1. Creating a Culture for Coaching

2. Essential Questions
What are the characteristics of an effective instructional coach, what do they need to know and be able to do?
How do instructional coaches build teacher capacity for selecting, implementing, evaluating the impact of HYIS and foster teacher reflection?

3. Why coaching? Why is it important?
People in all walks of life- athletes, dancers, actors, businesspeople, lawyers- strive to continually improve their game. In order to do this they all have coaches of some sort. They hire life coaches, personal trainers, coaches. They hire their ‘coach’, then decide on what to work on, set a goal, and then begin to work on that goal- together.
Coaches are change agents, engineers, they help people in schools build bridges: like relationships and coaches speak many languages---“admin speak” and “teacher speak”
Coaching helps teachers go from “good to great.”

4. The purpose of staff development is not just to implement isolated instructional innovations; its central purpose is to build strong collaborative work cultures that will develop the long-term capacity for change.
Michael Fullan

5. Research on Instructional Coaching
Recent Research Indicates That With Classroom Coaching, Implementation rates rise… 85% - 90%
One research study conducted by the University of Kansas Center for Research on Learning evaluated a group of 87 teachers from different schools.  The results of the study indicate that 85% of those teachers who receive ongoing support from instructional coaches implement newly learned instructional methods, a factor that enhances teacher quality. In another study conducted by the same group, research indicates that teachers who do not receive such support implement newly learned strategies at only a rate of 10% (Joyce and Showers, 2002). (a role of coach is to be an advocate for the ”right conditions”)
This research indicates that coaching does indeed lead to successful adoption and effective use of proven instructional methods, with one crucial caveat: The right conditions--in the form of administrative support and qualified coaches--must be in place. In schools in which either of these elements is missing, implementation success rates have been low.
Research indicates that teachers who are supported by instructional coaches are more likely to implement newly learned instructional strategies (University of Kansas, Center for Research on Learning).
University of Kansas Center for Research on Learning

6. When coaching is successful, the person being coached begins to self- monitor personal performance the way their coach had monitored them in the beginning. Coaching is like scaffolding instruction for adults. “How do I scaffold my teaching?”
With a focus on improving the learning for all students, instructional coaching will support teachers to deepen their understanding of:
CONTENT KNOWLEDGE
RESEARCH BASED INSTRUCTIONAL STRATEGIES HOW TO USE A VARIETY OF ASSESSMENTS MONITOR STUDENT ACHIEVEMENT

7. One of Our Most Valuable Resources…Teachers
Here’s what we know: Teacher expertise accounts for more difference in student performance—40 percent—than any other factor. Ferguson (2001) • Students who have several effective teachers in a row make dramatic achievement gains, while those who have even two ineffective teachers in a row lose significant ground. Sack (1999) • Based on research in Texas, the importance of having an effective teacher instead of an average teacher for four or five years in a row could essentially close the gap in math performance between students from low-income and high- income households. Hanushek, Kain, and Rivkin (2001)

8. Teacher Impact Continued…
• The difference in teacher effectiveness is the single largest factor affecting academic growth of populations of students. Sanders (2000)
• The differences in impact by the most effective teachers, the top one-sixth of
teachers, can be 9 months or more, essentially a full year of learning. Rowen,
Correnti, and Miller (2002)

9. And finally…
#1 - Good instruction is 15 to 20 times more powerful than family background and income, race, gender, and other explanatory variables. Hershberg (2005) #2 - “It’s People, Not Programs” – Todd Whitaker There are really two ways to improve a school significantly: Get Better Teachers. Improve the teachers in the school.

10. Instructional Coaching…
Builds capacity for effective instructional practices within specific content areas.
Creates a partnership approach with teachers.
“Customizes professional development to match each teacher’s needs and interests while they help the school establish a common understanding across all teachers.” (Sweeney, 2003)
Quote from Taking the lead…

11. What characteristics of an effective coach do you view in this video?
Watch this video and think about the characteristics of an effective coach.
Before video set the stage--He starts to sing another person starts to sing– and then pretty soon everyone starts to sing…
**Ask:
After video: Ask again– where is the parallel …? TURN AND TALK: Take a few minutes to discuss parallels…
Presenter—after Turn and Talk– leads discussion what did you come up with-
Something universal about helping others, providing support, helping a child- helping someone find their successes which is at the heart of this- the heart of coaching.
SCRIBE AUDIENCE OBSERVATIONS: creating anchor chart for defining effective coaching.

12. What are the characteristics of an effective instructional coach, what do they need to know and be able to do?
What is Effective? EFFECTIVE is defined as success based on student outcomes– not did I like it, or did the students like it– but WAS IT EFFECTIVE?
Take out 5 sticky notes. Write down 5 characteristics/descriptions of an effective instructional coach. Give 1, Take 1

13. How can IFs build a culture for coaching?
Make connections and build relationships – every person has their own story.
Build trust with teachers.
Always begin with the positive. “Raise the praise – minimize the criticize.” – Todd Whitaker
Be supportive, but don’t enable or condone ineffective behaviors.
Work with the teachers as colleagues.

14. Successful coaches exhibit…
Active listening when working with teachers
Candor – about one’s strengths (no bluffing, no arrogance)
Acknowledging upfront to have some - but not all - of the answers
Reflection – individually and with the teacher on teacher’s performance and specific needs

15. How can administrators build a culture for coaching?
Create a shared team vision for the school
Develop a shared understanding of all teachers’ needs.
Scheduled leadership meeting times are encouraged.
Support the coaching role of the IF by communicating expectations to the staff.

16. Roles of an Instructional Coach
The roles of an instructional coach focuses on the working relationships between a teacher and the coach in order to increase the teacher’s capacity to:
PLAN lessons based on the systematic study of student needs through looking at student data- data analysis
THINK about the intentional choices teachers make in the instructional process.
REFLECT with the coach on lessons as they implement instructional practices. (ETS)
This process is cyclical and is characterized by teachers and coaches working at various levels within this coaching continuum based on STUDENT and STAFF needs.

17. Ten Roles of a Coach Classroom Supporter Resource Provider
Learning Facilitator
School Leader
Catalyst for Change
Learner
Resource Provider
Data Coach
Curriculum Specialist
Instructional Specialist
Mentor
The overarching role of the coach is to build teacher capacity to implement effective instructional practices to improve student learning and performance.
But all these roles can be attributed to an instructional coach. To learn more about these roles you may want to look at Taking The Lead by Joellen Killion of the NSDC.
Resource Provider…
• Assists teachers with materials, tools, information, etc. to support instruction
Data Coach: Organizes and analyzes a school’s data
• Facilitates data conversations among a school’s faculty
• Supports teachers in using data to improve Instruction
Curriculum Specialist:
The “what” of teaching
• Helps teachers use the national, state and district curriculum standards to plan instruction and assessment
• Helps teachers use the curriculum to analyze students’ strengths and target areas
Instructional Specialist:
Is the “how” of teaching
• Assists teachers in designing instruction to meet the needs of all students
• Shares multiple instructional processes/strategies
• Coordinates with other specialists in the school
• Helps teachers manage the pacing of instruction
(e.g., depth vs. breadth)

18. Coaching’s Big Four Content Instructional Practices
Assessment for Learning
Classroom Management
Jim Knight, University of Kansas

19. Instructional Coaching…
LAST Instructional Strategy Looks like… Acts like… Sounds like… Teach or tell someone about it… W2PyskVRcXr7yjPJ_gNRIJ96lxjaH_JG39KSg/e dit?usp=sharing

20. Where do we start? Just start. 
Begin with most receptive teachers – new teachers, new to a content area/grade level, teachers that specifically request assistance and feedback.
Focus.
Can be principal-directed. Develop the focus as a team.

21. Review of High Yield Instructional Strategies
Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representation
Cooperative Learning
Setting Goals and Providing Feedback
Generating and Testing Hypotheses
Questions, Cues, and Advanced Organizers
Another focus area: Common Core Instructional Shifts
Give out Marzano’s handout here. Is classroom mgmt an area of weakness? Engagement? Content delivery?

22. What is the expectation for instructional coaching?
The minimum expectation is one coaching session per day. Coaching will be documented weekly.
What constitutes a “coaching session?”
Planning session, PLC, plan-observe- feedback-reflect with teacher, model lesson, scheduling time for teachers to observe master teachers, pulling resources, etc.
Assisting with data analysis, etc…

23. Evaluating Impact of Effective Teaching Strategies

24. Providing Feedback Not evaluating teacher, but evaluating
the effectiveness of the effective
teaching strategies as evidenced by:
fidelity of implementation
impact on student outcomes.
Evaluation on 2 levels – did students do better– root cause if effective implementation and student outcome– actual learning…

25. Debriefing The teacher and the coach meet to discuss:
Degree to which students have mastered the learning outcomes
Effective Teaching Strategies used by the coach/teacher (depending on if observation, model lesson, & or co-teaching stage)
Instructional adjustments the teacher made during the lesson

26. Feedback Goal of feedback is to improve current
situations without criticizing or
offending.
Should be:
Descriptive rather than Evaluative (visible)
Specific instead of general
Given as soon as possible
Realistic
Positive
** realistic with changes– change can’t happen overnight…

27. Warm Vs. Cool Feedback WARM COOL Supportive Strength oriented
Focus on solutions
Promotes positive learning
Impersonal
Needs oriented
Focus on the problem
Provides constructive criticism

28. Questions to Ask When Debriefing/ Providing Feedback
What did you see? What was the focus on learning goals?
What standard was being used and are the procedures and assignments appropriate?
How will the student achieve according to the standard being addressed?
What questions were being asked?
Did the lesson end with the focused learning goals?
EFT = Effective Teaching Strategies

29. Continued…
What ETS did you see incorporated in the lesson? Was the ETS presented with fidelity?
What needs did you see?
What suggestions do you have for teaching this standard?
How can we support the teacher for future student learning?
How can you work together to incorporate collaboration on this lesson?

30. How would you provide feedback to this teacher? Teaching History
A fun feedback exercise…

31. Reflection
“The teacher cannot rely on either instinct alone or on prepackaged sets of techniques. Instead, she or he must think about what is taking place, what the options are and so on, in a critical, analytical way. In other words the teacher must engage in reflection.”
John W. Brubacher, Charles W. Case, and Timothy G. Reagan

32. Reflection
The teacher and the coach independently and systematically reflect on how their collaborative work fosters the development of the students’ understanding.
Do this on an ongoing basis to re-examine goals so that there is a cycle of continuous improvement.

33. Questions to Foster Reflection
What was I trying to accomplish?
How did I go about completing the lesson and solving problems I had along the way (process)?
What did I do well (strengths)?
What did I have difficulty with (weaknesses)?
What have I learned/what would I do differently?

34. Reflection Questions, cont’d
What worked well?
What did we learn?
Did our conversations lead us closer to our goals? How?
Did we focus on the lesson or on other issues?
Did we do what we set out to do?
How can we improve on this to make coaching collaborating on lesson plans more significant part of our work?

35. Data, Data, and More Data…

36. Are the students learning?
Coaches:
assist teachers in the gathering and analysis of formative assessment DATA about what students know and can do as they enter a learning experience
help teachers use the data analysis to design learning experiences at which students can be successful
train teachers in the ongoing use of formative assessment data.
Coaches need to provide extensive training to teachers so they learn to use every piece of student work, all student responses, and student questions as data sources about how well students are learning.
Even SUMMATIVE assessments become data sources—because we can determine whether or not individual students have mastered or are moving towards mastery of the identified standards.

37. The question we must teach teachers to ask is not did the students complete all the assignments and do their homework, but rather, did they learn what they were supposed to learn, did they retain it over time, and can they use it in ways that demonstrate understanding at a high level.

38. A Principal’s Perspective
Coaching Successes – Beth Lancaster

39. Essential Questions
What are the characteristics of an effective instructional coach, what do they need to know and be able to do?
How do instructional coaches build teacher capacity for selecting, implementing, evaluating the impact of HYIS and foster teacher reflection?

40. Concerns? Questions?