implementation and Scaling-up of Evidence Based Practices (SISEP) http://sisep.fpg.unc.edu/ Nancy Golden & Joyce P. Gall Jan Hasbrouk and Sprick, Sprick & Garrison

4. Knowledge Check Do you know the 5 steps used in the 25- minute process for academic or behavioral concerns? Can you identify two examples of blended coaching stems?

5. Coaching Effective Teams Purpose: Understand your current context and culture to manage complex change Provide you with effective strategies to manage complex change when you are coaching teams Deepen understanding of adaptive and technical change Outcome: Walk away with tools and strategies that you can immediately put into practice

6. © Fixsen & Blase, 2009 Competency Organization Implementation Drivers 6 Leadership Coaching Adaptive & Technical

7. Coaching Communication & The Art of Really Listening From Social Grace to Discussing the “undiscussables”

8. The object is to do everything a little better tomorrow than it was done today. Continuous improvement is the path to a higher standard of leadership -Gandhi

9. Presenting a Compelling Reason for Change Coaching….an effective practice for sustainable change Melissa Williams Director of Instruction and Student Services Ontario School District

10. Effective Teaming Guiding Systems Change 1.Managing Complex Change 2.Adaptive and Technical Leadership 3.Toolkit for Building High Performance Work Teams 4.25 Minute Solution Process

11. A Key Role For Coaches Guiding Systems Change Coaches must recognize the challenges of implementing systems-wide change and have strategies in place to lead staff successfully

12. Readiness Readiness is defined as a developmental point at which a person, organization, or system has the capacity and willingness to engage in a particular activity Creating readiness for change is a critical component at every stage of implementation

13. The Human Response to Managing Change 13 Adapted from Knoster, T., Villa, R., & Thousand, J. (2000). A framework for thinking about systems change. In R. Villa & J. Thousands. (Eds.). Restructuring for caring and effective education: Piecing the puzzle together. (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.

14. It is not going to be the way “it” was... We are not sure what “it” will look like… That leaves us uncertain… 14

15. “ Loose-Tight” DuFour, DuFour & Eaker, 2005 Skillful and Simultaneous 1. Systematic framework that stipulates clear, non-discretionary priorities (tight) 2. Foster autonomy and creativity (loose) Demonstrated Commitment Collective Commitment -- 15

16. 16 Guiding Systems Change Reflect: What kind of emotion does change arouse in your district? Is it different from school to school, across district departments? Turn and Talk: Share your reflection with a team member. Next Steps: What would you have to do to coach leadership in the development of a “loose-tight” system of reform? Reflection

17. Guiding Systems Change Nancy Golden and Joyce P. Gall http://x.naf.org/presenter- files/2007%20Conference%20and%20Summit/2007%20Summer%20Institute%20- %20Washington%20DC/Intensives/Toolkit%20for%20Building%20High%20Performance%20Work %20Teams/toolkit.pdf

18. 17 Tools: 3 Phases 1.Laying the Groundwork 2.Working Toward Consensus 3.Moving Into Action

19. Phase 1: Laying the Groundwork Foster the effective function of your team Tool 1, State a Purpose Tool 2, Set Group Agreements Tool 3, Develop a Common Base Knowledge Tool 4, Clarify Consensus e.g., One member says, “Before the group can move forward everyone needs to come to an understanding of the importance of their being willing to live with whatever decision is reached.” Tool 5, Develop Kaleidoscope (diverse) Groups

21. Phase II: Working Toward Consensus Ensuring varied perspectives are expressed, shared and accommodated Tool 6, Fly the Helicopter Higher, Focus on Big Ideas Tool 7, Float a Trial Balloon Tool 8, Ask Yes-No-What Do You Need? Helps clarify the extent of member agreement with a proposal and the conditions that a modified proposal must include to satisfy various member of the team. Tool 9, Brainstorm From-To Tool 10, Listen for a Breakthrough Tool 11, Call for a Power Sweep Tool 12, Do a Five Finger Share Tool 13, Take a Back-up Vote Tool 14, Test for Critical Mass

23. Circular Conversations? Here is another powerful tool to help a team reach a solution 25 Minute Process for Academic Concerns 25 Minute Process for Behavior Concerns

24. 5 Steps: 25 Minutes Prior to meeting: Conduct assessment analysis Step 1: Background 5 minutes Step 2: Problem and Goal 3 minutes Step 3: Strategies (Brainstorm) 8 minutes Step 4: Create the Plan 3 minutes Step 5: Final Details 3 minutes During the meeting: Facilitator and time-taker

27. Need Help Finding the Right Words? Sentence Stems can help….

28. The Coach is the Key Ingredient Capacity building is the crucial variable affecting instructional quality and corresponding student achievement Fullan 2002

29. © Fixsen & Blase, 2009 Competency Organization Technical Leadership Adaptive Implementation Drivers 29

30. Leadership Technical and Adaptive Technical and adaptive leadership styles are exercised to manage and continually improve the evidence based programs and implementation components to support and sustain high levels of staff performance.

31. Leadership Technical Leadership Greater certainty and more substantial agreement about the ‘right’ course of action to pursue. Adaptive Leadership Values, philosophies and long-standing ways of work are challenged or found to be ineffective (Heifetz & Linsky, 2002)

32. Adaptive & Technical Leadership Leadership on the line: Staying alive through the dangers of Leading. Heifetz, R., & Linsky,M. (2002). To lead is to live dangerously, because when leadership counts, when you lead people through difficult change, you challenge what people hold dear…with nothing more to offer than a possibility…and it often means exceeding the authority you are given…people push back when you disturb the personal and institutional equilibrium…they can resist in all sorts of creative and unexpected ways (pg. 2).

33. 33 Effective Team Strategies Reflect: How can these strategies help to focus your teams on problem solving and action planning to strengthen effective practices? Turn and Talk: Share your reflection with a partner. Next Steps: What strategies will you choose to use to strengthen team practices? Reflection

34. Knowledge Check 1.The 5 steps used in the 25-minute process for academic or behavioral concerns? Background, problem and goal, strategies, create the plan, final details 2. Two examples of blended coaching stems – Paraphrasing and clarifying

35. Resources Carroll, C., Patterson, M., Wood, S., Booth, A., Rick, J., & Balain, S. (2007). A conceptual framework for implementation fidelity. Implementation Science, 2. doi: 10.1186/1748-5908 Daly, A.J., & Chrispeels, J. (2007). A question of trust: Predictive conditions for adaptive and technical leadership in educational settings. Leadership and Policy in Schools, 7, 30-63. Golden, N. & Gall, J.P. (2000). The complete toolkit for building high performance work teams. Retrieved from http://x.naf.org/presenter-files/2007 Conference and Summit/2007 Summer Institute - Washington DC/Intensives/Toolkit for Building High Performance Work Teams/toolkit.pdfhttp://x.naf.org/presenter-files/2007 Conference and Summit/2007 Summer Institute - Washington DC/Intensives/Toolkit for Building High Performance Work Teams/toolkit.pdf Heifetz, R.A. & Linsky, M. (2002). Leadership on the line: Staying alive through the dangers of leading. New York: Harvard Business School Knoster, T., Villa, R., & Thousand, J. (2000). A framework for thinking about systems change. In R. Villa & J. Thousands. (Eds.). Restructuring for caring and effective education: Piecing the puzzle together. (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co

36. Thank You Kathleen Ryan Jackson, D.Ed. kmj@uoregon.edu Erin A. Chaparro, Ph.D. echaparr@uoregon.edu