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Cohort B Spring Leadership Meeting

Principal Session

March 3, 2008

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Small Group Discussion

Questions 1 and 2

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Resistance: People ReasonsFear of the unknownIndividuals are not sure what they are to do and it creates anxiety.

Lack of powerWhen individuals feel powerless, they resist whatever it is that makes them feel that way.

Types of power:• Legitimate power: Derived from an individual position in the hierarchical structure• Reward power: Control over and administration of records, promotions, raises• Coercive power: Ability to punish• Expert power: Based upon a special ability, expertise, or knowledge base• Referent power: Based upon a person’s attractiveness, appeal, or charisma• Information power: Ability for an individual to gain information about particular issues

InertiaPeople do not want to change.

Lack of self-interestNot inclined to see group benefit if innovation is not personalized or unless it supports their view.

Avoidance of conflictConflict, which creates anxiety/frustration/resentment, is avoided at all costs.

Failure to communicateInformation is ambiguous, receiver has selective perception; language is too technical, perception of confusing undertones.

Escalation of commitmentDefensiveness arises as the individual might learn he is incorrect and the longer we wait to intervene, the farther the reach of discomfort.

That’s Just the Way They AreFear of what others might think

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Resistance: People ReasonsResisters Reason/Factors How I Can Help

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“When leaders speak with “clarity, possibility, and accountability, and when they interact with others in

respectful and mutually satisfying ways, they empower themselves and those with whom they work to produce

extraordinary results...adding purpose, joy and energy to their community.”

Dennis Sparkshttp://www.nsdc.org/library/publications/results/res3-05spar.cfm

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Setting the Conversation Agenda

• Be candid and discuss the “non-discussables”

• Talk about issues directly with everyone involved to avoid “parking lot discussions”

• Listen with empathy and determine the “loss” involved with the situation and acknowledge the loss directly

• When you make a promise, be prepared to follow through immediately, modeling personal accountability

• Use language that expresses commitment, integrity and accountability to sustain productive actions

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Necessary Conversations:Practice!

1. Find a partner.

2. Each person will choose a practice scenario to role play.

3. Take turns role playing your scenarios -- one person role plays as the principal while the other person role plays as the teacher.

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Small Group Discussion

Questions 3 and 4

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The following slides are based upon an earlier presentation to Reading Coaches by:

Amanda SanfordOregon Reading First Center

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Methods for Providing Feedback

• Written Feedback

• Verbal Feedback (immediate)

• Verbal Feedback (delayed)

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General Format for Providing Feedback

• 3 “Keepers” (Student Focused)– The students ______ because you _______

• 1 “Polisher” (Student Focused)– It’s important that students

__________;

in order to do that, try ________

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Providing Feedback: 3 Keepers• What: 3 Keepers (Student Focused)

– The students ______ because you _______

• Why: – 3:1 ratio is critical to promoting positive and responsive

school culture– Increases the likelihood that teachers will

sustain effective practices– Builds rapport– Increases likelihood teacher

will hear and respond to “polisher”

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Providing Feedback: 1 Polisher• What: 1 Polisher (Student Focused)

– It’s important that students __________; in order to do that, try ________

• Why: – Limits focus for growth to manageable

number of tasks– Provides clear teacher practice to

improve instruction– Provides rationale for implementing

recommendation – Links rationale to student outcomes

(keeps focus on students)

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Providing Feedback: Special Considerations

• When providing feedback in writing:– May limit written feedback to only “Keepers”– Try to provide feedback as immediately as possible– Only provide polishers in writing after they have been

discussed verbally

• Why: – Immediate feedback reduces anxiety– Writing is a more permanent record of

feedback; ensures that the teacher can reflect on a positive coachinginteraction

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Providing Feedback: Special Considerations

• When providing feedback Verbally (Immediately):– This option is helpful when doing coach & principal walk-

throughs– Check for understanding: ask teacher to repeat back positive

feedback before giving growth statement– Make sure to describe the desired behavior and have coach or

principal model it (while other person provides whisper coaching)

• Why: – Gives an immediate model of effective teaching– Ensures the teacher “hears” positive feedback– Increases the likelihood that the teacher clearly

understands how to implement the more effective teaching practice.

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Providing Feedback: Special Considerations

• When providing feedback Verbally (Delayed):– Give feedback as soon after the observation as possible– Check for understanding: ask teacher to repeat back positive

feedback before giving growth statement– Make sure to describe the desired behavior and offer to

model it – May create a checklist or key features for teacher

to observe so they attend to the relevant features of the model

• Why: – Still provides a model of effective teaching– Ensures the teacher “hears” positive feedback– Increases the likelihood that the teacher clearly

understands how to implement the more effective teaching practice.

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Providing Feedback: Special Considerations

• When providing feedback Verbally (Delayed):– May have teacher first reflect on her “keepers” and

“polishers”

• Why: – Promotes self reflection– May open the door to coaching without

you providing any feedback– Builds rapport and demonstrates respect

for the teachers appraisal of his/her own teaching

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Providing Feedback: Special Considerations

• When providing feedback Verbally (Delayed):– Coaches may not provide polisher

(must be done by principals if coaches don’t identify polishers)

• Why: – Ensures that coach maintains a “helper”

role instead of “evaluator”

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Providing Feedback: Principal Specifics

• What: Expectation – Set instructional target: “I want to see…” – “On my next observation I’ll be looking for…”

• Why: – Sets clear expectation that staff will

implement best practice– Lets staff know it is important that

recommendation is implemented

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Providing Feedback: Principal Specifics

• What: Offer support– You can talk to the coach to help you… or I’d

like you to talk with the coach to help you

• Why: – Opens door for coaching– Increases support and likelihood

teacher will be successful in improving instruction

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Providing Feedback: Principal Specifics

• What: Follow-up– Complete next observation and – Provide keeper and polisher focusing on previously

set target • Why:

– Increases the likelihood that good instructional practice will be implemented

– Provides opportunity to provide positive feedback to teacher for implementation

– Increases rapport and positive school climate

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Impact of Coaching on Teacher SkillJoyce and Showers, Student Achievement through Staff Development

Training Outcomes

Training Components and Combinations Knowledge Skill Transfer of Training

Information .63 .35 .00

Theory .15 .50 .00

Demonstration 1.65 .26 .00

Theory Demonstration .66 .86 .00

Theory Practice 1.15 .00

Theory Demonstration Practice .72 .00

Theory Demonstration Practice Feedback 1.31 1.18 .39

Theory Demonstration Practice Feedback Coaching

2.71 1.25 1.68

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Protect the Coaching Role!

When a coach becomes directive, the teacher may feel that his needs or

concerns are not the focus of attention!

Flaherty, 1998

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Critical Factors for CoachingJill Jackson

1. Sufficient time to work with teachers

2. Proven research-based interventions

3. Professional development of instructional coaches

4. Protecting the coaching relationship

5. Ensuring principals and coaches work together

6. Hiring the right instructional coaches

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Coaching Feedback Checklist

_______ Coach creates a physical atmosphere of collaboration

_______ Coach asks teacher to reflect on lesson immediately

_______ Coach uses various questions to prompt reflection as necessary

during the conversation

_______ Coach utilizes written lesson/curriculum as a tool to modify and correct

teacher behavior

_______ Coach omits “I like”-type comments from coaching situation

_______ Coach models routine/procedure for teacher, if necessary

_______ Coach asks teacher to practice routine/procedure for teacher, if

modeling has occurred

_______ Coaching exchange results in clear “next steps” for follow up

_______ Coach completes coaching exchange by prompting reflection on the

coaching process

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