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COACHINGACADEMYOUTCOMES(COHORTS1-4)

ThefollowinglistoutlinestheoutcomesforallparticipantsintheCoachingAcademy.Adjustmentsaremadetoeachmodulebasedupontime.Thedesignensuresthatparticipantsregularlypracticecoachingpubliclywithfeedbackfrombothlargeandsmallgroups.Day1 ● IntroducemembersoftheCoachesAcademyCohortandsharethecontextfortheworkof

coachinginACPS.● Assessthestagesofcommunityinyourteamsandconsidertheneedforcreatinghighrelational

trustinyourschools.● Establishanddescribeaframeworkforcoaching.● Identifyanddiscussthecharacteristicsofeffectivecoaches.● Discussthetenrolesofcoaches.● Establishlearningteamsthatwillreflectuponthetoolsandstrategiesthataremodeledand

considerhowtouseandapplythem.● Learnwithandfromoneanother.Day2 ● Assessgroup’sexperiencewiththeDistrictPLCinitiative.● Examineacontinuumofcoachingbehaviors.Understandthechallengesofeachpointalongthe

coachingcontinuum.● UnderstandCBAM(Concerns-BasedAdoptionModel)andothermodelstodevelopskillsto

managechange.● Exploreresistanceandresistancereducingstrategies.● Considerhowtoassesstheimpactofthecoachingefforts.● Reviewthe“bigpicture”ofCohort2.● Learnwithandfromoneanother.Day3 ● Introducetheteamof“coachingleaders.”● Uselisteningasthefoundationforallcoachingpractices.● Usethetenseofconversationstofocusactionsonfutureimprovement.● Developareflectivestanceusingstrongcommunicationskillsincludingnon-verbal

communication,paraphrasing,pausing,presuppositions,andpositiveintention.● Coachoneanotherusingoneoftwoplanningconversationtemplates.● Practiceusingplanningandconversationsmaps.● Discusshowwewillassesstheimpactofthecoachingwork.

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● Learnwithandfromoneanother.Day4

● Developasharedunderstandingofourknowledge,belief,assumptions,andresearchaboutPLCs.

● Learnaboutandcreateschoolculturesandstructurestosupportcollaborativeprofessionallearningandstudentlearning.

● AnalyzeandassessthecurrentstateofPLCsinschoolsanddevelopaplantosupportandadvancecollaborativeworkthroughoutthedivision.

● ConsidertheroleofthecoachesandinstructionalleadersinsupportofPLCsandallcollaborativework.

● DiscusshowStudentServicesandEdServicesmayapplythePLCcultureintheirdepartments.

● Learnwithandfromoneanother.Day5

● DiscusstheskillsassociatedwiththeroleofClassroomSupporterincludingdemonstrationteaching,co-teachingandobservations.

● DifferentiatewithafocusontheChangeCatalystrole.● Practiceusingtoolsthatcanbeusedtoobserveteachersandfacilitatepost

observationconferences.● Practicefacilitatingaplanningconversation.● Deepenquestioningskills.● Considerkeyideasandthelatestresearchaboutfacilitatingexcellentreflection

conversations.● Learnwithandfromoneanother.

Day6● Discusshowtocreateacultureoftrustandrespectsothathonest,openand

authenticdataconversationsoccur.● Shareprotocols,structuresandtoolsthatcoachescanusetohelpalleducatorsuse

datatoinformdecisionsaboutinstructionandlearning.● Identifytheimportantcomponentsofdataconversationsdesignedincollaboration

withtheOfficeofAccountability.● Learnavarietyoffacilitationtoolsandskillsthatyoucanusetoensurethatyour

meetingsarebothefficientandeffective.● Learnwithandfromoneanother.

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Day7 ● Understandthefundamentalneedsofadultlearners.● Reviewthestandardsforprofessionaldevelopmentandlearnhowtousethemin

guidingthedesign,implementation,andevaluationofprofessionallearning.● Selectmultipleprofessionallearningdesignstofacilitateteacherlearningandsupport

schoolimprovementgoals.● Learnwithandfromoneanother.

Day8

● Exploreexcellentpresentingandco-presentingskills.● Share“powerfuldesigns”forprofessionallearning.● Createalearningcommunity“sharingnextpractices”acrossACPSschools● Understandtheroleofconflictasanassetforprofessionalandpersonal

improvement.● Practiceusingprotocolsandstrategiestomanagedifficultconversations.● Learnwithandfromoneanother.

COHORTS(CohortsI,II,IIIreconnectandrecommittothework.)Day9

● Discusshowthecoachingtraininghasimpactedyourwork.● Completeaforcefieldanalysis.● Sharetheroleofthecoachingleaders.● PracticefacilitatingdataconversationsusingACPSdata.● Introducenewtoolsthatwillhelpyoumanageconflictandfacilitatedifficult

conversations.● PracticecoachingoneanotherusingtheConsultancyTrio.● LearnavarietyofLearningDesignsandconsiderhowtoapplythem.● Challengetheteamtoprovideleadershipthroughouttheschoolsanddivision.● Learnwithandfromoneanother.

ResourcesAllparticipantsreceivedthreebooks:

1. Killion,JoellenandCindyHarrisonTakingtheLead:NewRolesforTeachersandSchool-BasedCoaches,2ndEdition.LearningForward,Dallas,TX.2017.

2. Killion,Joellen,CindyHarrison,HeatherClifton,andChrisBryan.CoachingMatters.LearningForward,Dallas,TX.2012.

3. StandardsforProfessionalLearning.LearningForward,Dallas,TX.2011.

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AlexandriaPublicSchools

Cohort5CoachingAcademy—Shiftto4DaysDAY1Opening:ShareideasabouttheevolutionoftheCoachingAcademy(changesinleadership,funding,priorities)

∗ DefinecollaborationinACPS∗ Assessthestagesofcommunityinyourteamsandconsidertheneedforcreating

highrelationaltrustinyourschools.∗ Identifyanddiscussthecharacteristicsofeffectiveleaders/facilitators/coaches.

∗ Discusstenpossiblerolesofleaders/facilitators/coaches.∗ ApplyCBAM(Concerns-BasedAdoptionModel)andothermodelstodevelopskillsto

managechange.∗ Examineacontinuumofcoachingbehaviors.Understandthechallengesofeach

pointalongthecoachingcontinuum.• Learnwithandfromoneanother.

DAY2—FocusonCollaborativeWork

∗ Assessgroup’sexperiencewiththeDistrictPLCinitiative.∗ IntroducetheresearchaboutPLCs.

∗ ReferenceLearningbyDoing(Dufour,DuFour,Eaker,Many),StudentCenteredCoaching(Sweeney),TheArtofCoachingTeams(Aquilar),ImpactCoaching(Knight)andothers

∗ Focusonthe4PLCquestions.∗ Practiceusingprotocolsandtoolsforfacilitatingcollaborativeworkincluding:

∗ LookingatStudentWork∗ CommonAssessments∗ Rubrics∗ Interventions—shareexpertiseoflocalschoolbasedleadersincluding:∗ ConversationMaps

∗ UsetheConsultancyprotocolandpracticecoachingoneanother

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Day3—CommunicationSkills

● Uselisteningasthefoundationforallcoachingpractices/collaborativework.● Developareflectivestanceusingstrongcommunicationskillsincludingnon-verbal

communication,paraphrasing,pausing,presuppositions,andpositiveintention.● Deepenquestioningskills.● UsetheForceFieldprotocoltodeterminepossibleactions.● Useactionplanningtemplatestodeterminenextsteps.

Day4–WorkingwithPeople

● Practiceusingavarietyoffacilitationtoolsandskills● Exploreresistanceandresistancereducingstrategies.● Considerstrategiestodesigneffectivepartnershipagreements/managingup.● Discusswhatquantitativeandqualitativedatamighthelpyouassessimpact● Learnabouthowtofaceinevitableconflictsandmanagedifficultconversations.● Discusstheskills,attitudesandbehaviorsneededbythecoachasChangeCatalyst.

RESOURCESAllparticipantsreceivedthreebooks:

1. Killion,JoellenandCindyHarrisonTakingtheLead:NewRolesforTeachersandSchool-BasedCoaches,2ndEdition.LearningForward,Dallas,TX.2017.

2. Weisbord,MarvinandSandraJanoff.Don’tJustDoSomething,StandThere.Berrett-KoehlerPublishers.SanFrancisco,CA.2007.

3. StandardsforProfessionalLearning.LearningForward,Dallas,TX.2011.

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ComparetheACPSOutcomestotheLearningForwardCoachesAcademy

Withexperiencesupportinginstructionalcoachesinmorethan30statesandnumerousschooldistricts,LearningForwardisaleaderindevelopingthecoachingskillsnecessaryforimprovedstudentlearning.Theoutcomesbelowidentifytheessentialknowledgeandskillsformasterteacherswhoserveasinstructionalcoaches.

Forourworkwithanorganizationtobesuccessful,LearningForwardrequeststhattheorganizationverifiesitsexpectationsforcoachesinlightoftheoutcomesbelow.Oncetheorganizationconfirmsitsexpectationsforcoaches,LearningForwardwilltailortheoutcomesforthecoaches’trainingtomeetanyspecificneeds.

TheassumptionguidingLearningForwardCoachesAcademyisthatcoachesaremasterteachersusuallywithsubstantialinstructionalandcontentexpertise.Coaches,however,oftenlackdeepexpertiseinprofessionallearning.Asaresult,Academyparticipantsbenefitfromdevelopingskillsrelatedtobuildingrelationships,leadingprofessionallearning,andindividualandteamcoaching.ThecurriculumandlearningdesignoftheLearningForwardCoachesAcademyreflectsbestpracticesinadultlearningtheory,isgroundedintheStandardsforProfessionalLearning.

CoachesAcademyOutcomes:ParticipantsintheLearningForwardCoachesAcademywill:Understandhowchangeimpactsadultlearners.• UnderstandConcerns-BasedAdoptionModel• UseCBAMtodesigninterventionstoaddressvariousconcernsteachersexpressabout

change• Gainstrategiestohandleresistancetochange• UnderstandthefundamentalneedsofadultlearnersDevelopadeepunderstandingofthemultiplerolesofcoaches.• Identifythemultiplerolesofcoaches• Identifytheknowledgeandskillsnecessaryineachrole• IdentifyandavoidchallengesassociatedwitheachroleUnderstandhowtocontractwiththeirprincipalsandteachersregardingservicestoimproveteachingandlearning.• Definecontracting• Knowareasaboutwhichtocontract• Knowhowtoconductcontractingconversations• Practicecontractingwithcase-basedscenarios

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Acquiretheknowledgeandskillsnecessarytosupportteachersintheroleofclassroomsupporterincludinghowtomaximizedemonstrationlessons,co-teaching,andobservingandgivingfeedback.• Understandthecontinuumofclassroomsupporterroles• Understandthechallengesofeachpointalongthecontinuum• Gaintheknowledge,skills,andprotocolsforeachpositionalongtheclassroomsupporter

continuum• Acquiremultipleclassroomdata-gatheringtools• Practicereflectionconferencestodebriefclassroomobservations• Practiceplanningconferencestoplanclassroomobservations

Usedatatofacilitatedecisionsrelatedtoidentifying,workingon,andmonitoringteamandindividualprofessionallearninggoalsforstudentlearning.• Analyzeandinterpretdataaboutstudentachievementtoidentifytargetareas,rootcauses• Supportteachersindevelopingappropriateclassroom-basedinterventionstoimprovestudent

learning

Buildrelationshipskillstodeveloptrustingrelationships.• Differentiatebetweentrustingandtrustworthiness• Identifystrategiesforbuildingandsustainingtrust• Understandthedifferentstagesofcommunity/teamdevelopment

Acquirecoachingbehaviorstosupporttheirworkwithindividualandteamsofteachers.• Examineacontinuumofcoachingbehaviors• Uselisteningasthefoundationforallcoachingpractices• Usethetenseofconversationstofocusactionsonfutureimprovement• Examinealternativestogivingadvice

Selectfromamongmultipleprofessionallearningdesignstofacilitatelearningforteachers.• Knowmultipledesignsforprofessionallearningandtheirappropriateuse• Selectfromamongthedesignsforprofessionallearningrelatedtoschoolimprovementgoals• Knowthestandardsforprofessionaldevelopmentandusetheminguidingthedesign,

implementation,andevaluationofprofessionallearningFacilitateteacher-learningteamstopromoteauthenticcollaborationaboutimprovingteachingandlearning.• Establishstructuresforcollaborativeteamwork• Useappropriateprotocolsandstrategiestoaccomplishteamwork• Usebasicfacilitationandmeetingskillstomaintainatrusting,safeenvironmentforteacher

interaction

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Allparticipantswillbeprovidedwiththefollowingresources:

• CoachingMatters,byJoellenKillion,CindyHarrison,ChrisBryan,andHeatherClifton(LearningForward,2012)

• StandardsforProfessionalLearning(LearningForward,2011)• TakingtheLead:NewRolesforTeachersandSchool-BasedCoachesVol.2,by

JoellenKillionandCindyHarrison(LearningForward,2017)AllCoachesAcademyparticipantswillalsoreceiveaone-yearLearningForwardmembership,providingaccesstoadditionaltoolsandresources.

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AlexandriaPublicSchools

Cohort1and2TEACHERLEADERSHIPACADEMYFall2019,Spring2020

DAY1Outcomes:

• Exploreadefinitionofteacherleadership.• Recognizethebenefitsofteacherleadership.

• Examineassumptionsaboutteacherleadership.• Createconditionsforteacherleadership.• Evaluatethedispositionsforteacherleadership.• Assesstheimpactofteacherleadership• Discusscoaching“heavy”andcoaching“light.”• Introduceprotocols,assetmappingthatteacherleaders.canusewiththeir

teams.• Learnwithandfromoneanother.

DAY2Outcomes:● Learnhowtousepartnershipagreementsandmanageinalldirections.● Understandthefundamentalneedsofadultlearners.● Exploreexcellentpresentingandco-presentingskills.● Shareprotocols,structuresandtoolsthatcoachescanusetohelpalleducators

usedatatoinformdecisionsaboutinstructionandlearning.● Introduceadvancedfacilitationtoolstohelpteamsmakedecisions,solve

problems,brainstorm,andengagethevoiceofallstaff.● Learnwithandfromoneanother

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2019-2020ACPSInstructionalCoachProfessionalLearning

Thefollowingisaproposedplanforfourdaysofcoachprofessionallearning.Thelearningiscenteredaroundtheworkofacoachandhowtonavigatethemanyrolesofcoaching.SomehighlightsofthefourdaysaretheuseofMursionandtheapplicationofcoachingskillsinsimulationorrole-playing.ThevastmajorityofthecoacheshavegonethrougheightdaysofcoachdevelopmentthroughLearningForward.Thesefourdayswilltakewhattheyhavelearnedandputitintopracticeintheirowncontexts.Embeddedinallofthisworkwillbeanintentionalbuildingupofthecoachesasacommunity.Inthelongterm,itwouldbevaluableforcoachestoidentifytheirownneeds,plantheirownprofessionallearning,andhavethisgroupbeaself-sustainingcommunity.

Day1CraftingYourCoachingRoleNovember12th

Theoverallfocusforday1willbecraftingthecoachingrole.Wewillfocusonthedifferentthingscoachescouldbeexpectedtodo,whattheyshouldnotbeexpectedtodo,andhowcoachescanadvocateforandcommunicatetheirworkandimpact.

KeyIdeas

● BarbellSimulation● 10Rolesofcoaches● Trackingtime● CoachingPractice:

○ Listening○ Pausing○ Paraphrasing○ Questioning

Day2SettingStandardsandAssessingImpact

Day2willlookathowcoachescanstandardizetheirworkandassesstheirimpact.WewillfocusontheStandardsforProfessionalLearningaswellasInnovationConfigurationMapsanddifferentwaystoassesstheimpactofcoachinginaschool.

KeyIdeas

● Attendtovariation

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● LearningForwarddefinitionofprofessionallearning● Innovationconfigurationmaps● Identifyingpotentialareasforcoaching● CoachingPractice:

○ Typesoffeedback○ Engagingwithfeedback○ Gatheringcoachingfeedback

Day3EngaginginDifficultConversations

Day3willfocusontheartofhavingdifficultconversations.Thearcofcoachingwouldleadtosomemoreheavycoachingbythistimeintheyear.Coachesoftenshyawayfromconflictordonothavetheskillstoengageproductivelyinthesetypesofconversations.Wewillspendtimeexaminingourselvesandplanningoutsomeofthemoredifficultconversationsweneedtohave.

KeyIdeas

● Managing360● Coachingheavy,coachinglight● Teamsandconflict● EmpathyInterviews● Equityconversations● CoachingPractice:

○ ConversationMaps○ Triggers/Managingyourownbehavior

Day4Celebrations,Reflections,andCommitments

Day4willcelebratetheaccomplishmentsofthegroupandindividuals.Wewillreflectonwhathappenedthroughouttheyearandidentifynewlearningsforthenextyear.Wewillalsocommittosupportingtheongoingprofessionallearningofcoachesmovingforward.

KeyIdeas

● Reflectingonimpact● Buildingacommunityoflearningleaders● CoachingPractice:

○ Introductionofthecoachtotheschool

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○ Managingnewteacherneeds○ Buildingafoundationforcoachingineveryclassroom

Resources:

1. TheFeedbackProcess:TransformingFeedbackforProfessionalLearning,2ndEdition

TheFeedbackProcess:TransformingFeedbackforProfessionalLearning,SecondEditiongivesaninsightfultreatmentonthepoweroflearner-focusedfeedbacktoimproveprofessionallearningandpractice.Inthenewedition,JoellenKillionoffersanexpandedresearchbaseandnewexamplestothiswidelyusedresource,withanall-newchapterbringinggreaterclaritytotheapplicationoffeedbacktypesforvaryingpurposes.Coaches,supervisors,andteacherscanturntonewandrevisedchaptersforrefinedtoolsandtemplates,contextualexamples,andend-of-chapterquestionstobalanceprovocativeideaswithpracticalstrategiesforusingfeedbackasaprocesstopromotelearning.Withthisedition,readerswillbeableto:

● Developanunderstandingoftherationaleforanddefinitionofthelearner-focusedfeedbackprocess;

● Identifystagesofeffective,learner-focusedfeedbackprocessesandtheconditionsneededtosupportsuchprocesses;

● Examineexamplesoftypesoffeedbackbasedontheircontextsandpurposes;● Groupninetypesoffeedbackintothreeclustersforfluencyofuse;● Considerhowtousedataandevidenceinthefeedbackprocess;and● Enhanceprofessionallearningandimprovepracticebyapplyingthefeedback

process.

Publisher:LearningForwardPublished:2019

2. StandardsintoPractice:ExternalRolesInnovationConfiguration(IC)mapsareessentialtoolsforidentifyingthepreciseactionseducatorstaketoguideimplementationofLearningForwardsStandardsforProfessionalLearning.ThethirdvolumeofInnovationConfigurationmapspinpointstheactionsofthoselearningleadersworkinginrolesoutsideofschoolsandschoolsystems:educationagencies,externalpartners,institutesforhighereducation,andprofessionalassociations.

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EachvolumeofICmapsincludesresourcetounderstandtheuseofthesetoolsandtheirapplicationtoprofessionallearning.Publisher:LearningForwardPublished:2014

3. CoachingMattersPaperback–2012byJoellenKillion;CindyHarrison;ChrisBryan;HeatherClifton(Author)

Thisbookbrushesasidethemagicandmysterytorevealhowcoachingcanmakeadifference.Eachchapterdescribesanelementofwhatresearchandtheauthors'firsthandexperiencesknowittakestomakecoachingeffective.Thebookcovers:Characteristicsthatdistinguisheffectivecoachingprograms;Attributesthataffectteachingpractices,studentachievement,andschoolculture;Practicesthatleadtoresultsforteachersandstudents;Responsibilitiesofcoaches;Strategiesforindividualcoaches,principals,andschoolsystemstobuildastrongercoachingprogram;andmore.Everychapterisaccompaniedbytools,includingextendedreadings,resourcestousewithteachers,strategiesforaccomplishingthework,andreal-lifeexamplestobuildon.Articles:Instructionalcoachingholdspromiseasamethodtoimproveteachers’impact

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FallingAwakebyDaveEllisPages170-185

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Paraphrasing

(ExamplesofSentenceStarters)CHECKFORUNDERSTANDING

• You’rethinkingthat...• So,you’rewonderingif...• You’refrustratedbecause...• You’rehopingthat...• You’reconcernedabout...

ORGANIZEANDCONNECTIDEAS

Ø So,therearethreeissues...Ø So,you’rereadytomoveonto...Ø Firstyou’regoingto...thenyouwill...Ø Ontheonehand...andontheotherhand...

SHIFTLEVELSOFLOGICUPRespondwithgoals,values,beliefs,assumptions,concepts• So,astrongbeliefyouhaveis...• Anassumptionyou’reoperatingfromis...• Agoalforyouis...

SHIFTLEVELSOFLOGICDOWNRespondwithoptions,potentialactions,choices,nextsteps…• So,achoiceyouareconsideringis...• Adecisionyouwanttomakeis...• Yournextstepmightbeto...

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