co-teaching for gap closure effective coach training lexington, kentucky june 4, 2013 cohort 1...

Co-Teaching for Gap ClosureEffective Coach Training

Lexington, Kentucky

June 4, 2013

Cohort 1 Schools

Student engagement Student achievement Teacher’s ability to implement with fidelity

Strategic Components1. Continuous classroom improvement (CCI)2. Co-Teaching3. Evidence-based instructional strategies focused on

reading/language arts and math4. Student supports

Objectives of CT4GC Initiative

To increase…

To implement…

Your role and responsibilities as a coach Effective coaching strategies Change complexity Fidelity of coaching model

1. Evidence-based strategies2. Processes that support co-teachers3. Tools and resources that effectively support co-teachers

Today Objectives

To increase understanding…

In order to implement…

Expectations

Plan

Do

Study

Act

Collaboration, Communication, Customer Service

Coaching and Implementation

Checks

Fidelity of Implementation

Sustainability =Closing

Achievement Gaps

Overriding classroom size, rules, all those structural things, the

human element of the teacher making a human connection with kids

is the bottom line”

Robert W. Blum, Head of Adolescent Health at University of Minnesota and principle researcher for National Longitudinal Study

on Adolescent Health.

Study was conducted on 90,000 youth grades 7-12

Today’s Plan and Housekeeping

•Introductions/Opening Activity•8:30-4:00 (Lunch: 11:30-12:30)•Overview of the Day

• Roles and responsibilities • Research-based practices• Change Complexity• Effective Practices• PDSA

•Plus/Delta

Today’s Do

• Positive Interdependence• Individual and Group Accountability• Group Processing• Role Play • Self-Reflection

Today’s Study

• +/Deltas• Reflection• Survey monkey

Internal Coach

External Coach

Core Team

Today’s Act• Actions needing to occur for you to begin/refine your

coaching practices• Identify next steps/process needed to implement

effective coaching processes and practices

Introductions and Celebrations

Activity:• What personal experiences have you had

coaching?• Define/describe what coaching means to you. • Identify areas that are a strength and areas

for growth?• Share with someone that has the same

birthday month as you.• Record your discussion for later use

Activity:

What does the research say about Effective Coaching?

Professional Development Strategies That Improve InstructionAnnenberg Institute for School Reform

In groups of 4-5, discuss and answer the following questions:1. Identify 3 things from the article that are critical to be an

effective coach?2. What are 3 essential components to sustain coaching at

your school?3. Chart your answers4. Report out to group

Building your Coaching System

What are your roles and responsibilities?• External Coach- supports the school team to implement

CT4GC with high levels of fidelity and success

• Job embedded coaching using research-based, evidence-based strategies with fidelity of implementation.• PDSA• On-going support• Communication• Tools• Data analysis• Monthly reporting• Fidelity of Coaching Model

Coaching Responsibilities

External Coach Internal Coach

Coach Roles: Big Picture

• Ensures on-going communication with CT4GC

• Works with CT4GC team to provide training, support, feedback, guidance

• Conducts implementation checks in partnership with administrator

• Analyzes and communicates data

• Works with administrator and internal coach to share on-going progress with school staff

Internal

• Works with co-teachers to provide training, support, feedback, guidance

• Conducts implementation checks in partnership with administrator

• Analyzes and communicates data

• On-going communication with external coach

• Works with administrator to share on-going progress with other staff

• Works with other staff to scale-up CT4GC implementation

External

Team ActivityWhat’s the same?

What’s different? What’s missing?

Questions?

Capture on chart paper

Edmodo Groups

• Emailed to YOU– share with your PLC!

System Change: Stages of ImplementationImplementation Drivers• Selection• Training• Coaching• Performance Assessment• Decision Support Data• Facilitative Administration• Systems Interventions

National Implementation Research Network (NIRN)

http://www.fpg.unc.edu/~nirn/

Pre-Exploration Stage………. Full Implementation StageAnticipate 3-5 Years

Effective Implementation Practices: What are they and how do we ensure sustainability?

Metacognitive Model

Sustainability

Change Process

Implementation

Leadership

Visi

on, G

oals

, Exp

ecta

tions

Vision, G

oals, Expectations

8 Elements of Sustainability:Engines that Drive Schools Forward

1. Moral Purpose

2. Commitment to changing context at all levels

3. Lateral capacity building through networks

4. Accountability and relationships

5. Deep learning

6. Dual commitment to short-term and long-term results

7. Cyclical energizing

8. Leadership at all levels

Fullan, 2005

Elements of SustainabilityEngines that Drive Schools Forward

1. Moral Purpose• Raising the bar and closing the gap of student learning• Treating people with demanding respect (supportive,

responsive, and demanding)• Altering the social environment for the better

2. Commitment to changing Context at All Levels• Invest and develop “learning systems”• It’s the little things that matter• Build a community that nurtures new beliefs and practices

3. Lateral Capacity Building Through Networks• Learn best from peers- on-going and purposeful • Leadership is developed and mobilized• Motivation and ownership is local and deepenedFullan, 2005

Elements of SustainabilityEngines that Drive Schools Forward

4. Intelligent Accountability and Vertical Relationships• Balance of both to achieve results• Continuous, searching, and objective- never a status quo• Avoids overload, fragmentation, lack of coherence

5. Deep Learning• Collective responsibility• Collaborative culture of inquiry• Fosters deep learning for students

Fullan, 2005

Elements of SustainabilityEngines that Drive Schools Forward

6. Dual Commitment to Short-Term and Long-Term Results• Short-term results builds trust for long term investments• Balance and Design

7. Cyclical Energizing• Sustainability is not linear but cyclical- energy and periodic

plateaus• Be aware of energy levels (overuse and underuse)• Strategies need to be ever refined/tuned to continue to

meet demands/plateaus

8. The Long Lever of Leadership• Leadership at all levels• Ability to see the big picture and respond in ways that

affect the larger systemFullan, 2005

Coaching Through Effective Communication• Listen, Listen, Listen

• Listen to and for specific needs

• Write down what you hear and repeat what you “heard”.

• Don’t automatically assume that the questions/situation is like any you have encountered.

How can you use the 8 Elements to assist in your role as a coach?

Three Step Interview- E

ach

member of a team chooses another

member to be a partn

er. During the

first step, in

dividuals interview their

partners by asking clarify

ing

questions and probing for more

reflection. During the second step

partners re

verse the roles. F

or the

final steps, reflect o

n the process of

clarifying questions and probing for

deeper answers.

Review the 8 Elements• Which of these elements can be used in the

classroom?• Which have you experienced in your school

or classroom?• Which do you think you can begin to

implement?• Which do you need more support in order to

successfully implement?

1. Ask these questions to each other with follow-up discussion and next steps. Record the responses as you ask the questions and discuss. Review your responses to ensure accuracy and understanding. Include your name and email address

2. Set two “dates” for follow-up with each in during the month’s of October and December.

Failure is Not an Option

Culture and Climate is the “attitudinal infrastructure of a school”

Transforming School Culture, Stolph and Smith, 1995

Mark Twain said it best,

“I’m all for progress, it’s change that I don’t like!”

Change Complexity

Understanding the Change Process

1. The goal is not to innovate the most.

2. It is not enough to have the best ideas.

3. Appreciate the implementation dip.

4. Redefine resistance.

5. Reculturing is the name of the game.

6. Never a checklist, always complexity.

-Fullan 2003

Change is Complexity

What is Change?• New Materials

• New Behavior/Practices

• New Beliefs/Understanding

Implementation Dip

-Fullan 2003

Understanding the Change Process

1. The goal is not to innovate the most.

2. It is not enough to have the best ideas.

3. Appreciate the implementation dip.

4. Redefine resistance.

5. Reculturing is the name of the game.

6. Never a checklist, always complexity.

-Fullan 2003

•Which of these

have you

experienced OR

are currently

experiencing at

your school?

•Which of these

resonated with

you and why?

Gallery Walk: Risks and Mitigations• Identify potential risks in your role as a coach• Chart the most critical and post• As a team of 3, read each risks, discuss and offer a solution,

guidance, or ask more questions.

Risk:

Mitigation:

Telling Someone What to Do Solving

Someone’s Problems

Giving Advice

Offering Guidance

Asking Questions Helping

Another to Solve

Their Own Problems

Telling (Directive)

Asking(Non-Directive)

Mentoring Coaching

Mentoring Vs. Coaching

http://blog.flashpointhr.com/management-leadership/recognize-the-difference-between-mentoring-and-coaching-and-know-when-each-is-most-appropriate/

What qualities make them successful?

Coaching

• Effective coaching is a skill that requires an understanding of human motivation and behavior

• It is a relationship…• It is a partnership…• It is trust and safety• It is meeting individual needs through a change

process

Differentiated Coaching

“Changing beliefs touches on the very essence of how teachers see themselves. The information teachers receive much help them

reevaluate their core believes while validating who they are. Only then can deep change take place.”

Jane Kise

Activity: How do you work??

The Coach Is Always an Educator

• Your goal is to make the teacher self-sufficient.• Give them the tools they need to be successful.• Assist by supplying a process they can follow to build

their skills.

“The test of a good coach is that when they leave, others will carry on successfully.”

Author Unknown

“the essence of coaching is helping someone learn to think better.”

Defining the BoundariesThe effective coach defines the boundaries of the

relationship.

The coaching role is a mutual agreement between both parties.

Set the tone so the person asks for help, rather than it being forced upon the person.

A masterful coach is someone who is a vision builder and value shaper.

Guidelines for Effective CoachingKeep commitmentsKeeping commitments provides not only reinforcement but

also recognition of improvement.

• People who are recognized for improving are more likely to continue to improve than those whose improvement goes unnoticed.

• Good coaches know that loyalty is earned through trust.

• An effective coach creates a win-win situation for the teacher, the student, the school , and himself or herself.

Be Knowledgeable and Resourceful• Recognize when reassurance is being

sought… ask what they think and confirm whenever the answer/solution is correct.

• Your role is to strengthen their competency NOT demonstrate that you know the answers.

• Tell the truth when you don’t know the answer– don’t jeopardize your reputation and undermine your credibility as a coach forever.

Effective Coaching

“The ultimate leader is not afraid to develop people to the point they surpass him or her in knowledge and ability.”

Fred A.

Coaching Through Effective CommunicationGive your full attention and take in information that will

lead to insightful, personalized responses.

Watch facial and body language.

Listen to tone and expressions of emotion.

Foster Ownership and InvolvementProvide options and resources

◦ How do you think the situation should be handled?◦ What have you considered doing?

What do you think you need to do to move to the next level? Help them to think through a situation and develop a plan of action.

When asked for advice, suggests two or more options.

Share experiences and feelings- helps you to define the kind of behaviors you expect– be careful to avoid role of expert. Ruts and Rivers….

If you want to change the way someone thinks, don’t tell them what to think, give them a tool.

Guidelines for Effective CoachingDevelop opinions and ideas based on observable facts. • Check the accuracy of information before sharing it.• Present ideas honestly, and don’t manipulate, play

games or deceive. • Consider the opinions of others with an open mind. • Be accessible when people need to talk about

problems or make recommendations. • Explain the reason for a decision. This permits the

teacher to know when their ideas and recommendations have been taken into consideration and why those ideas were accepted or rejected.

Student-Centered Coaching

Diane Sweeney

It is my firm belief that educators are more comfortable when the conversation puts student learning front and

center. When this isn’t the case, we tend to feel attacked or vulnerable to the judgments and opinions of others—entering into what Jim Knight terms a “vicious cycle” of

blame.

Diane Sweeney, Student-Centered Coaching

Student Centered Coaching, Sweeney

What is Student-Centered Coaching?• Setting specific targets for students rooted in standards and

curriculum• Working collaboratively to ensure that the targets are met

“In most cases, program effectiveness is judged by an index of participants’ satisfaction with the program or some indication of change in their professional knowledge. Rarely is the change in professional practice considered, and rarer still is any assessment of impact on student learning”

Thomas Guskey

Student Centered Coaching, Sweeney

Student-Centered vs. Teacher-Centered Coaching

More Impact on Student Learning

Less Impact on Student Learning

Student-Centered Coaching Teacher-Centered Coaching Relationship-Driven Coaching

Focus is on using data and student work to analyze student learning and collaborate to make informed decisions about instruction

Focus is on what the teacher is or is not doing and addressing it through coaching.

Focus is on providing support to teachers in a way that doesn’t challenge or threaten them.

District curricula or programs are viewed as tools for reaching student learning objectives.

Implementing a specific curriculum or program is viewed as the primary objective of the coaching.

District curricula or programs are a part of the conversation and are shared as possible resources for teachers.

Trusting, respectful, and collegial relationships are a necessary component for this type of coaching.

Trusting, respectful, and collegial relationships are a necessary component for this type of coaching.

Congenial relationships are more common for this type of coaching.

Coach is viewed as a partner that supports the teacher to meet his or her goals for students.

Coach is viewed as a person who is there to hold teachers accountable.

Coach is viewed as a friendly source of support.

Student-Centered Coaching: A Guide for K-8 Coaches and Principals by Diane Sweeney 2011

How can you support these as a coach? How can these be measured?

Language for Student-Centered Coaching• What is it we want all students to learn?• How will we know when each student has mastered the

essential learning?• How will we respond when a student experiences initial

difficulty in learning?• How will we deepen the learning for student who have

already mastered the essential knowledge and skills?• In a perfect world, describe to me what the learning

would look like among your students?• What is your goals for student in this lesson? How will

that look?• How will we collect evidence to see what they can do?• What are our next steps based on the evidence we

collected?

Student Centered Coaching, Sweeney

Debrief Using Student Work• What does it look like if your students are successful?• Clear, measurable outcomes…• Example:

• The students will be able to recognize where they get confused.• The student will be able to verbalize what is confusing them.• The students will be able to _________

• Types of student work:• Written responses• Writing samples• Assignments• Formal and informal data• Interim or benchmark assessments• Anecdotal records• Conferring notes• Student observations

Student Centered Coaching, Sweeney

Guidelines for Effective CoachingMaintain Confidence and Confidentiality Teachers are expected to identify problems and pinpoint their own performance shortcomings, developmental needs and career goals.

• Don’t betray these trusts. Doing so damages relationships and the coaching process.

• Integrity requires that you: • correct in private;• don’t discuss problems of one teacher with another;• don’t discuss teacher problems with other coaches;• keep personnel file information confidential;• keep any necessary disclosures as confidential as possible.

Practice Scenarios

1. Pick a scenario, read your background

2. Use the best practice information from today to guide your discussion

3. Role play for 3 minutes

4. Debrief, what was hard, what did you want to change, what worked well?

5. Pick a second scenario and repeat the first 4 steps

6. Share out

On-going Coaching and Training on Effective Coaching: Next Steps• On-gong professional learning on effective coaching

HOW?? • Face-to-Face• Monthly WebEx• Conference Calls• On-site• Regional Trainings• What else?

Plus / Delta

Feedback for CT4GC

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