1. 1 Cohort B Spring Leadership Meeting Principal Session March 3, 2008

2. 2 Small Group Discussion Questions 1 and 2

3. 3 Resistance: People Reasons Fear of the unknown Individuals are not sure what they are to do and it creates anxiety. Lack of power When individuals feel powerless, they resist whatever it is that makes them feel that way. Types of power: Legitimate power: Derived from an individual position in the hierarchical structure Reward power: Control over and administration of records, promotions, raises Coercive power: Ability to punish Expert power: Based upon a special ability, expertise, or knowledge base Referent power: Based upon a person’s attractiveness, appeal, or charisma Information power: Ability for an individual to gain information about particular issues Inertia People do not want to change. Lack of self-interest Not inclined to see group benefit if innovation is not personalized or unless it supports their view. Avoidance of conflict Conflict, which creates anxiety/frustration/resentment, is avoided at all costs. Failure to communicate Information is ambiguous, receiver has selective perception; language is too technical, perception of confusing undertones. Escalation of commitment Defensiveness arises as the individual might learn he is incorrect and the longer we wait to intervene, the farther the reach of discomfort. That’s Just the Way They Are Fear of what others might think

4. 4 Resistance: People Reasons ResistersReason/FactorsHow I Can Help

5. 5 “When leaders speak with “clarity, possibility, and accountability, and when they interact with others in respectful and mutually satisfying ways, they empower themselves and those with whom they work to produce extraordinary results...adding purpose, joy and energy to their community.” Dennis Sparks http://www.nsdc.org/library/publications/results/res3-05spar.cfm

6. 6 Setting the Conversation Agenda Be candid and discuss the “non-discussables” Talk about issues directly with everyone involved to avoid “parking lot discussions” Listen with empathy and determine the “loss” involved with the situation and acknowledge the loss directly When you make a promise, be prepared to follow through immediately, modeling personal accountability Use language that expresses commitment, integrity and accountability to sustain productive actions

7. 7 Necessary Conversations: Practice! 1.Find a partner. 2.Each person will choose a practice scenario to role play. 3.Take turns role playing your scenarios -- one person role plays as the principal while the other person role plays as the teacher.

8. 8 Small Group Discussion Questions 3 and 4

9. 9 The following slides are based upon an earlier presentation to Reading Coaches by: Amanda Sanford Oregon Reading First Center

10. 10 Methods for Providing Feedback Written Feedback Verbal Feedback (immediate) Verbal Feedback (delayed)

11. 11 General Format for Providing Feedback 3 “Keepers” (Student Focused) –The students ______ because you _______ 1 “Polisher” (Student Focused) –It’s important that students __________; in order to do that, try ________

12. 12 Providing Feedback: 3 Keepers What: 3 Keepers (Student Focused) –The students ______ because you _______ Why: –3:1 ratio is critical to promoting positive and responsive school culture –Increases the likelihood that teachers will sustain effective practices –Builds rapport –Increases likelihood teacher will hear and respond to “polisher”

13. 13 Providing Feedback: 1 Polisher What: 1 Polisher (Student Focused) –It’s important that students __________; in order to do that, try ________ Why: –Limits focus for growth to manageable number of tasks –Provides clear teacher practice to improve instruction –Provides rationale for implementing recommendation –Links rationale to student outcomes (keeps focus on students)

14. 14 Providing Feedback: Special Considerations When providing feedback in writing: –May limit written feedback to only “Keepers” –Try to provide feedback as immediately as possible –Only provide polishers in writing after they have been discussed verbally Why: –Immediate feedback reduces anxiety –Writing is a more permanent record of feedback; ensures that the teacher can reflect on a positive coaching interaction

15. 15 Providing Feedback: Special Considerations When providing feedback Verbally (Immediately): –This option is helpful when doing coach & principal walk- throughs –Check for understanding: ask teacher to repeat back positive feedback before giving growth statement –Make sure to describe the desired behavior and have coach or principal model it (while other person provides whisper coaching) Why: –Gives an immediate model of effective teaching –Ensures the teacher “hears” positive feedback –Increases the likelihood that the teacher clearly understands how to implement the more effective teaching practice.

16. 16 Providing Feedback: Special Considerations When providing feedback Verbally (Delayed): –Give feedback as soon after the observation as possible –Check for understanding: ask teacher to repeat back positive feedback before giving growth statement –Make sure to describe the desired behavior and offer to model it –May create a checklist or key features for teacher to observe so they attend to the relevant features of the model Why: –Still provides a model of effective teaching –Ensures the teacher “hears” positive feedback –Increases the likelihood that the teacher clearly understands how to implement the more effective teaching practice.

17. 17 Providing Feedback: Special Considerations When providing feedback Verbally (Delayed): –May have teacher first reflect on her “keepers” and “polishers” Why: –Promotes self reflection –May open the door to coaching without you providing any feedback –Builds rapport and demonstrates respect for the teachers appraisal of his/her own teaching

18. 18 Providing Feedback: Special Considerations When providing feedback Verbally (Delayed): –Coaches may not provide polisher (must be done by principals if coaches don’t identify polishers) Why: –Ensures that coach maintains a “helper” role instead of “evaluator”

19. 19 Providing Feedback: Principal Specifics What: Expectation –Set instructional target: “I want to see…” –“On my next observation I’ll be looking for…” Why: –Sets clear expectation that staff will implement best practice –Lets staff know it is important that recommendation is implemented

20. 20 Providing Feedback: Principal Specifics What: Offer support –You can talk to the coach to help you… or I’d like you to talk with the coach to help you Why: –Opens door for coaching –Increases support and likelihood teacher will be successful in improving instruction

21. 21 Providing Feedback: Principal Specifics What: Follow-up –Complete next observation and –Provide keeper and polisher focusing on previously set target Why: –Increases the likelihood that good instructional practice will be implemented –Provides opportunity to provide positive feedback to teacher for implementation –Increases rapport and positive school climate

22. 22 Impact of Coaching on Teacher Skill Joyce and Showers, Student Achievement through Staff Development Training Outcomes Training Components and CombinationsKnowledgeSkillTransfer of Training Information.63.35.00 Theory.15.50.00 Demonstration1.65.26.00 Theory Demonstration.66.86.00 Theory Practice1.15.00 Theory Demonstration Practice.72.00 Theory Demonstration Practice Feedback1.311.18.39 Theory Demonstration Practice Feedback Coaching 2.711.251.68

23. 23 Protect the Coaching Role! When a coach becomes directive, the teacher may feel that his needs or concerns are not the focus of attention! Flaherty, 1998

24. 24 Critical Factors for Coaching Jill Jackson 1.Sufficient time to work with teachers 2.Proven research-based interventions 3.Professional development of instructional coaches 4.Protecting the coaching relationship 5.Ensuring principals and coaches work together 6.Hiring the right instructional coaches

25. 25 Coaching Feedback Checklist _______Coach creates a physical atmosphere of collaboration _______Coach asks teacher to reflect on lesson immediately _______Coach uses various questions to prompt reflection as necessary during the conversation _______Coach utilizes written lesson/curriculum as a tool to modify and correct teacher behavior _______Coach omits “I like”-type comments from coaching situation _______Coach models routine/procedure for teacher, if necessary _______Coach asks teacher to practice routine/procedure for teacher, if modeling has occurred _______Coaching exchange results in clear “next steps” for follow up _______Coach completes coaching exchange by prompting reflection on the coaching process

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