Pennsylvania Association of Career and Technical ...€¦ · 1. The instructional coach provides...
Transcript of Pennsylvania Association of Career and Technical ...€¦ · 1. The instructional coach provides...
Pennsylvania Association of Career and
Technical Administrators
New Director Academy
August 16 – 17, 2010
“The best results from coaching occur when coaches are
placed in schools with greatest academic needs; where
principals are strong insttructional leaders; and where
teachers commit to refining their practice.”
(National Staff Development Council [NSCD], 2010)
II. Understanding the Components of an
Instructional Coaching Plan
Figure 1. Elements of an Instructional Coaching Program:
Selecting, Preparing, and Evaluating Coaching for Effectiveness
Source:
Kowal, J. and Steiner, L. (2007). Instructional coaching. The Center for Comprehensive School Reform and Improvement,
September.
SELECTIONPREPARATION
AND TRAINING
EFFECTIVE PRACTICES
EVALUATION
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Coach
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Supervisor
Role of the Coach vs. Role of the Supervisor
• Help teachers recognize what they know about good teaching
• Help teachers recognize what their personal instructional strengths are
• Assist and support teachers to reach their instructional goals
• Trained to listen, observe, and give specific feedback
Coaches
• Ensure that studentsreceive high quality instruction
• Ensure that students continue to receive high quality instruction and meet their performance goals
• Ensure that the requirements of the instructional position are met
Supervisors
Role of the Coach vs. Role of the Supervisor
II. A. 1
What is a coach? • Take a few minutes and watch the interactions between the people in this video. • How would you describe the qualities and actions of a coach?
Coach— Think of a time in which someone helped you learn something new or challenging.
What did this person do to help you be successful?
What qualities did s/he have?
What did you do to contribute to your success in learning?
“The principles you live by create the world you live in; if you change the principles you live by, you will change your world.”
Blaine Lee, The Power Principle
Coaching is not . . .
Evaluative or supervisory
Spying
A quick fix for a problem
Competitive
Mandated
Social interaction
Stagnant
Clear Goals for Instructional Coaching
Improve teacher activities to engage students?
Increase knowledge of vocabulary?
Increase direct instruction of academics?
Increase use of technology?
Is coaching voluntary or mandatory?
Which instructional practices should they model?
Heavy coaching: purposeful, intentional, and results driven
Light coaching: driven by the goal to be accepted by the peers they coach
(High-Impact Coaching Ensures Maximum Results, 2010, NSDC)
What do you expect to accomplish through coaching?
Coaching Models
Problem Solving
Instructional Supervisory Mentor/ModelCurriculum
DevelopmentGroup Study
Characteristics of Coaches
What should coaches know about?
What should the selection process look like?
Inte
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kills
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Ped
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Personal Characteristics of Coaches
What does the Research Say?
http://www.readingrockets.org/article/25980
Selection Process
http://www.plcwashington.org/coaching/resources/spokane-SD-coaching-model.pdf
Collaborative
Effective interpersonal
communication skills
Knowledge of adult learning processes
Knowledge of teaching pedagogy
and learning process
Ability to work with administration
Pedagogical Skills
Content Knowledge
Interpersonal Expertise
Chart 1: Frequent Coaching Activities
Classroom-based activities with individual teachers
Classroom-focused activities with groups of educators
Demonstrating and modeling instructional practices and lessons
Conducting study groups
Observing instruction Providing training and professional development workshops
Co-teaching Organizing and brokering instructional materials
Co-planning lessons and units Administering assessments and monitoring results
Providing feedback and consultation Chairing or serving on school or district committees
Promoting reflection
Analyzing students’ work and progress
Source: http://www.alliance.brown.edu/pubs/pd/tl_coaching_lit_review.pdf
Greenville County Schools
Instructional Coach
Performance Responsibilities
The mission of the Instructional Coach is to increase student
achievement.
Instructional Coaches will facilitate change in instructional practices of teachers that will enable teachers to
diagnose student needs more analytically; plan more productively; and teach more effectively.
1. The instructional coach provides leadership for teachers by planning, collaborating, organizing,
mentoring and facilitating change to improve the instructional program.
2. The instructional coach disaggregates and analyzes data and assists principals and teachers in its
interpretation to measure and improve student achievement and/or program effectiveness.
3. The instructional coach provides knowledge of appropriate standards, content, materials, and resources.
4. The instructional coach facilitates the use of research-based teaching strategies and best practices to
address the needs of teachers and school goals.
5. The instructional coach provides staff development needed to implement the school’s strategic
improvement plan.
6. The instructional coach establishes, maintains and enhances effective communication with
administrators, teachers, parents and other stakeholders.
7. The instructional coach demonstrates a commitment to professional growth and ethical standards to
advance the mission, goals and policies of Greenville County Schools.
8. The instructional coach works with principals and teachers in organizing grade level/department
meetings in order to affect horizontal and vertical continuity and articulation of instructional program
throughout the school.
9. The instructional coach observes teachers in their classrooms and offers insights for the enhancement of
teaching-learning situations.
10. The instructional coach demonstrates appropriate use of instructional technology and other educational
tools to enhance and extend instruction
11. The instructional coach works collaboratively with media specialists to promote informational literacy to
provide resources and staff development.
12. The instructional coach performs other duties related to the improvement of student achievement as
determined by the principal.
Copyright Greenville County School District. All Rights Reserved.
Job Description: Instructional Reading Coach
Ideal candidates will have:
• Highly successful teaching experience with positive student outcomes in similar grade or content area
• In-depth knowledge in classroom management, content, instruction, and assessment
• Experience working with teachers to improve their practice
• Good presentation skills and facilitation skills for learning groups
• Skill to observe instruction, model instruction, & provide feedback through a trusting relationship
• Skill in analysis of a variety of data to inform and direct instruction
• Develops interpersonal relationships with teachers, principals, & school personnel
• Participates in on-going professional development to enhance their coaching skills
• Knowledgeable about school goals, achievement standards, and adult learning
Reports to: Principal
Responsibilities:
School/district Based Leadership
Assist and serve on leadership teams within the school
Bridge the gap between and among school programs
Facilitate alignment of individual goals and school goals
Build school capacity by encouraging and supporting teacher leadership
Instructional Leadership
Provide support, mentoring, and assistance to classroom teachers
Serve as a resource for identification of instructional strategies, materials, and interventions to address
diverse learning needs
Conduct demonstration lessons
Assist teachers in designing, delivering, and assessing instruction
Collaborate with teacher teams to set goals to improve instruction and to solve problems that limit
student achievement
Observe instruction and provide feedback as support for teachers
Assessment
Assist teachers and grade-level teams in the analysis and use of assessment date to inform instruction
(4Sight, PSSA, PVAAS, eMetrics) through application of the data framework
Meet regularly with teams and/or principal to review student assessment data and assess progress toward
grade-level goals
Guide teachers in the use of assessment data to adjust instructional practices
Guide teachers in the use of assessment data to plan professional development
Professional Development
Provide on-site staff development to ensure teacher knowledge of academic standards, content,
instruction, classroom management, assessment, and intervention strategies
Collaborate with teachers, principals, and other personnel to identify professional development needs
Provide facilitation and critical feedback for course progress monitoring of Pennsylvania on-line
professional development courses
Stay current in the areas of content, curriculum design, and research-based instructional practices
through professional development opportunities
Source: National Staff Development Council and Central Regional Reading First Technical Assistance Center.
Job Description: Instructional Coach/Secondary Schools
Supervisor: Principal
General Job Description:
Assist the principal in promoting the educational development of each student by the use of leadership,
supervisory, and administrative skills.
Essential Duties and Responsibilities:
1. Demonstrate foresight, examine issues and takes initiatives to improve the quality of education in the
community.
2. Embrace and encourage the acceptance of diversity.
3. Use effective people skills to communicate.
4. Provide and maintain an environment where optimal student growth can take place.
5. Demonstrate instructional leadership.
6. Demonstrate an understanding of the dynamics of the educational organization.
7. Effectively manage the resources for which he/she is responsible including personnel, finances, facilities,
programs and time.
8. Use supervision, staff development and performance evaluation to improve the educational program.
9. Maintain a familiarity with current educational issues through a process of ongoing personal development.
10. Use supervision, staff development and performance evaluation to improve the instructional process of the
school. To do this, the administrative intern follows procedures consistent with the state and local Teacher
Performance Evaluation Plan.
11. Become familiar with and comply with all School Board policies and administrative regulations.
Additional Duties and Responsibilities:
1. Facilitate conversations among teachers that result in a common understanding of performance standards and
benchmarks.
2. Ensure the development and implementation of common short-cycle assessments in the core content areas of
math, English, science, and social studies.
3. Provide guidance to teachers in the use of data to inform instruction. These data include the analysis of
NMHSSA, NMHSCE, NMELPA, short-cycle assessments, and ACT data. District level data that should also be
considered are the CMS Data Folder, Next Step Plan, and Academic Student Improvement Plan.
4. Ensure alignment exists among instruction and assessment in the classroom. The teacher’s interpretation of
ongoing data should result in identified growth areas and be directly reflected in lesson planning and delivery.
5. Design ongoing professional development opportunities that equip staff members with the knowledge and
understanding needed to implement the nine identified characteristics of successful high schools.
6. Ensure a differentiated approach to learning is evident in the delivery of instruction and the assessment of
student learning.
7. Assist educators in the implementation of effective research-based strategies aimed at teaching students to
read and write across the curriculum.
8. Develop the teacher’s ability to create and pose questions that require higher order thinking.
9. Assist teachers in the curriculum design and implementation process.
10. Attend Department Head meetings to stay abreast of current issues affecting secondary education.
11. Continue to cultivate the transition to higher education through dual credit, Technical Career Center, and
vocational-technical opportunities.
12. Oversee the implementation and evaluation of the Carl Perkins grant to develop career clusters.
13. Work in partnership with Career Pathways teachers to facilitate a smooth transition to CHS.
14. Perform any other duties assigned by the Principal.
Qualifications:
1. A master’s degree.
2. Willingness to obtain a New Mexico administrative license as required by the State of New Mexico.
3. Three (3) years of experience in public school administration and supervision and/or teaching.
4. Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable.
Physical Requirements:
Sitting, standing, lifting and carrying (up to 50 pounds), reaching, squatting, climbing stairs, kneeling, and
moving light furniture may be required.
Safety and Health:
Knowledge of universal hygiene precautions.
Equipment/Material Handled:
Must know how to properly operate or be willing to learn to operate all multi-media
equipment including current technology.
Work Environment:
Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are
routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignment
without direct supervision. After hour work may be required. May make site or home visits when needed and
appropriate. Job responsibilities include both inside and outside duties. Must be able to work under stressful
conditions.
Terms of Employment:
Salary and work year to be established by the Board.
Source: http://www.cms.k12.nm.us/personnel/job_descriptions/Instruction/Instructional_Coach-Secondary.pdf
Sharing Data
What data should be collected?
How should the data be collected?
What is the purpose of collecting the data?
What will be done with the data after it is collected?
With whom should the data be shared?
What does the data illustrate?
How will the data be used to shape or change practices?
Data
CoachTeacher
Discuss and dialog
Coaching Self-Assessment
1. Coaching –The coach provides assistance to teachers at individual and group levels to ensure implementation of professional learning components to promote effective instruction.
Indicator Beginning (B) Emerging (E) Systematic (S) Sustainable (SS)
a. Our coach facilitates, coaches, mentors, and presents info that meets the needs and skill level of individual or groups of teachers
b. Our coach conducts focused dialog at the teacher, grade, or school level to promote knowledge and build skills in assessment, diagnosis, data analysis, interventions, etc.
c. Our coach supports teachers as they try new strategies and techniques.
d. Our coach helps teachers with ongoing assessment and analysis of data.
e. Our coach gives feedback based on observations, conversations, student work/data, questions, or teacher requests within the adopted curriculum.
f. Our coach regularly schedules structured study teams focused on reading, math, or other academic or technical content.
2. Assessment—What we know or have learned about the individual student’s strengths and challenges.
Indicator Beginning (B) Emerging (E) Systematic (S) Sustainable (SS)
a. Our teachers know what needs to be assessed for all students, including ELLs, students with disabilities, and other special populations.
b. Our teachers know how to use formal and informal assessments to identify strengths and challenges for all students.
c. Our teachers know when to give assessments and how often.
d. Our teachers know how to analyze the results of assessment at the individual student level.
e. Our teachers know how to interpret the results of formal and informal assessments.
f. Our teachers know how to plan instruction based on diagnosis.
g. Our teachers know how to integrate ongoing assessment into instruction.
3. Data Analysis – The progress we have made identifying, examining, aggregating and disaggregating data to derive meaning for planning targeting instruction. Data include individual and group demographics and outcome and process data related to reading, math, or technical skills
Indicator Beginning (B) Emerging (E) Systematic (S) Sustainable (SS)
a. Our teachers have knowledge of where a student should be (what the appropriate level of performance is).
b. Our teachers conduct ongoing examinations of academic or technical skill data using a rubric or standard protocol. Data include student work, supplemented as needed with tests ad assessments for specific skills.
c. Our teachers interpret patterns and connections to identify opportunities for targeted interventions.
d. Our teachers effectively implement strategies derived from scientifically based research; these strategies are targeted based on the analysis of student data generated from the locally adopted curriculum.
4. Intervention Strategies – Our progress toward providing differentiated instruction using scientifically based research and analysis of student needs.
Indicator Beginning (B) Emerging (E) Systematic (S) Sustainable (SS)
a. Our teachers know the components of good teaching and can articulate principles of good instruction based on scientifically based research and best practices.
b. Our teachers have an understanding of the adopted curriculum (philosophy, materials, resources, and assessments).
c. Our teachers implement a variety of strategies that are intentional, explicit, and based on student need.
d. Our teachers use assessments and information to guide instructional decisions and practices.
5. Support Networks – Our progress toward an organizational system that enhances the collaboration of key stakeholders.
Indicator Beginning (B) Emerging (E) Systematic (S) Sustainable (SS)
a. Our teachers and coach participate in regularly scheduled meetings to discuss scientifically based research practices, continue training, and share best practices.
b. Our teachers and coach engage in professional development opportunities.
c. Our teachers and coach use technology to share instructional best practices.
d. Our teachers and coach partner with key stakeholders.
Change—
Think of a change you’ve gone through that was successful and another that was unsuccessful.
What made them different experiences? Share your thoughts with your partner.
Change and Change Theory
Reeves, D. (2009). Leading change in your school: How to conquer myths, build commitment, and get results.
Alexandria, VA: Association for Supervision and Curriculum Development.
• Consistency . . .
• Create short-term wins
• Build stakeholder support
• Define new expectations clearly and specifically
• Differentiate to meet student needs
• Sustain excellence
• Lessons from across the globe
• Teacher leadership
• Focus on changes with greatest results
• The Right Team
• Building capacity with coaching
• Making strategic planning work
• Pull the weeds before you plan the flower
• Personel readiness
• Organizational change readiness
• Cultural change
• Confronting the myths of change
Creating Conditions for
Change
Planning Change
Implementing Change
Sustaining Change
Organizational Change
http://eduspaces.net/dougbelshaw/weblog/135219.html.
Vision Skills Incentives ResourcesAction Plan
Change
Skills Incentives ResourcesAction Plan
Confusion
Vision Incentives ResourcesAction Plan
Anxiety
Vision Skills Resources Action Plan Resistance
Vision Skills Incentives Action Plan Frustration
Vision Skills Incentives Resources Treadmill
Coaching Agreement
Teacher
PrincipalCoach
Responsibilities of and Expectations for the Coach, Principal, Teacher
Source: Adapted from The learning principal (2010). National Staff Development Council, Spring, p. 4-5.
Roles
• What are the expectations for teacher, coach and principal?
• What are within and outside of boundaries of the coach's work?
Clients
• How many teachers will the coach serve and are any teachers at a higher priority or shall all be served equally?
• Are services to teachers voluntary or mandatory?
Support and Resources
• What resources and support does the coach have and need to be effective?
• What training and professional development is available to teachers and coaches?
• Is there a supply, technology, or miscellaneous budget? Where is the office space?
Expected Results
• What are the achievement goals for coaches and teachers?
• What results are expected over the next yaer, two years, three years?
• What school improvement goals or plans should the coach be aware of?
Timelines
• What day/time does coaching start and end?
• What other timelines impact coaching (grades, PSSA, NOCTI, etc.)?
Communication
• How often shall coaches meet with teachers? How often reporting to the principal?
• Who gets progress reports? How should reports be communicated?
Processes
• What is the best way for the coach to use their time with teachers and visa versa?
• Should the coach follow the prescribed "continuum of services" with each teacher?
Confidentiality
• What is the best way to say that a principal is violating the confidentiality agreement?
• What agreements can be made with teachers to make them comfortable, yet willing to try new things?
Coaching Light vs. Coaching Heavy: New Perspectives from Jim Knight
On page 21 of his new book, Coaching: Approaches and Perspectives, Jim Knight begins outlining critical
differences between what he defines as coaching heavy and coaching light. I appreciated the clarity provided
from the outset around the notion that coaching light is often our entry point into this work with teachers.
Coaching in this way allows us to build relationships, establish credibility, and meet the needs of those who are
interested in adopting new practices. The same can happen if we take a heavy coaching approach as well,
though. I appreciated Knight’s nod to rigor, results, and evidenced-based reflection. Below, you will find some
of the indicators that distinguish the approaches from one another, taken from the text. It’s clear to see which
kind of coaching probably serves kids best. I’ve spent the last year transitioning toward a heavier coaching
approach, and it’s been rewarding and challenging in equal measure. More on that Friday–hope everyone is
having a good week!
Coaching Light Coaching Heavy
The coach provides services that enable him or her
to become appreciated by teachers.
The coach collaborates with teachers to improve
student performance.
Coaches engage in work that will ingratiate them to
teachers, particularly those who are hesitant.
Coaches and teachers capture and analyze data, and
they study the effect of curricula, instruction, and
assessment on student performance.
The coach places greater focus on providing
requested resources, performing demo lessons, or
conducting workshops that teachers have articulated
an interest in.
Coaches and teachers engage in collaborative
discourse and study relevant to their beliefs, their
hunches, and what evidence suggests reality is.
The coach avoids conflict and uncomfortable
conversations.
Coaches develop strategies for illuminating and
resolving conflicts. They prompt difficult
conversations that lead to meaningful change.
The expectation that teachers will apply what is
learned within their classrooms is not reinforced.
Coaches refuse requests that may have little impact
on student performance.
Teachers may choose whether or not they engage in
coaching.
All teachers are engaged in coaching.
Teachers report feeling supported. Teachers report discomfort and excitement.
Feedback focuses on teacher behavior rather than
student learning.
Feedback focuses on how practice is effecting student
learning, based upon evidence.
Coaches may not collect data that allows them to
study the effectiveness of their own work.
Coaches have established protocols and processes for
gathering evidence that allows them to study the
effectiveness of their work.
The coach is valued. The coach is needed.
Source: Retrieved August 3, 2010 from http://www.angelastockman.com/blog/2009/10/06/coaching-light-vs-coaching-
heavy-new-perspectives-from-jim-knight/.
Evaluating the Coaching Program
Eval
uat
ion • Do teachers value their
coaches?
• Are teachers changing their practices?
• Is student achievement increasing?
Figure 1.3 A Closer Look at the Literacy Coaching Continuum
Learning Format
Description
Potential Roles of the
Literacy Coach
Collaborate Resource Management
The literacy coach works with teachers to become familiar with and tap into available resources. This is an opportunity for rich conversation about instruction, grouping, and differentiated instruction.
Resource person, collaborator, encourager
Literacy Content Presentations
The literacy coach provides content knowledge and fosters collaboration. This format ensures that all teachers are on the same page in terms of information, procedures, best practice, and other matters.
Facilitator, expert, resource person
Focused Classroom Visits
The literacy coach provides teachers the opportunity to observe a particular teaching method, learn how other teachers organize for instruction, and develop an understanding of what is expected at other grade levels.
Facilitator, resource person
Coplanning Teachers work together to review current data and plan instruction. This might include discussion on grouping options, assessment results, and specific lesson planning.
Resource person, collaborator, encourager
Study Groups A group of educators meets on a regular basis to discuss issues relevant to their teaching. The range of study group options includes job-alike, book study, and action research
Facilitator, mediator, resource person
Demonstration Lessons
The literacy coach demonstrates particular teaching methods to teachers who are less familiar with these methods or less confident about using them
Expert, consultant, rpesenter
Peer coaching This is the traditional coaching model whereby the literacy coach observes the classroom teacher and provides feedback during a debriefing session.
Expert, encourager, voice
Coteaching The classroom teacher and the literacy coach plan a lesson together and share responsibility for the lesson’s implementation and follow-up.
Collaborator, encourager, voice
Source: Developed by M. C. Moran and Elizabeth Powers, as cited in Moran, M. C. (2007).
Differentiated Literacy Coaching: Scaffolding for student and teacher
success. Alexandria, VA: Association for Supervision and Curriculum Development, p. 14.
Figure 2.1 Guskey’s Five Levels of Evaluation
1. Participants’ Reactions Evaluation at this level recognizes that “measuring participants’ initial satisfaction with the experience can help . . . improve the design and delivery of programs or activities in valid ways.” This can be accomplished by asking questions such as these:
Did the teachers think their time was well spent?
Were the activities meaningful?
Did teachers think the activities would be useful in practice?
2. Participants Learning Evaluation at this level “focuses on measuring the knowledge and skills that participants gained.” Ways to measure these include the following:
Pencil-and-paper exercises.
Simulation or skill demonstrations.
Oral or written personal reflections.
Portfolio evaluation or similar activities.
3. Organization Support and Change Evaluation at this level is meant to determine if “organization policies . . . undermine implementation effort” or support them. Appropriate questions to ask include the following:
Was individual change encouraged and supported?
Was administrative support public and overt?
Were problems addressed quickly and efficiently?
Were sufficient resources made available including time for sharing and reflection?
Were successes recognized and shared?
4. Participants’ Use of New Knowledge and Skills The focus of evaluation at this level is whether or not “new knowledge and skills that participants learned make a difference in t heir professional practice.” An ongoing review of the degree and quality of use of new knowledge and skills can be accomplished through the following vehicles?
Questionnaires or structured interviews.
Oral or written personal reflections.
Examination of journals or portfolios.
Direct observation or observation via video or audio recording.
5. Student Learning Outcomes Evaluation at this level seeks to determine the effect on student learning from a professional development experience. Questions to ask may include the following:
Did students show improvement in academic achievement, behavior, or other areas?
Did the students benefit from the activity?
Sere there any unintended results?
Source: From “Does It Make a Difference? Evaluating Professional Development,” by T. R. Guskey, 2002, Educational
Leadership, 59(3), p. 45-51. Copyright 2002 by T. R. Guskey. Adapted with permission by Moran, M. C. in Differentiated
Literacy Coaching: Scaffolding for student and teacher success, p. 29.
Print and Electronic Resources Biegun, Ray, (2003). Executive Coaching: Practice and perspectives. Journal of Organizational
Change Management: 16, 118-123.
Costa, A. & Garmston, R. (2002). Cognitive coaching: A foundation for renaissance schools, 2nd
ed. Norwood, MA: Christopher-Gordon.
Flaherty, J. (1998). Coaching: Evoking excellence in others. Boston: Butterworth-Heinemann.
Killion, J. (2010). High-impact coaching ensures maximum results: Build a strong infrastructure
by clarifying program goals. The Learning System, 5(4), 1, 6-7.
Killion, J. & Harrison C. (2006). Taking the Lead: New roles for teachers and school-based
coaches. Oxford, OH: National Staff Development Council.
Kowall, J. & Steiner, L. (2007). Instructional Coaching. Reading Rockets. Retrieved July 21,
2010 from http://www.readingrockets.org/article/25980. Reading Rockets is funded by a
grant from the U.S. Department of Education, Office of Special Education Programs.
Knight, J. (2006). Instructional coaching. The School Administrator, 4(63), Retrieved from
http://www.aasa.org/SchoolAdministratorArticle.aspx?id=9584.
Lyons, C.A. & Pinnell, G.S. (2001). Systems for change in literacy education: A guide to
professional development. Portsmouth, NH: Heinemann.
Moran, M. C. (2007). Differentiated literacy coaching: Scaffolding for student and teacher
success. Alexandria, VA: Association for Supervision and Curriculum Development.
National Staff Development Council (n.d.). Teachers Teaching Teachers. http://www.nsdc.org.
Pennsylvania Department of Education, Bureau of Career and Technical Education (2010, March
19). Teacher strategies to improve student performance. Paper presented for use with the
Pennsylvania Department of Education Technical Assistance Program.
Pennsylvania Institutute for Instructional Coaching: http://www.pacoaching.org/index.php/resources/186-
publications-on-instructional-coaching,
Sweeney, D. (2003). Learning along the way: Professional development by and for teachers.
Portland, ME: Stenhouse.
Team Building Activities. Retrieved July 22, 2010, from
http://wilderdom.com/games/InitiativeGames.html.
Toll, C.A. (2005). The literacy coaches’ survival guide: Essential questions — and answers
— for literacy coaches. Newark, DE: International Reading Association. Retrieved July 21, 2010 from
http://programs.hdsb.ca/lrt/Coaching%20-%20Professional%20Reading/Coaching%20-
%20Separating%20Coaching%20from%20Supervising.pdf?FCItemID=S08562B2D.
Trust Building Activities. Retrieved July 22, 2010, from
http://wilderdom.com/games/TrustActivities.html.
IV. Employing Appropriate
Instructional Coaching Strategies
Eight Factors that Increase Coaching Effectiveness
1. Sufficient time to work with teachers.
2. Trusting relationship with teachers.
3. Proven research-based interventions: The Big Four—(a) areas of behavior and classroom
management, (b) content knowledge, (c) instruction, and (d) formative assessment.
4. Professional development for instructional coaches designed to (a) increase their coaching skill, and (b)
deepen their knowledge about the teaching practices they are sharing with teachers.
5. Protecting the coaching relationship: (a) coaches and teachers are equal partners, (b) teachers should
have a choice about what and how they learn, (c) teachers should reflect and apply learning to their
real-life practice as they are learning, (d) professional development should enable authentic dialog, and
(e) coaches should respect and enable the voices of teachers.
6. Ensuring principals and coaches work together.
7. Hiring the right instructional coaches: (a) excellent teachers, (b) flexible, (c) highly skilled at building
relationships, and (d) excellent communication skills; ambitious for change a nd willing to do whatever it
takes to improve teaching practices
8. Evaluating coaches: involve coaches in creating their evaluation guidelines.
Source: Knight, J. (2006). Instructional coaching. The School Administrator, 4(63), retrieved from
http://www.aasa.org/SchoolAdministratorArticle.aspx?id=9584.
How Do You Build Trust?
Think about someone you trust or a situation in which you trusted
someone.
What qualities about the person make you trust him or her?
How do they behave that makes you trust them?
What behaviors break trust with you?
Building Trust
_________
_________ _________
Building Trust From Built on Trust: Strengthening Leadership Culture training course
10 Actions Leaders Can Take to Build Trust 1. To build mistrust: Talk with others about problems you are having with a peer without doing everything reasonably possible to solve the problem through direct communication with that peer. To build trust: Solve problems through direct communication at the lowest equivalent level: yourself and peers;
yourself and your direct manager; yourself, your manager and her manager. 2. To build mistrust: Take credit yourself, or allow others to give you credit for an accomplishment that was not all yours. To build trust: Share credit generously. When in doubt, share. 3. To build mistrust: Make a pretended or "soft" commitment, e.g., "I'll respond later." To build trust: When in doubt about taking on a commitment, air your concerns with the relevant parties. When engaged on an ongoing commitment, communicate anticipated slippage as soon as you suspect it. 4. To build mistrust: Manage/supervise from behind your desk only. To build trust: Spend time asking non-assumptive questions, making only promises you can keep, working back through existing lines of authority. 5. To build mistrust: Be unclear or not exactly explicit about what you need or expect. Assume that anyone would know to do/not do that. To build trust: Be explicit and direct. If compromise is productive, do it in communication, not in your mind alone. 6. To build mistrust: Withhold potentially useful information, opinions or action until the drama heightens, thus minimizing your risk or being wrong and maximizing credit to you if you're right. To build trust: Be timely; be willing to be wrong 7. To build mistrust: Communicate with undue abruptness when others venture new opinions or effort. To build trust: Acknowledge the intent and risks first, then address the issue with your honest opinion. 8. To build mistrust: Withhold deserved recognition at times when you yourself are feeling under-recognized. To build trust: Extend yourself beyond your own short-term feeling and validate success or new effort. 9. To build mistrust: Hold in your mind another department's productivity or behavior as a reason for less cooperation. To build trust: Get in direct, tactful communication, airing your problem and seeking win/win resolution. 10. To build mistrust: Have performance evaluation time the only, or primary, time for coaching input. To build trust: Schedule regular meetings for input and feedback for those reporting to you.
Source: http://www.learningcenter.net/library/pl-counseling.htm
Proven Research-Based Interventions
Source: Knight, J. (2006). Instructional coaching. The School Administrator, 4(63).
The Big Four
Classroom Management
Content
Instruction
Formative Assessment
High Quality, Effective Professional Development
Related to academic standards and high quality instruction
Is based on the needs assessment for the target audience
Clear, concise skill-based competencies
Utilizes appropriate content and instructional methods
Conducted by subject matter experts
Research-based, data-driven, and contributes to increased student achievement
Provides support and resources over time
Builds learning communities and continuous improvement
Requires participants to demonstrate attainment of competency
Is evaluated by the participants
Protecting the Coaching Relationship
Equality
Choice
ReflectionAuthentic
Dialog
Respect
Ensuring Principals and Coaches Work Together
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Qualifications of Coaches
Source: The International Reading Association (2004). The Role and Qualifications of the Reading Coach in the United States.
Highly successful teaching experience with positive student outcomes
In-depth knowledge in content, curriculum instruction, and assessment
Experience working with teachers to improve their practice
Good presentation and facilitation skills for learning groups
Skill to observe, model, & provide feedback about instruction through a trusting relationship
Skill in analysis of data to inform and direct instruction
Develops interpersonal relationships with teachers & school personnel
Participates in on-going professsional development to enhance coaching skills
Knowledgeable about school goals, achievement standards, and adult learning