Leadership and Coaching Click to edit Master title style ... LC... · coaching, and professional...
Transcript of Leadership and Coaching Click to edit Master title style ... LC... · coaching, and professional...
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LeadershipandCoachingforSystemsChange
SESSION 1 | 2018 ‐ 2019
Heidi LaabsKathy Myles
The Wisconsin RtI Center (CFDA # 84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally‐funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and
support of federal funds when copying all or part of this material.
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Introductions(30 seconds or less)
• Name • District/School and Role• Why are you here?
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AssumptionsAboutYou
• You are a leader
• You work with other leaders
• Your work involves implementing change
• Your ultimate focus/mission is improving schools and learning for students
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MoreAssumptionsAboutYou…
• Your school/district is in the process of implementing RtI and/or PBIS and/or Educator Effectiveness
• Your leadership team understands and has been trained in Wisconsin’s Equitable, Multi‐Level System of Supports framework
• Your school has completed at least one of the following self‐assessments: SAS, BoQ, TIC, SIR, TFI
• Your school/district engages in a systematic, data‐driven, continuous improvement process
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OurOverarchingGoal
Lead and coach individuals and teams toward the implementation of an equitable, multi‐level system of supports that creates equitable outcomes for students and closes achievement gaps within schools and districts.
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You will know and understand…
• The differences between supervising, consulting, mentoring, coaching, and professional learning communities (PLCs)
• The differences between directive, facilitative, and transformational coaching
So that you will be able to…
• Use a continuum of leadership and coaching strategies and styles in your districts and schools in response to staff knowledge, skills and needs, stages of change implementation, and stages of team development
ProgramOutcomes…
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You will know and understand…
• The roles and responsibilities of coaches and principals
So that you will be able to…
• Identify and communicate the respective roles of principals and coaches in your district/school
• Establish routines and systems for communication and collaboration between principals and coaches in your district/school
ProgramOutcomes…
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You will know and understand…
• The steps/elements in the coaching conversation format
So that you will be able to…
• Follow the steps in the coaching conversation format in your interactions with those whom you coach and lead
ProgramOutcomes…
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You will know and understand…
• The importance of linked Implementation teams for an equitable, multi‐level system of supports
So that you will be able to…
• Analyze the Leadership teams in your districts/schools, identify strengths and weaknesses, and recommend changes to strengthen your Leadership team structures and processes for the implementation of an equitable, multi‐level system of supports
ProgramOutcomes…
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You will know and understand…
• The importance of “vision” for improved student outcomes
So that you will be able to…
• Identify and communicate your own vision for leadership and/or coaching, and your district/school vision for improved student outcomes
ProgramOutcomes…
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OurWorkTogether
• Review knowledge and research base (Resources)
• Learn key coaching and leadership skills and processes
• Interactive, build a network and relationships
• Demonstration
• Deliberate practice
• Make connections to your daily work
• Have fun while learning
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Session 1 – Overview, the coaching conversation format, leadership structures and processes, vision, pre‐assessment
Session 2 – Characteristics of effective coaches and coaching relationships, trust, listening and questioning strategies, getting started with coaching clients
Session 3 – Systems change; analyze your goals and action plans through a systems change lens
Session 4 – Powerful questions, appreciative inquiry, roles and activities of instructional coaches, synchronizing coaching practice and client needs
Session 5 – Coaching teams, synchronizing coaching practice and client needs, giving feedback, building a coaching model
Session 6 – Coach and administrative leadership, transforming school culture, post‐assessments
WhatOurSessionsWillCover
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AttentionSignals
• When I Say… Peace/Quiet, Listen/Up
• 5, 4, 3, 2, 1…
• SHHHHHHHHH! (waterfall)
• 1‐2‐3 Breathe deeply!
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OurNormsPartnersinLearning
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Today’sAgenda
• Overview of Leading and Coaching for Change Implementation
• The Coaching Conversation Format
• Live Coaching Demonstration
• Systemic Implementation of an Equitable, Multi‐level System of Supports
• Team Work Time –Leadership Teams, Vision
Assignment for
Session 2
Assignment for
Session 2
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“Intentions create an integrated state of priming, a gearing up of our neural system
to be in the mode of that specific intention: we can be ready to receive, to sense, to focus, to behave in a certain
manner…”
Daniel Siegel, 2007
The Mindful Brain
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PBISPBIS
CCR
CR/Equity RtI / MLSS
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Putting It All Together In Wisconsin…
Equitable,Multi-Level System of Supports
+ EquityRtI (reading/math)
+ PBIS(behavior)
Providingequitableservices,practices,andresourcestoeverylearnerbaseduponresponsivenesstoeffectiveinstructionandintervention
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Putting It All Together In Wisconsin…
Big picture view: When localized and implemented with fidelity, this framework increases the likelihood Wisconsin schools and districts realize and sustain the best positive outcomes for every learner they serve
KeySystemFeaturesof an Equitable,
Multi‐Level
System of
Supports
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KeySystemFeaturesofanEquitable,Multi‐levelSystemofSupports
• Equity• High Quality Instruction • Strategic Use of Data• Collaboration• Continuum of Supports • Strong Universal Level
of Support
• Systemic implementation• Strong Shared Leadership• Positive Culture • Evidence‐Based Practices• Family and Community
Engagement
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“Creating a guaranteed and viable curriculum is the number one factor for increased levels of learning.”
Source: Marzano, What Works in Schools, Translating Research into Action, 2003
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Key System Features of an
Equitable, Multi-Level System of Supports
Structures for Collaboration Strategic Use
of Data
Equity
Continuum of Supports
High Quality Instruction
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• Equity: Culturally‐responsive practices localize your system
• System is responsive to the students and community you serve
EQUITY
Equity means every learner has access to the resources and rigor they
need at the right moment in their education.
It is embedded in the framework to challenge and change equitable access, opportunity, and
outcomes experienced by learners underserved in schools.
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• Multiple tiers
• Multiple layers
• Multiple options
Deliver high quality instruction, formally collaborate, and use multiple assessments
AT EACH AND EVERY LEVEL
ContinuumofSupports
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IncreasingIntensity
Systematically providing differing levels of intensity of supports based upon student responsiveness to instruction and intervention
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Critical Point:
RtI does NOT mean“Refer to Interventionist”
(RtI is not a new name for the old way of doing business)
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• What we do
• How we work together
• How we measure progress
IntegratingInitiatives
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The Educator Effectiveness System is an evaluation system for educators focusing on professional growth and development…that leads to improved student learning.
EducatorEffectiveness
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TeacherStandards
• Know the subjects they are teaching• Know how children grow• Understand that children learn differently• Know how to teach• Know how to manage a classroom• Communicate well• Able to plan different kinds of lessons• Know how to test for student progress• Able to evaluate themselves• Connect with other teachers and the community
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FrameworkforTeaching
Domain 1:Planning and Preparation
Content and Pedagogy, Knowledge of Students, Instructional Outcomes, Resources, Instruction, Assessment
Domain 2:Classroom Environment
Respect and Rapport, Culture for Learning, Classroom Procedures, Managing Student Behavior, Organizing Physical Space
Domain 3: Instruction
Communicating w/Students,Questioning/Discussing/Engagement, Assessment, Responsiveness
Domain 4:Professional Responsibilities
Reflecting on Teaching, Keeping Records, Communication w/Families, PLCs, Professional Development, Professionalism
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CESA6/Stronge Model
• Professional Knowledge• Instructional Planning• Instructional Delivery• Assessment of/for Learning• Learning Environment• Professionalism
HQIHQI
Collaboration
AssessmentAssessment
PBIS CRPPBIS CRP
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AdministratorStandardsThe administrator
…has an understanding of/demonstrates competence in the Ten Teacher Standards.
…leads by facilitating the development, articulation, implementation, and stewardship of a vision for learning that is shared by the school community.
…manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.
…ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment.
…models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
…acts with integrity, fairness, and in an ethical manner.
…understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling.
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“Principals must illustrate to staff how this initiative aligns to existing school, district, and state initiatives…
Specifically, administrators must align this initiative to the existing school mission, vision, and improvement plans…”
Teacher Evaluation Process Manual, pg. 7
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What commonalities do you see between Wisconsin’s
Vision for an Equitable, Multi‐Level System of Supports and
Wisconsin’s Educator Effectiveness System?
How might you make the connections visible and explicit to staff?
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Equitable, Multi‐Level Systems of Supports
and
Educator Effectiveness are all about improving
student learning!
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In order to improve student learning, we must change and improve schools and schooling!
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School improvement is not new!
What school improvement initiatives can you recall going back 10, 20, or 30 years?
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ObstaclestoSchoolImprovement• Initiative overload
• Changing established habits is hard
• Inadequate purpose‐building
• Lack of fidelity/accountability
• Efforts are often top‐down
• People don’t understand the change process
• Traditional PD is insufficient
• Weakness‐based
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ObstaclestoSchoolImprovement
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EndorMeans?
InitiativeorStrategy?
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“Most strategies for reform focus on structures, formal requirements, and events‐based activities…They do not struggle directly with existing cultures and whether new values and practices may be required…
Restructuring (which can be done by caveat) occurs time and time again, whereas
Reculturing (how teachers come to change their beliefs and habits) is what is needed.”
Fullan, 2007
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• Identify new practices/structures to be implemented
• Provide professional development (training)
• Wait for implementation to happen
TypicalProcessforImplementingChange
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Train
ImplementAttack
Abandon
No change
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WhyImplementCoaching?
Presentation of Theory
+ Lecture, cooperative learning
Modeling+
Modeling, video, simulation
Practice & Feedback+
Practice during learning session
Coaching Where work occurs
Understanding(Explain main concepts)
85%
85%
85%
90%
Skill Attainment(Can demonstrate)
15%
18%
80%
90%
Use with Fidelity
(Uses the skill effectivelyand consistently)
5%‐10%
5%‐10%
10%‐15%
80%‐90%
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MoreAssumptions
• We can make a difference. Our district, school, team, and classroom can be more effective.
• People improvement is the key to school improvement.
• Significant improvement must impact teaching and learning.
• Coaching makes it happen!
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A Coaching Style of Leadership
MLSS Coaching Roles & Activities
Coaching Conversation
Format
Coaching Competencies
The Change Process
Instructional Coaching Roles & Activities
EQUITY
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• Getting started/”Join‐up”
• Determining goals
• Identifying possibilities and obstacles
• Developing a plan
• Getting commitment to action
Coaching Conversation Format
EQUITY
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Coaching Competencies
• Reflective Practice
• Change Facilitation
• Coaching Conversation Facilitation
• Communication Skills
• High‐Leverage Strategic Action
• Relationship Development
• Knowledge Base Development
Coaching Competencies
EQUITY
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EQUITY
The Change Process• Technical vs. Adaptive
• Stages of change implementation
• Responses to change
• Overcoming resistance
• Leading change
• Your Continuous Improvement Plan and change
The Change Process
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EQUITY
Instructional Coaching Roles and Activities• Professional developer
• Resource provider
• Modeling instructional and assessment practices
• Arrange and lead focused classroom observations
• Co‐planning
• Data analysis
• Co‐teaching
• Individuals or teams
• PLCs
Instructional Coaching
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EQUITY
MLSS Coaching Roles and Activities• Framework expert
• Assist in selecting evidence‐based curriculum, interventions, assessment tools, instructional strategies, and collaborative practices/structures
• Support and facilitate e‐MLSS teams
• Lead and/or support data collection analysis, and decision‐making for improved student learning
• Share leadership of the implementation of the e‐MLSS framework with other leaders
MLSS Coaching
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EQUITY
A Coaching Style of Leadership• Collaborative
• Trusting relationships
• Shared decision‐making
• Shared leadership
• Shared vision, values, beliefs and commitments
• Asks instead of tells
• Understands the systems change process
A Coaching Style of Leadership
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WhatDoCoachesDo?
• Work with teams and individuals to change culture, beliefs, vision, structures, and practices as part of change
• Employ aspects of multiple coaching models
• Support the implementation of all aspects of the desired change with fidelity
• Build capacity in others
• Use data from multiple sources to guide their coaching efforts
• Work in partnership with other leaders
• Improve schools and student learning
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Coachingis…
• Done by someone with credibility and experience
• Done on‐site, in real time, job‐embedded
• The capstone of PD scope and sequence
• Strengths‐based
• Allowing people to create their own paths or solutions
• Differentiated
• A way of being/style of leadership
• Complex and non‐linear
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Coachingisnot…
• Giving answers
• Directing
• Judgmental
• Therapy
•Weakness‐based
• “Fixing” people
• Hierarchical
• One‐sided
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HowCoachingWorks
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What makes sense so far?
What are you wondering about?
What makes sense so far?
What are you wondering about?
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TakeaBreak!
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CompareandContrast
Supervising/Consulting/Mentoring/Coaching/PLCs
• Who?
• What?
• Relationships?
• Outcomes/purpose?
• What stage of the change process?
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StagesofChangeImplementation
Purpose Building/Exploration
Infrastructure
Initial Implementation
Full Implementation
(Fixsen, 2009)
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Supervising
• Accountability, evaluation, and judgment
• Not specifically related to the change process
• Focus on weaknesses
• Observes and tells; and then leaves
• Uses incentives to improve performance
• Hierarchical relationship
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Consulting
• Occurs at any point in the change process
• Outside expert
• Points out mistakes/suggests what to do
• May provide training
• Encourages risk‐taking
• Stays on the side and then leaves
• “Talking people off the ledge”
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Mentoring
• Occurs during purpose‐building, infrastructure, and initial implementation of a new process, procedure, practice, or structure
• Involves teaching, telling, guiding, and advising
• Typically suggests a novice/expert relationship
• Speeds up the learning process
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Coaching• Partnership
• Strengths‐based…good to great
• Lets the client find the answers
• Encourages risk‐taking
• Is no‐fault and non‐judgmental
• Develops skills and practices
• Takes place during all stages of the implementation of new skills, strategies, processes, and structures
• Takes place with individuals or teams
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ProfessionalLearningCommunities
• Initial or full implementation
• Data driven
• Focused on student outcomes
• Risk‐taking
• Reciprocity and equality
• Shared leadership and responsibility
• Action oriented
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ProfessionalLearningCommunities
“Once the capacity of teachers reaches a certain level, peer culture becomes the source of innovation and energy.
Thus, peers become change agents. This is good news for coaches, because developing peer cultures – and linking them to bigger systems – is the work they should do.”
Tschannen‐Moran & Tschannen‐Moran, 2011
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TraditionalLeadershipStyle
• Top down
• Leader has the answers
• Lone Ranger
• Directs and tells
• Supervises and judges
• Makes decisions
• Little understanding of systems change
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CoachingStyleofLeadership
• Shared leadership
• Collaborative
• Asks questions
• Shares decisions
• Builds commitment and capacity
• Deep understanding of systems change
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TheMentoring– CoachingContinuumforSystemsChange
Mentoring/
ConsultingCoaching Peer Coaching/PLC
Purpose Building/ Exploration
Infrastructure Initial Implementation
Full Implementation
Teaching/ Telling
Teaching/ Telling
Asking/ SupportingAsking/
SupportingParticipatingParticipating DelegatingDelegating
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Exploration Installation InitialImplementation
Full Implementation
Student Achievement
Webinar: Closing the Implementation Gap ‐ Doug Reeves
LinearImplementation
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Exploration Installation InitialImplementation
Full Implementation
Student Achievement
Non‐linearImplementationReality
Webinar: Closing the Implementation Gap ‐ Doug Reeves
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PossibleCoachingModels
Directive
Facilitative
Transformational
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DirectiveCoaching
• Changing behaviors
• Coach is expert in a content or strategy
• Instructional, literacy, or math coaches
• Implement new strategies or practices
• Used alone, may not lead to lasting change
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• New ways of thinking and being
• Reflection, analysis, observations, experimentation
• Zone of Proximal Development (Lev Vygotsky)
• Scaffolding/gradual release of responsibility
• Cognitive Coaching (Garmston and Costa)
FacilitativeCoaching
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TransformationalCoaching
• Draws from ontology, the science of being: Peter Senge, Margaret Wheatley, Robert Hargrove
• Individuals and their behaviors, beliefs, and being
• Institutions and systems and those that work in them
• Broader educational and social systems
• Grounded in systems thinking
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Behavior
Beliefs
Being
TransformationalCoaching
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Mentoring/
ConsultingCoaching Peer Coaching/PLC
Purpose Building/ Exploration
Infrastructure Initial Implementation
Full Implementation
Teaching/ Telling
Teaching/ Telling
Asking/ SupportingAsking/
SupportingParticipatingParticipating DelegatingDelegating
Directive Facilitative Transformational
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SystemsThinking• A conceptual framework for seeing interrelationships and patterns of change rather than isolated events
• Everything is interconnected
• Looks beyond superficial causes to systemic causes
• The system is set up to make things happen as they are
• Helps to identify the structures that underlie complex situations and discern high and low leverage changes
• The Big Picture
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IssueSuperficialCause
SystemicCauses
Too many invalid referrals to the school’s Student Study Team
Teachers aren’t following guidelines for SST referrals
• No communication system between General Ed and Special Ed teachers
• Staff lack academicand behavioral interventions
• School culture views ‐struggling students viewed as “not my responsibility”
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WhoCanandShouldCoach?
• District Leaders
• School Leaders
• Principal
• Teachers and Teacher Leaders
• External Personnel/Consultants
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PossibleCoachingStaffingModels
• District‐based, full or part time
• School‐based, full or part time
• Modify existing roles or positions
• Add positions
• Coaching style leadership
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FactorsThatMatterSchool
• Limited initiatives
• Administrative support
• Shared vision, beliefs, and goals for improved student learning
• Clear role for coaches
• Adequate time for coaching
• Continuous learning for coaches
Individual coaches
• Coaches’ skills/knowledge base + communication + interpersonal relationships
• Coaches don’t tell teachers what to do
• Confidential
• Job‐embedded
• Ongoing relationships
• Coaching vision
(Knight, 2009)
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Coaches’FocusandSphereofInfluence:
CoachingVision
• Vision, goals, action plan for improved student learning?
• Values and beliefs?
• Individuals or teams?
• HQI, data/continuous improvement, or collaboration?
• Framework and processes or classroom practices?
• Technical or adaptive change?
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ToEnsureCoachingSuccess…
• Make the goal(s) of your coaching program clear
• Give coaches the right work
• Train your coaches
(Knight and Fullan, 2011)
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“Next to the principal, coaches are the most crucial change agent in a school.”
Fullan & Knight, 2011
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Coach/PrincipalCommonResponsibilities
• Develop relationships
• Observe teachers
• Analyze data
• Set goals
• Provide resources
• Lead/facilitate change
• Strengthen collaboration
Building Teachers’ Capacity for Success, Hall & Simeral
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Coach/PrincipalDistinctResponsibilities
Coach/Principal
Peer/Supervisor
Not an administrator/Is an administrator
Provides formative feedback/Provides summative feedback
Models classroom practice/Evaluates classroom practice
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Coach/PrincipalComplementaryResponsibilities
Coach/Principal
Servant leadership/Visible leadership
Collaborative goal setting/Directive goal setting
Provides PD/Coordinates PD
Advises teachers/Directs teachers
Motivation/Inspiration
(Hall & Simeral, 2008)
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ReadandReflect
• Handout 1.7
• What key points in the reading align with your thinking at this point in time?
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In which aspect(s) of your work could you best use coaching or a coaching style of leadership?
How could coaching support your work?
Which coaching model(s) might be the best fit for you in your role?
FiveMinuteTeamTalk
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WhatDoesaCoachDo?
A coach or coaching leader helps individuals or teams to…
• Develop a shared vision, beliefs, and values• Identify a goal or need for change based on data• Identify possibilities and obstacles• Make decisions• Develop a plan of action• Commit to action for change• Evaluate progress• Achieve desired change
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ContinuousImprovementProcess
PLAN
DO
STUDY
ACT
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Collectand UseData
Develop Hypothesis
Discuss andSelect
Solutions
Develop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem SolvingMeeting Foundations
TeamInitiatedProblemSolving(TIPS)Model
Identify Problems
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving
(TIPS) Training Manual. Educational and Community Supports
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TheCoachingConversation
Collectand UseData
DeterminingGoals
Identifying Possibilities
and Obstacles
Developing a
Plan
Getting Commitment
to Action
Problem SolvingMeeting Foundations
Getting started/
“Join-up”
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Coaching Format & Process
Coaching Conversation Format
EQUITY
• Getting started/”Join‐up”
• Determining goals
• Identifying possibilities and obstacles
• Developing a plan
• Getting commitment to action
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Handout#1.8
TheCoachingFormat
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QuickWrite
Describe a dilemma you have that relates to what we have learned/discussed/reflected on this morning…
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LiveCoachingDemonstration
What did you observe about the coach?
What did you observe about the client?
What parts of the coaching format were evident? What did they look like/sound like?
What do you wonder about? What questions do you have?
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Lunch‐ 30minutes
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TeamPre‐Assessment
http://ready1819.questionpro.com/
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How does what you’ve heard and seen this morning align with what you read in “Personal Best?”
How does the author’s experience with coaching reflect what you’d like coaching to be like in your work setting?
What do you agree with/disagree with in this article?
AskYourself
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A Coaching Style of Leadership
A Coaching Style of Leadership
EQUITY
• Collaborative
• Trusting relationships
• Shared decision‐making
• Shared leadership
• Shared vision, values, beliefs and commitments
• Asks instead of tells
• Understands the systems change process
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KeySystemFeaturesofanEquitable,Multi‐levelSystemofSupports
• Equity• High Quality Instruction • Strategic Use of Data• Collaboration• Continuum of Supports • Strong Universal Level
of Support
• Systemic implementation• Strong Shared Leadership• Positive Culture • Evidence‐Based Practices• Family and Community
Engagement
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ImplementationBlueprint
Funding VisibilityPolitical Support
TrainingCapacity
CoachingCapacity
Evaluation
Policy
Expertise
Leadership Team (Coordination)
Local School/District Implementation Demonstrations
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Leadership Components for an Equitable, Multi‐level System of Supports
District
Leadership Team
School
Leadership Team
Grade Level/
Course Team
Classroom
District
Leadership Team
School
Leadership Team
Grade Level/
Course Team
Classroom
District
Vision
School
Vision
Grade Level/
Course Vision
Classroom
Vision
District
Vision
School
Vision
Grade Level/
Course Vision
Classroom
Vision
District
Non‐Negotiables
School
Non‐Negotiables
Grade Level/
Course Non‐
Negotiables
Classroom
Non‐
Negotiables
District
Non‐Negotiables
School
Non‐Negotiables
Grade Level/
Course Non‐
Negotiables
Classroom
Non‐
Negotiables
District Goals/
Action Plan
School
Goals/Action Plan
Grade Level/
Course Goals/
Action Plan
Classroom
Goals/Action
Plan
District Goals/
Action Plan
School
Goals/Action Plan
Grade Level/
Course Goals/
Action Plan
Classroom
Goals/Action
Plan
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WhatDoesItTake?
• It Takes Time
• It Takes Teams
• It Takes Supports
• It Takes Communication
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Letting “it” happen
ImplementationTeams
Program occurs without direction or intervention
Based on Hall & Hord (1987); Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou (2004); Fixsen, Blase, Duda, Naoom, & Van Dyke (2010)
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Letting “it” happen
Helping “it” happen
Interested schools or employers figure it out on their own
ImplementationTeams
Based on Hall & Hord (1987); Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou (2004); Fixsen, Blase, Duda, Naoom, & Van Dyke (2010)
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Letting “it” happen
Helping “it” happen
Making “it” happen• Active use of strategies to support the adoption
of the program or practice• Active installation of supports for implementation
of the program or practice• Implementation teams are accountable for change
and progress
ImplementationTeams
Based on Hall & Hord (1987); Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou (2004); Fixsen, Blase, Duda, Naoom, & Van Dyke (2010)
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Implementation TeamNo Implementation Team
80%3 Years
14%17
Years
To “Making it Happen”From “Letting it Happen”
Sources: Fixsen, Blase, Timbers, & Wolf, 2001; Balas & Boren, 2000; Green & Seifert, 2005; Saldana & Chamberlain, 2012
Improvement in Intervention Outcomes
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Implementation teams provide an accountable and sustainable structure to move a practice through stages of implementation with fidelity.
ImplementationTeams
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Implementation Leadership
Team
Data‐basedContinuousImprovement
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PuttingthePiecesTogether
• Purpose Building: We are going to have a competition to see who can make the most progress putting a puzzle together in 10 minutes. When the puzzle is completed, you will see a clear, beautiful picture!
• Infrastructure: All the pieces that you need are in your bag!
• Initial Implementation: ???????
• Full Implementation: ????????
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Was this easy, hard, or in‐between?
What made it hard?
What would have made it easier?
WhatdoyouThink?
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Whatis“Vision?”
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“A picture of the future – where do we want to be?” (Barkley, 2010)
“What we must become in order to accomplish our fundamental purpose.” (DuFour, DuFour, Eaker and Many, 2006)
“A picture of what you want to look like, clear and powerful.” (Graham and Ferriter, 2010)
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BMW
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QualityTeachinginaCultureofCoaching
“Probably the most important aspect of a coaching program is the opportunity it provides to rekindle the vision of educators – to release them from the BMW Club – and empower them to once again teach with their vision, allowing their mission, beliefs, and values to drive every decision.”
(Barkley, 2001)
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VISION isCritical…
• It is what we lead and coach toward!
• It drives our work!
• Without it, we don’t know where we’re going!
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“Withoutvision,thepeopleperish.”
Proverbs
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WisconsinAdministratorStandardA2:
“The administrator leads by facilitating the development, articulation, implementation, and stewardship of a VISION of learning that is shared by the school community.”
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Coaching for an equitable, multi‐level system of supports implementation is coaching toward achieving our vision for our district or our school.
When we coach a team, we coach toward the team’s vision, as well as the district and school vision.
When we coach individuals, we coach toward that individual’s vision, as well as the district, school, and team vision.
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• Our vision is for all students in our district to achieve at high levels of literacy and math. Achievement gaps for subgroups of students will be eliminated.
• Our vision is for all teachers in our school to implement our literacy framework with mastery and fidelity at the Universal Level. All students in all classrooms will receive the high‐quality literacy instruction that is non‐negotiable in our school.
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• Our goal is for 80% of all first grade students to be at grade level in reading as measured by the MAPS assessment by May 2020
• Our goal is for African‐American students in grades 6‐8 to improve their math performance by 30% by May 2020, as measured by district common assessments
• Our goal is for all K‐5 teachers to be using the Daily 5 with fidelity by the end of the first semester of the 2020‐2021 school year as measured by data from principal and literacy coach observations
• Our goal is for office referrals of students with EBD to be reduced by 25% by the end of this school year
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Vision – the preferred future, the dream, the Big Picture.
Describes what it will look like when you get “there.” Includes who will benefit. May be student and/or staff focused.
Goals – Specific, measurable, achievable, results‐oriented, time‐bound (SMART).
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WI RtI Center Vision: All Wisconsin students will learn and be successful in life.
PutWisconsin’sVisionofCollegeandCareerReadinessINTOACTIONbyImplementinganEquitable,Multi‐levelSystemofSupports
KNOWLEDGE: Students receive equitable access to the academic content
KNOWLEDGE: Students receive equitable access to the academic content
SKILLS: School‐ and classroom‐wide behavioral expectations promote the application of these skills
SKILLS: School‐ and classroom‐wide behavioral expectations promote the application of these skills
HABITS: Positive behavioral habits lead to responsibility, perseverance, adaptability, and leadership
HABITS: Positive behavioral habits lead to responsibility, perseverance, adaptability, and leadership
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Believe!Learn!Plan!Achieve!
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In the School district of Superior, instructional coaches are lead learners in educational best practices.
They support colleagues in a process which builds professional relationships that are based upon open communication, transparency, and trust.
Superior’s instructional coaches are professional developers who continually build capacity in all of our staff members to increase student learning, to enrich professional learning communities, and to become reflective practitioners.
InstructionalCoachingVision
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Heidi’sLeadershipandCoachingVision
I will be a confident, competent, caring, and empowering coach and teacher of leadership and coaching for RtI Implementation.
Through my work, principals, coaches, teachers, and other school leaders will be able to use coaching skills and dispositions to achieve systems change and implement an equitable, multi‐level systems of supports in their schools.
When this occurs, each school’s or district’s vision will be achieved, resulting in improved learning and behavior for all students.
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Kathy’sLeadershipandCoachingVision
We create our own destiny.
I hold that each person has the innate ability to transform education and be a leader in facilitating a positive future for our children.
I coach educators in the implementation of equitable, multi‐level systems of supports to find that power, harness it, and utilize it by developing a partnership that motivates and facilitates your journey to achieve the best learning environment for the students you serve.
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YourTurn
• Write a draft of your Leadership/Coaching Vision on Handout 1.11
• Meet with your Vision Buddy and share your Leadership/Coaching Vision
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Leadership/Vision Reflection and Planning – Handout #1.12
Be ready to share out your strengths and areas for growth.
TeamWorkTime
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AssignmentforSession2
Reading:TheArtofCoaching;EffectiveStrategiesforSchoolTransformation
• Chapters 1‐3 • Chapter 8 (pp. 147‐157 only)• Chapter 5
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• Complete your Leadership Team Reflection and Planning forms
• Fill in any gaps that exist at the district, school, and department/grade levels
AssignmentforSession2
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• Complete your Vision reflection and planning
• Choose activities from handout #1.13 to engage staff in developing your school vision if it’s not crystal clear
• Be ready to share your Vision Statement(s) at our next session
AssignmentforSession2
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