COACHING ACADEMY OUTCOMES (COHORTS 1-4)lfp.learningforward.org/handouts/St. Louis2019/9096... ·...
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1 COACHING ACADEMY OUTCOMES (COHORTS 1-4) The following list outlines the outcomes for all participants in the Coaching Academy. Adjustments are made to each module based upon time. The design ensures that participants regularly practice coaching publicly with feedback from both large and small groups. Day 1 ● Introduce members of the Coaches Academy Cohort and share the context for the work of coaching in ACPS. ● Assess the stages of community in your teams and consider the need for creating high relational trust in your schools. ● Establish and describe a framework for coaching. ● Identify and discuss the characteristics of effective coaches. ● Discuss the ten roles of coaches. ● Establish learning teams that will reflect upon the tools and strategies that are modeled and consider how to use and apply them. ● Learn with and from one another. Day 2 ● Assess group’s experience with the District PLC initiative. ● Examine a continuum of coaching behaviors. Understand the challenges of each point along the coaching continuum. ● Understand CBAM (Concerns-Based Adoption Model) and other models to develop skills to manage change. ● Explore resistance and resistance reducing strategies. ● Consider how to assess the impact of the coaching efforts. ● Review the “big picture” of Cohort 2. ● Learn with and from one another. Day 3 ● Introduce the team of “coaching leaders.” ● Use listening as the foundation for all coaching practices. ● Use the tense of conversations to focus actions on future improvement. ● Develop a reflective stance using strong communication skills including non-verbal communication, paraphrasing, pausing, presuppositions, and positive intention. ● Coach one another using one of two planning conversation templates. ● Practice using planning and conversations maps. ● Discuss how we will assess the impact of the coaching work.
Transcript of COACHING ACADEMY OUTCOMES (COHORTS 1-4)lfp.learningforward.org/handouts/St. Louis2019/9096... ·...
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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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