P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Preparation

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Notes to presenter

Preparatory viewing assignment focused on the peer coaching processWhy Peer Coaching?-Effective PD

and Impact on TeachingUnlocking the Power of

collaboration

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

School-Based Implementation Coaching

Opening and Introductions

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Welcome and Introductions

Our trainers for the day are…….

Our focus for the day is ……

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

School-Based Implementation Coaching

Overview and Purpose of

Coaching for supporting

school-wide implementation

Critical skills of coaching

Coaching in Practice

Activity: Wrap Up/Overview of

Next Steps

Overview and Purpose of

Coaching for supporting

school-wide implementation

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Session At-A-GlanceIntroductions and meeting normsSession outcomes and essential questionsThe problem and the researchWhere does school-based implementation

coaching “fit”Effective school-based implementation

coaching componentsAction planning for the school-based

implementation coaching process

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Training NormsBegin and end on timeBe engaged and presentBe an active listener – open

to new ideasUse notes for side bar

conversationsUse electronics respectfully

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Essential Questions1.How does fidelity of implementation impact the efficacy of teaching/learning practices?

2.What behaviors or practices would effectively support implementation fidelity for new teaching/learning practices.

3.What supports for fidelity of implementation are currently in place in your building?

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The Problem…

and the research

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Outcomes for the Training Understand the purposes of the school-based

implementation coaching process by clarifying:• The ability to match expertise with school-based

implementation coaching needs. • The essential elements of the school-based

implementation coach.• The role and responsibilities of the school-based

implementation coach.• The role of the school-based implementation coach

in supporting fidelity. Reflect on the implementation support practices

and processes currently in place.

Consider the challenges and potential barriers to implementing the school-based coaching process

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The Problem“We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.”

George Sugai, OSEP Center on PBIS

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Knowing & Doing Gap

Superhighway

of Training & Knowledge

Student

Success

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Know you need to shed a few pounds?

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The All-Too-Often Results of Practice Failure

Initiative Fatigue

Silver Bullet Syndrome

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The Need

• Structure• Safety

• Specific• Timely

• Feedback• Modeling• Resources

• Safety• Accountability

PersistenceSafety Accountabilit

y

SupportFeedback

Modeling

Resources

PracticeStructure Safety

PlanningLong term Short Term

Ongoing follow-up for sustainability

Teaching/Learning Practices Training

Getting Started Discussion Guide

Follow-up coaching to support classroom

implementation

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The Solution

• Structure• Safety

• Specific• Timely

• Feedback• Modeling• Resources

• Safety• Accountability

PersistenceSafety Accountabilit

y

SupportFeedback

Modeling

Resources

PracticeStructure Safety

PlanningLong term Short Term

Capacity BuildingProcess FacilitationHands-on Support

Assessment of Progress

Monitoring &Maintenance

Relationships

COACHING

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The Implementation CoachA team

leader that supports

implementation and

sustainability of

collaborative work.

Plans Strategically

Collaborates Internally & ExternallyFacilitates Practice & Growth

Provides Feedback

Measures Progress

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Workshop/Training

Workshop/Training

& Modelin

g

Workshop/

Training,

Modeling, &

Practice

Workshop/

Training,

Modeling,

Practice, &

Feedback

Workshop/

Training,

Modeling,

Practice, Feedbac

k, &Peer

Coaching

Format of Professional Learning

Teach

er

Tran

sfe

r R

ate

95%

10% 13% 19%16%

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

What Does All of This Mean?

Peer coaching is a process in which two or more professional colleagues work together for a specific, predetermined purpose in order that teaching performance can be improved as well as validated.Becker, J.M. (2010, March 3). Peer coaching for improvement of teaching and learning. Retrieved from essentialeducator.org/?p=688

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

What Does All of This Mean?

“What we’re really talking about here are the kind of communication and collaboration skills that build a relationship of trust”

Les Foltus, Peer-Ed

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The Big IdeasCoaching capacity is defined as

activities or practices, not person End goal of coaching is to maximize the

positive impact of evidence-based teaching/learning practices implemented by teachers and experienced by students

Coaching practices have varied levels of intensity

Coaching practices are shared responsibilities

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

What implementation supports currently exist in your school setting to enhance your teaching?

How would school based implementation coaches fit?

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Unpacking the School-Based

Implementation Coaching Process

A Closer Look at Coaching Practices

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

A Closer Look at Coaching Practices

Developing and maintaining relationships

Facilitating the change processCommunicating effectivelyProviding and eliciting feedback

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Developing and maintaining relationships

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Reciprocal relationship between the educator-coach and the coached-educator

The Essence of the Coaching Relationship

Nonjudgmental No-Fault Strengths-Based Appreciative Inquiry

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Five Trust-Building Dos

1. Operate with Respect

2. Eliminate the Blame Game

3. Cultivate Self-Awareness

4. Apply Honorable Intentions

5. Get Beyond YourselfMoving Toward Trust in an Era of Distrust

Published on December 29, 2012 by Nan S. Russell in Trust: The New Workplace Currency

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The Helium Pole Activity

Trust me….

it’s easy!

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

What is Debriefing?• Creating meaning out of an

experience– The What – timeline of events– So What – drawing meaning from what

happened– Now What – relate to behavior change in

the future

• Debriefing can also be called processing or reflecting

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

What..So What..Now WhatDebrief

Using the What, So What, Now What debriefing tool provided, work with your group to discussthe Helium Pole activity within the context of trust and relationships

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Provide important supports for bridging professional development to practice

Provide timely, focused, and contextual grounding for improving implementation of effective teaching/ learning practices in the classroom context

Improve student achievement!

The Purpose of the Coaching Relationship

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Examining our thinking

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

TheLadder of Inference

Understanding Our Own Thinking and the Thinking of Others

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The Ladder of Inference describes the thinking process that we go through, usually without realizing it, to get from a fact to a decision or action. The thinking stages can be seen as rungs on a ladder. http://www.mindtools.com/pages/article/newTMC_91.htm

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Rethinking thinking Every day, we meet people and process our interactions--making inferences and developing beliefs about the world around us. In this lesson, Trevor Maber introduces

us to the idea of a 'ladder of inference' and a process for rethinking the way we interact.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

If I believe people are trustworthy, then I am more likely to be open to others…

If I believe people can’t be trusted, then I am more likely to be closed to others…

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The skills needed to examine our thinking are:• REFLECTION: The slowing

down of our thinking processes to become aware of how we form our own thoughts

• INQUIRY: Conversations where we share our own thinking & through listening & questioning develop knowledge about each other’s thinking or “mental models”

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Communicating Effectively

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

1. Nonverbal gestures reflecting positive, open, attentive attitude

2. Active listening

3. Nonjudgmental reflection statements

4. Feedback that focuses on student outcomes

5. Paraphrasing

6. Questioning

7. Summarizing National Center for Reading First: Technical Assistance - Advanced Training for Reading First Coaches

Communication Skills for Effective Coaching

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

You Be the Judge

https://www.youtube.com/watch?v=kVajUaR0EJQ

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Providing and Eliciting Feedback

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Feedback Defined

“Basically, feedback is information about how we are doing in our efforts to reach a goal.”

ASCD Educational Leadership

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Seven Keys to Effective Feedback

Goal-ReferencedTangible and TransparentActionableUser-FriendlyTimelyOngoingConsistent

Wiggins, G. (2012). Seven Keys to Effective Feedback. Feedback, 70(1).

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

71. 30 second feedback2. 5 minute Feedback3. Reflective Planning4. Positive Reinforcement

Coaching5. Instructional Coaching6. Small Group Coaching7. Teaching Studies

Rutherford Learning Group, Inc.

Tools for Developing Teachers and Teaching

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

1.Choose a partner to work with.

2.Partners determine which one will be partner A and which will be partner B.

3.You will watch two videos of teachers in action.

30 Second Feedback Practice

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Reciprocal Teaching

See Pre-Task Reciprocal Teaching Review Video under the Videos tab.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

After viewing video 1, partner A will assume the role of the observer and partner B will assume the role of the teacher. Partner A will then provide short feedback to the teacher (partner B) using the guidelines for effective feedback and the information presented in the 7 Tools article

Complete the same task after video #2 with partner B becoming the observer providing feedback and partner A assuming the teacher role

30 Second Feedback Practice

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Flipped Classroom Lesson – Two Step Equations

See Two Step Equation Video under the Videos tab.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Assessment & Reflection

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

ImprovingInstruction

Implementation Coaching

is about

byresponding

to

thechallenges of change

byadopting

a

collaborativemindset

byresponding

to

The components of effective coaching

Closing the knowing/doing

gap

feedback feedback

Reciprocal relationship

observationobservation

problem solvingproblem solving

Conceptua

l

Frame

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Missouri Collaborative Work Practice Profile Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction.

School-based Implementation Coaching

Essential Function

Exemplary Ideal Implementation (All items are in place.)

Proficient Close to Proficient

(Skill is emerging, but not yet to ideal proficiency.

Unacceptable Variation

(Follow-up professional development is

critical.)

1

Developing and maintaining coaching relationships.

At the beginning of the coaching relationship, the educator-coach Describes the coaching process and expectations

for the educator-coach and coached-educator Explains that confidentiality will be maintained Poses questions and listens to the coached-

educator describe current teaching successes and challenges

At the beginning of the coaching relationship, the educator-coach Describes the coaching process and

expectations for the educator-coach and coached-educator

Poses questions and without listening to the coached-educator describe current teaching successes and challenges

Confidentiality is not addressed.

Coaches do not take time to develop positive, professional relationships with the building educators as they take on the functions of school-based implementation coach.

2 Facilitating the improvement process.

The educator-coach supports the coached-educator to learn and implement new teaching/ learning practices by: Attaining verbal commitment from the coached-

educator to engage in the coaching relationship and improving implementation of teaching/learning practices.

Addressing coached-educator feelings of being overwhelmed with the implementation process by breaking down the steps or methods of implementation into manageable units.

Giving rationale for the importance of implementing the teaching/learning practice.

The educator-coach supports the coached-educator at a moderate to minimal level. Addressing coached-educator feelings of being

overwhelmed with the implementation process by creating an awareness of the steps or methods of implementation.

Stating the importance of implementing the teaching/learning practice without providing rationale explaining why.

Assumes that there is a commitment from the coached-educator to engage in the coaching relationship and improve implementation of teaching/learning practices.

The educator-coach initiates a coaching relationship but does not follow-through.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

School-Based Implementation Coach Fidelity Checklist

School-based implementation coach: Yes Partially No If partially or no, please explain.

Preparation 1. Clearly states that he/she will keep the coaching conversation

confidential and it will not be used for formal performance evaluation.

2. Asks recipients of coaching to identify the things they felt went well, before providing his/her own observations.

3. Quickly establishes or builds on previously established rapport. Feedback 4. Provides feedback on observed strengths. 5. Poses questions for educator reflection on implementation and

learner outcomes.

6. Provides suggestions for changes in practice that are accompanied by rationales for why changes are important and how changes will improve outcomes.

7. Allows recipients to offer clarification and/or reflect on suggestions. 8. Describes educator, student, and/or team actions & responses using

concrete and specific examples.

9. Addresses areas of needed improvement by providing examples of content/practice in use.

10. Discusses student data reporting learning occurred while using teaching practice.

11. Guides recipients to identify solutions for problem areas in the form of take-aways or action steps.

Structure 12. Paces the conversation allowing time for the coached educator(s) to

question and process information.

13. Adheres to established plan of coaching (e.g., frequency, schedule, and duration).

14. Allows for coaching conversations to occur in a setting preferred by the coached educator.

Total

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Reflection

Based on what you have learned today,What steps might you take to identify

a skillful internal coach for your building?

What potential challenges do you foresee?

What tools/resources might you use to ensure the success of an internal coaching process as part the practice implementation process?

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Next Steps: Action=ResultsNext Steps: Actions = Results

Content Focus

Collaborative Data Teams Effective Teaching/Learning Practices Common Formative Assessment Data-based Decision-making School: _________________________ Date Next Steps Form Written:_______________________________ Teams (e.g. grade level or content): _________________________________________________________________________________

Action Planned

What? Responsible

Person(s) Who?

Timeline When?

Resources/Support Needed Results So What?

What steps will you take to start implementing?

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

http://www.watersfoundation.org/webed/mod8/mod8-2.html

Supplemental Web-Ed Materials

Presentation assembled for educational purposes by Systems Thinking in Schools, Waters Foundation.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Additional Learningand Resources

Collegial Coaching Toolkit, West Virginia Department of Education, Includes and a section of “The Coaching Model Defined” as well as sections on Levels of Coaching I, II, & III, and the Coaching Plan (Word Document) http://wvde.state.wv.us/titlei/documents/CoachingModelDefined.doc

Educators: How To Prevent Initiative Fatigue from Regis University- http://cps.regis.edu/blog/educators-how-prevent-initiative-fatigue

Five Trust Building Dos- http://www.psychologytoday.com/blog/trust-the-new-workplace-currency/201212/five-trust-building-dos

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Additional Learningand Resources

George Sugai, OSEP Center on PBIS, Center for Behavioral Education & Research, University of Connecticut

Insights Into Peer Coaching- Les Foltos- https://www.youtube.com/watch?v=nlxPFAB9VqI

Ladder of Inference Web-Ed Activity- WebEd Activity- http://www.watersfoundation.org/webed/mod8/mod8-2.html guided notes included in the Learning Package in participants materials

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Additional Learningand Resources

National Center for Reading First: Technical Assistance - Advanced Training for Reading First Coaches- Communication Sills for Effective Coaching

New Help for Closing the Knowing Doing Gap-http://www.gse.harvard.edu/news-impact/2010/04/new-help-for-closing-the-knowing-doing-gap/#ixzz2dxUph0Kr

Peer Coaching, A Prezi presentation by Katy Berner-Wallen that summarizes the peer coaching process and distinguishes the peer coaching from the mentoring process- http://prezi.com/kmxmsn744fjk/peer-coaching/

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Additional Learningand Resources

Peter M. Senge, (2006) The Fifth Discipline, The Art and Practice of the Learning Organization, Doubleday

Research on Coaching- http://www.instructionalcoach.org/images/downloads/research-pubs/Cornett_Knight_2008.pdf

Rethinking Thinking- http://www.mindtools.com/pages/article/newTMC_91.htm#sthash.ovEm1uHp.dpuf

Seven Keys to Effective Feedback http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective Feedback.aspx

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Additional Learningand Resources

Silver Bullet Syndrome- http://www.ehow.com/facts_6886837_silver-bullet-syndrome_.html#ixzz2e21RRGEE

Stephen M.R Covey, (2008) The Speed of Trust: The One Thing That Changes Everything, New York, Simon and Schuster, Inc.

Systems Thinking In Schools, Waters Foundation,,(free self-paced learning modules around systems thinking in schools) http://www.watersfoundation.org/webed/index.html

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Additional Learningand Resources

The Knowing-Doing Gap, Q & A with Bryan Goodwin, ASCD You-Tube video, Bryan Goodwin, author of Simply Better: Doing What Matters Most to Change the Odds for Student Success, discusses the knowing-doing gap and how educators can limit the volume of PD initiatives to improve implementation. http://www.youtube.com/watch?v=zkh3iwGp9J4&list=PLF03324FADC31C997

Wiggins, G. (2012). Seven Keys to Effective Feedback. Feedback, 70(1).