1. Steps to Success Training for Coaches for NH Title I Priority and Focus Schools August 27, 2013 PSU- COGS, Concord

2. Welcome!  Purpose of the training  Intended outcomes  Agenda overview  Introductions: Success indicators August 27, 20132 Introduce yourself and complete this stem: “This training will be successful for me if...”

3. 3 The Essence of the Coach’s Role “An outside school coach, properly prepared and sensitive to individual and whole-school concerns, can provide a balance of pressure and support to initiate and sustain school improvement.” Kostin and Haeger, 2006, Coaching Guide, p. 3 August 27, 2013

4. 4 What does a coach need to know and be able to do?  What is the knowledge coaches need?  What are the skills a coach needs?  What dispositions or attitudes will enable a coach to serve his/ her clients well? Coaches who can outline plays on a black board are a dime a dozen. The ones who win get inside their players and motivate. Vince Lombardi August 27, 2013

5. Title I Priority and Focus Schools Activities, Tools and Products  ESEA Turnaround Principles  The planning cycle: where are you now? Implement Plan Assess Revise Monitor August 27, 20135

6. Doing the work: Collaborative Teams  Recommended members  Responsibilities of members  Special role of “process manager”  Essential role of “district liaison”  Optional: external coach August 27, 20136

7. Managing the work: Leading teams  Steps to Success core values: Distributed responsibility Best practices in managing teams  Coaching Team Leaders *VIP* Principal is Team Leader NOT the Coach! August 27, 20137 Finding good players is easy. Getting them to play as a team is another story. Casey Stengel

8. 8 Coach’s Tasks and Team Tasks Improvement StageTeam TasksCoach’s Tasks Assess Needs Examine data -- outcome, input Identify barriers to success Probing questions Evidence of current practice Develop Plan Clear goals, proven strategies Explicit progress benchmarks Vision of success; Realistic, reasonable Distributed responsibility Implement Plan Who does what, when, how Maintain focus; Encourage Monitor, Revise What’s working, notMany types of evidence; August 27, 2013

9. Starting the work: Comprehensive Data Review  Recommended protocol: Data Driven Dialogue  Available resources: SLDS Data Facilitators PerformancePLUS  Products: Summary of Local Achievement Data Optional: classroom profiles of student performance August 27, 20139

14. BREAK August 27, 201314 “If we are interested in effecting change, it is crucial to remember that we are working with these webs of relations, not with machines.” (Margaret Wheatley, 1999, Leadership and the New Science, p. 145.)

15. Steps to Success: The Process August 27, 201315

16. Starting the Work (cont’d): Recommended Sequence  Contracting conversation: principal, super, coach  LT Organizing meeting: norms, roles and responsibilities  Comprehensive Data Review - DDD  Critical factors influencing achievement / Achievement Gaps (e.g. fishbone) August 27, 201316

17. Factors Contributing to Learning August 27, 201317 Indicators = evidence-based instructional practices and organizational structures that influence student learning What do we know already? Fishbone graphic organizer Problem Statement: What is the achievement gap that must be remedied? Rigorous Aligned Curriculum Differentiated Instruction Continuous improvement Use of Data Student Supports Family Engagement Professional teaching culture School Climate Leadership

18. ASSESS Current Practices  Connecting Inputs to Outcomes  Recommended Protocol – YOUR practices compared with “best” practice Current level – none, partial, full Priority – influence of practice on outcomes Opportunity – practical considerations EVIDENCE – corroborate ratings August 27, 201318

19. Mt. Adams Leadership Team  Principal/ team leader  Process manager  ELA lead teacher  Math lead teacher  District Liaison  Parent August 27, 201319

20. Debrief ASSESS Protocol  Did the Mt. Adams team do a good job assessing its practices for ID10?  What coaching strategies contributed to a rich conversation?  What did members of the team learn from their assessment?  What do they need to do next? August 27, 201320

21. PLAN (or Revise PLAN) Protocol START with the END in MIND  What will look like? What will teachers/ admin/ students/ others be doing differently?  What evidence (data) will tell you whether actions are having desired impact? August 27, 201321

22. PLAN (or Revise PLAN) Example  PLAN protocol  Mt. Adams (or own) example  Is the description of fully implemented clear and complete?  Is the evidence to be collected realistic? appropriate? August 27, 201322

23. Questions on the Recommended StS ASSESS or PLAN Process? August 27, 201323

24. Coaching Comments: Formative Feedback 24 (from Grant Wiggins, 7 Keys to Effective Feedback, in Educational Leadership September 2012, Vol. 70, No. 1, ASCD) Helpful feedback is:  Goal–referenced  Tangible and transparent  Actionable  Specific  Personalized  Timely  Ongoing  Consistent August 27, 2013

25. Coaching Comments: Formative Feedback 25 Sample entry from Spring Lake ES: Indicator: The Leadership Team reviews the principal’s summary reports of classroom observations and takes them into account in planning professional development. (school’s description of current practice) ​​Beginning last year, Spring Lake staff agreed to changes in the professional evaluation process that allows administrators to aggregate observation data at mid-year and end of year. These aggregated reports are reviewed by the Leadership Team to inform decisions about the targets/ focus of instructional coaching. This is the first year of this practice and we intend to implement this year and monitor its impact.  What feedback would you give to this school in the form of a “coaching comment”? August 27, 2013

26. Coaching Comments: Task and Process Feedback August 27, 201326 (Hattie and Timberly (2007). The power of feedback. Review of Educational Research 77 (1), 81-112.) ​ Levels of Feedback: Task or product level; process level, self-regulation level; self-level Examples: ** Hi, Wendy and John -- Looks like you've recruited a representative team to work on the process for your restructuring plan. Call or email and I can help you get started. ** Hi, Michael,....For the 'fully implemented' or not a priority instructional practice indicators, do you have evidence that they are actually happening in every classroom? For instance, are resource teachers following the same curriculum pacing guides, etc. as regular ed teachers? ** Matthew:.... Overall, you rate yourself as fully implemented on a lot of indicators -- look at student outcome data to see if that rating is true across all student groups and classrooms. Are you coming to some discoveries about areas needing change?

27. 27 Lunchtime Pause and Reflect “Effective coaching focuses on changing performance. Therefore, the first requirement of any coaching relationship is that the person receiving the coaching must agree that a change in performance will be useful. Throwing coaches at teachers and principals who have not first agreed that improved student performance is essential will be a waste of time and money.” (Reeves, D. 2009. Leading change in your school: How to conquer myths, build commitment, and get results. Arlington, VA: Association for Supervision and Curriculum Development (ASCD). p. 75) August 27, 2013

28. The Indistar Tool: TOUR August 27, 201328 1. Navigate to www.indistar.orgwww.indistar.org 2. Practice sites – nhsample/nhsample = includes sample entries for fictitious Mt. Adams School; full access to retrieve, but not editable nhschool/ nhschool = access to materials, can post ‘practice’ entries; PUBLIC – no restrictions; caution on entering real information 3. Passwords – Access Levels School – full editing access for process managers, principals District Liaison – read-only for schools assigned, enter coaching comments School Consultant/ Coach – same as DL District – read-only for schools; full access for District workspace Guest – read only; team members, staff WITH CAUTIONS

29. Indistar Tour: The DASHBOARD DASHBOARD for Mt Adams School My Online Tools -- Support for School Improvement, “Steps to Success” – School Indicators -- Transformation Implementation Indicators (for SIG schools ONLY) -- NH Turnaround Indicators Document Upload (aka File Cabinet) -- Location to post completed Summary of Local Data -- Four folders set up for you; option to create new folders August 27, 201329

30. The Indistar DASHBOARD (cont’d.) TABS: Home – My Online Tool(s) Forms to Complete September (Oct, Nov) Monthly Reports NH SINI Goals and Objectives SIG – Leading Indicators Annual Form SIG – Lagging Indicators Annual Form SIG – Interventions Annual Form Required Reports Same list as FORMS, with SUBMIT button Docs and Links Document Upload guidance Summary of Local Achievement Data Assess, Plan Protocol ASSESS Worksheet August 27, 201330

31. Reading Minds: Indistar Exploration Purpose : to explore the features of Indistar and anticipate questions from teams Procedure : 1. Navigate to the assigned area of the Indistar workspace. 2. Explore that area to learn what’s there. 3. Develop at least TWO (2) questions that can be answered by your section of the site. Example 1: Assignment: nhsample/ nhsample Question: Where can I see some examples of indicator assessments or plans that might be posted by a school team? August 27, 201331

32. Indistar Tour: Main Menu Page  ID Banner – editing options  Above the banner: Resources and Reports  Resources -- how to export  Reports – *Indicator Checklist Report Plan Your Meeting  Meeting Agenda Setup  Worksheets  Wise Ways August 27, 201332

33. Indistar Tour: Main Menu Page Sidebar  Coaching Comments  Where Are We Now?  Help – description of items on Main Menu page  School Team  Demographics - post school profile in File Cabinet  Assessment - post Assessment Summary in File Cabinet August 27, 201333

34. Questions on Indistar DASHBOARD and MAIN MENU August 27, 201334

35. Indistar Tour: Main Menu Page Cycle Links August 27, 201335 What: Document the team’s work Who: Process Manager, Principal When: After team meetings

36. Indistar Tour: Main Menu Page ASSESS  Use ASSESS Worksheet during team meetings; Process Manager posts summaries (tabs) 1. Select Indicator 2. Indicators to Assess 3. Indicators Assessed 4. Assess Indicator  *NEW* FILTERS KEY Turnaround Indicators CORE Turnaround Indicators CHOICE Turnaround Indicators August 27, 201336

37. Indistar Tour: Main Menu Page CREATE PLAN  Select Indicators to PLAN based on (a) data review for gaps; (b) crosswalk with Turnaround Principles  Use PLAN Protocol during team meetings; Process Manager posts results  *Enhanced focus = #2: “... Describe the information you will need to provide evidence that this objective is fully met”  *New* Feature: 5c – Is this a recurring task? August 27, 201337

38. Indistar Tour: Main Menu Page MONITOR PLAN  “In the Plan” caution  Sortable headers  *NEW* Progress updates When? Monthly Where? Update or Complete Task Status  Comments: (example) “September 25 LT Mtg – LT contracted with SLDS Data Coach Nancy Numerical to facilitate our “deep data dive”. We completed our first review on 09/25 and will continue our data analysis on our next LT meeting, October 5.”  Delete This Task -- with care! August 27, 201338

39. Questions on the Indistar Tool August 27, 201339

40. BREAK August 27, 201340

41. 41 Defining the Coach’s Responsibilities: Contracting Conversation “A solid coaching relationship begins with a clear working agreement or contract and follows the same guidelines and principles as contracting for any other facilitative role... Including clarifying the expectations of both parties and emphasizing mutual design and joint accountability.” Davidson, Anne and Dale Schwarz. The facilitative coach. (2005). In Roger Schwarz et al, The skilled facilitator fieldbook, pp. 457- 477. San Francisco: Jossey-Bass. August 27, 2013

42. Next Steps: Crosswalk August 27, 201342 Purpose: Work with plans already in place – “do not reinvent the wheel” Some Process Options: -Recent Steps to Success Users - Retrieve List of Objectives included in Plan - Identify which Turnaround Indicators already assessed, planned -Review existing content; update; post in Turnaround Indicators workspace -- Recent Focused Monitoring Participants - Review action plan produced by FM process - Identify Turnaround Indicators most closely aligned with FM plan - Post ASSESS and PLAN in Turnaround Indicators workspace -- SIG Schools - Examine 2013-2014 Action Plans -Post aligned plan in online workspace

43. Homework Checklist (for Schools) August 27, 201343  Check login access; wander and explore  Recruit or reconvene leadership team (LT); create schedule; agree on norms; distribute roles  Designate a “process manager”  Complete comprehensive data review  Complete and post Summary of Local Achievement Data  Complete CROSSWALK; identify priority indicators to be assessed; draft work plan  FOCUS Schools: ASSESS or RE-ASSESS and PLAN (or revise current PLAN) KEY Indicator ID10  Complete and Submit September Monthly Report  Register to attend first StS web meeting: Sept 19  Consult with District leaders, respected advisors and appropriate DOE state lead to decide whether to contract with an external coach.

44. Who ya’ gonna call? For questions aboutContact Data Support Rob Hanson Hanson_alrs@hotmail.com 603 396-8076 Steps to Success Tool and Process Karen Laba Or Rob Hanson Karen.laba@doe.nh.gov 603 969-0988 Title I Priority Schools Kathryn ‘Joey’ Nichol Kathryn.nichol@doe.nh.gov Title I Focus Schools Deborah Connell Deborah.connell@doe.nh.gov August 27, 201344

45. 45 Coaching Resources Laba, K. 2010. Coaching for School Improvement; A Guide for Coaches and their Supervisors. Lincoln, IL: Center on Innovation and Improvement www.centerii.org) www.centerii.org Garmston, Robert J. and Bruce M. Wellman. 1999. The adaptive school: A sourcebook for developing collaborative groups. Norwood, MA: Christopher- Gordon. Lipton, Laura and Bruce Wellman. 2011. Groups at work: Strategies and structures for professional learning. Sherman, CT: MiraVia. National School Reform Faculty. http://www.nsrfharmony.org/http://www.nsrfharmony.org/ School Reform Initiative http://schoolreforminitiative.org/http://schoolreforminitiative.org/ Schwarz, Roger. 2002. The skilled facilitator: A comprehensive resource for consultants, facilitators, managers, trainers, and coaches. San Francisco: Jossey-Bass. Wheatley, Margaret J. 1999. Leadership and the new science: Discovering order in a chaotic world. San Francisco: Berrett-Koehler. August 27, 2013

46. 46 Thanks for your participation “We change only if we decide that the change is meaningful to who we are... If the work of change is at the level of an entire organization or community, then the search for new meaning must be done as a collective inquiry.” Wheatley, Margaret J. 1999. Leadership and the new science: Discovering order in a chaotic world. San Francisco: Berrett-Koehler, p148. August 27, 2013