1. Coaching Plan John Gafford EDL / 531 Coaching & Mentoring August 31, 2014 Dr. Sara Bixler

2. Background Mrs. Renee Lucero is a fictional second year first grade teacher in the University of Phoenix’s virtual portal. She has a BS in Elementary Education with a certification in special education. Activities are child centered, uses a whole language approach to literacy, lots of cooperative learning, reads out loud to the students, feels memorization is unnecessary, emphasizes rules and process but not interested in accuracy, likes expression of ideas and not spelling (that’s what spell checker is for).

3. Identification and Attributes of a Specific Teacher Comprehensive and detailed teacher profile is reviewed including examples of communications, specifics of planning style, scope and sequence, multiple lesson plans, and HR information (when available). In depth analysis of data is included.

4. Hudson Coaching Methodology This coaching plan uses the Hudson coaching methodology for a fictional teacher in the University of Phoenix’s virtual portal. The plan is to create the change necessary for the teacher to improve instructional skills and experience personal/professional growth. The goals are to improve effectiveness, develop a long range plan, follow up support, and measure coaching outcomes. The plan evolves from establishing a coaching contract, assessing the current situation, inspiring the future, building a plan, executing the plan, and concluding the coaching engagement.

5. HUDSON Institute of Coaching. (2014).

6. Establish Coaching Contract Present Coaching Challenge Assess Coaching Readiness Review Contracting Arrangements Preliminary Goals & Outcomes

7. Present Coaching Challenge 1. Teacher has lost focus on the learning requirements a. Focuses too much on activities and having fun vs teaching the lesson plan b. Scope & Sequence and Lesson plan one assessment emphasizes accuracy in mathematics but she is not interested in accuracy 2. Teacher does not challenge the students a. Enables students to be languid by reading out loud to them vs having them read on their own or to her b. Using the whole language approach to literacy does not teach them the mechanics of grammar or prepare them for the next grade level c. Uses cooperative learning as a crutch (enables struggling students to get by) 3. Teacher does not use all available learning tools a. Too much emphasis on rules and processes vs learning b. Memorization is particularly useful and is an age appropriate learning expectation – she feels memorization is unnecessary 4. Teacher does not challenger herself – she has a certification in special education but has chosen not to seek out a position in that field

8. Assess Coaching Readiness Teacher is not following personal growth plan, i.e., improved student scores on district-wide assessment. Communication between teacher and parents and administration indicates poor student scores on district-wide assessment is a top priority for this teacher’s second year of teaching first grade. Teacher indicates she does “not know what to do” about the low student assessment scores. Administration wants to meet with the teacher to discuss assessments and review her professional growth plan. This teacher is absolutely ready to receive coaching and should be seeking it out.

9. Coaching Agreement (Mentor’s Role) This agreement, between __________________ (coach) and ____________________(client) will begin on _______________ and will continue for approximately ____ hours per week for a minimum of three months. The coaching sessions are primarily interpersonal, in meetings that are about two hours each, supplemented by phone calls and emails. The coaching will concentrate on future options and choices of the client, and will include training in the management of change, examination of core values, exploring the assets of peer and administrative staff personnel, identifying purpose and vision, and creating a plan for moving ahead. The coach promises to keep the information provided by the client confidential and private. Upon completion of the three months, both the client and coach will evaluate the relationship to see if it should terminate or be extended. If a mutual decision is made to extend the coaching relationship a new end date will be made at that time. Our signatures on this agreement indicate an understanding of and agreement with the information outlined above. Client _____________________________________________ Date ____________________ Coach _____________________________________________ Date ____________________

10. Review Contracting Arrangement Method to gauge interest and motivation – Direct questioning  Do you want to be mentored?  Do you know what the administration requirements are?  Do you know the areas you want or need help with?  What are your 5, 10, 20 year future professional plans?  When do you want to start? (Answer will indicate motivation or hesitation to get started) Understanding of the mentorship relationship  Expectations; explain mentor’s expectations (commitment) and ask for mentee’s perceived expectations  Assumptions; never assume anything, explain using very specific details what the mentor will and will not do, and what is expected of the mentee

11. Creating Awareness Clear and precise plans are illustrated showing the role of the mentor/coach, with established agreements, as well as methods for gauging interest, motivation, and understanding of the mentorship relationship expectations and assumptions.

12. Preliminary Goals & Outcomes 1. Improve student district-wide assessment scores  Outcome; improve student preparedness for the next grade  Outcome; meet district’s learning requirements 2. Improve relationship with peers  Outcome; increase personal and professional support system  Outcome; support established personal growth plan  Outcome; expand lesson plan library and grade appropriate content resources 3. Expand relationship with the administrative staff  Outcome; support professional support system  Outcome; improve communication and reduce confusion on teaching requirements 4. Develop specific teaching methods to gain the desired results  Outcome; improve assessment scores  Outcome; student learn the required material to be prepared for second grade  Outcome; improve professional teaching skills and teaching style  Outcome; improve personal reflection skills

13. Establishes Realistic Goals and Objectives Specific goals and objectives are identified and aligned to established and prioritized learning needs, set standards for success, and clearly measurable outcomes. Expected results are clearly and specifically outlined.

14. Current Situation Data Collection  Client Story – teacher is unaware of the seriousness of her inadequacy in preparing her students for assessments or the next grade level (unknown if she is ready for mentoring until she is interviewed)  Interviews – administration, peers, volunteers (parents), and teacher  Other Data – possibly interview second grade teachers who received her students to gauge the level of inadequacy in instruction Whole Person Context – develop a plan to include the teacher’s personal goals and aspirations Commitment – teacher’s desire and commitment to being mentored is unknown until interviewed; it is required to thoroughly delve deep through open-ended questions to determine the extend of inadequacy and dedication to improve

15. Current Situation Data Collection  Client Story  Interviews  Other Data

16. Current Situation Whole Person Context

17. Current Situation Commitment

18. Inspiring the Future Fully Developed Aspirational Goal & Behavioral Goals Interview Questions: O What are your aspirations; 30 career, principal, etc. O What motivates you? O Who are you closes peers? O Do you know how to attain your goals? O How many hours to you put into your lesson plans? O How do you develop your lesson plans (process)? Never assume the client understands even the simplest issues, i.e., do you understand the curriculum, district requirements, administration requirements, your responsibilities? Provide encouragement, support attainable goals, discuss unrealistic goals (constructive criticism), and give as much time as needed

19. Building the Plan Identify Obstacles Identify Strengths Inner Work Awareness-Building Practices Outer Work Building New Behaviors

20. Building the Plan Identify Obstacles O Understanding the seriousness of inadequate instruction O Understanding best practices to attain learning requirements O Understanding where to get help and guidance O Attitude (teacher must change philosophy) O Her student’s enjoying school and their self-esteem is important to her but it must include achieving the learning requirements O Teacher must take responsibility O When the administration told her of low assessment scores her first response was “Could the test scores be wrong?”

21. Building the Plan Identify Strengths O Dedicated; the given information indicates the teacher enjoys her work and wants her student’s to succeed O Personality; engages the students and parents, encourages parental participation, and energetic

22. Building the Plan Inner Work Awareness-Building Practices O Personal Reflection O Review your successes to correct your failures O Are you enjoying your work? O How do you plan on improving your teaching skills? O Time Management O Prepare lesson plans that include both learning requirements and fun

23. Building the Plan Outer Work Building New Behaviors O Improve or develop relationships O Peers O Administration staff O Parents O Professional organizations

24. Executing the Plan Working the Coaching Goals Periodic Check-In With Support & Stakeholders Recalibrate Goals, Refine Direction

25. Executing the Plan Working the Coaching Goals O Focus on the learning requirements O How to improve instruction O How to blend the teacher’s philosophy into one that refocuses on the learning requirements but is still fun O Where to get help and support O Learn how to challenge the students O Get support from your peers, administration, and professional organizations O Stop enabling slothful behavior in the students O Learn how to challenger yourself O Use personal reflection methods O Use your special education certificate or plan to at some point

26. Executing the Plan Periodic Check-In With Support & Stakeholders O Coaching Agreement O Meet as scheduled O Calls and emails as needed O Allowable to contact in “crisis moments” O Meet with the teacher’s peers O To encourage support O To gauge progress from an outside perspective O Meet with the administration O To convey progress reports O Ensure communication channels are open O Encourage communication between teacher and administration

27. Executing the Plan Recalibrate Goals, Refine Direction O If goals are met early new challenges can be added O Professional development skills O Personal development or relationship building O If goals are not being met new methods may need to be implemented O Refine direction as necessary O Change emphasis to only the top 3 main issues O Refocus more time to inadequate skills or focus only on the single most important goal if time is running out

28. Designing an Action Plan Detailed description and steps for designing an action plan including the mentor role as model, support, motivation, and encouragement through manageable progression is detailed. Rationale for specific actions is given with detailed rationale.

29. Concluding Coaching Engagement Examine Overall Effectiveness Develop Long Range Plan Follow Up Support Measure Coaching Outcomes

30. Concluding Coaching Engagement Examine Overall Effectiveness O Select an outcome from each goal to measure O Determine level of success by testing a sample group of students in their learning achievements against lesson plans and district-wide assessment standards O Sample several peers to determine progression O Engage with the administration to determine their view of progression

31. Monitoring Progress Progress toward successful completion is monitored through a variety of established forms of encouragement including compliments, rewards, and continual review of established expectations and goals. Obstacles of successful completion of the process are addressed in detail as well as how to keep interaction positive and supportive for all involved. All mentorship/coaching strategies are based on established and measurable outcomes.

32. Concluding Coaching Engagement Develop Long Range Plan O Prior to ending the coaching relationship develop an outline with the teacher that includes her future plans O 1 year goals O 2 year goals O 5 year goals O 10 year goals O 20 year goals

33. Concluding Coaching Engagement Follow Up Support O Design the process after coaching ends O Follow up calls O Request for information O Request for support O Request for future coaching

34. Concluding Coaching Engagement Measure Coaching Outcomes (ensure you are measuring results against client’s desired future – which should be the agreed upon goals and objectives in the coaching contract or agreement) O Goal One: Improve student district-wide assessment scores O Results against desired outcome; sample students for preparedness for the next grade O Results against desired outcome; sample student tests or homework to determine if district learning requirements are being met

35. Concluding Coaching Engagement Measure Coaching Outcomes O Repeat measuring results against outcomes for the remaining goals O Measurements should be periodically taken to determine milestones accomplishments and to determine adjustment actions to correct deficiencies O Measure effectiveness with the administration to ensure their requirements have been met O Offer additional actions the teacher can take to improve instructional skills after coaching ends

36. Coming to Closure Established and specific expectations and protocols are developed to ensure positive learning outcomes and ongoing personal/professional growth in the established areas of chosen support. A clear and absolute connection is made between the detailed steps of the process and the resulting time of completion.

37. EDL/531 syllabus info Develop a coaching plan for this specific teacher that facilitates results by identifying ways to create awareness, establishing realistic goals and objectives, designing an action plan, monitoring progress, and coming to closure.

38. References HUDSON Institute of Coaching. (2014). Hudson coaching methodology. Retrieved from http://www.hudsoninstitute.com/section_page.cfm?id=124