LEADERSHIP & COACHING FOR PBISACTIVITESSummer Institute

July 26-27, 2012

Who are you?

For the next 10 minutes, we will play “In-School Coach Bingo!”

Find people in the room who fit the descriptions on the activity sheet.

Have those people write their names and email addresses on the sheet.

Brand new in-school coach

Drives a car more than 5 years old

Has not been a teacher

Has read all 7 of the Harry Potter books

Was born in North Carolina

Implementing PBIS in a high school

Has more than two siblings

Has traveled to more than one foreign country

Has a pet other than a cat or dog

Speaks another language

Is a vegetarian In-school coach in a middle school

Plays a musical instrument

Plays a team sport

Has helped a team problem solve bus issues

Has met a movie star

Has helped a school during an administration turnover

Takes classes outside of work

Has resided in 3 or more states.

Has been on television

Activity 1: Definitions

Read the definitions of each of the following and discuss with the people at your table: Facilitator In-School Coach Mentor Consultant

What problems have you observed with these definitions as an in-school coach?

Definitions

Coach: one who instructs or trains

Facilitator: one that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision

Mentor: a trusted counselor or guide

Consultant: one who gives professional advice or services

(Merriam -Webster Incorporated, 2012)

Activity 2: Systems of Effective Coaches

Find a partner.Each pair has a scenario to

read.After reading the scenario, try

to resolve the conflict in the scenario.

Activity 3: Practices of Effective Coaches

Find a partner. Each person has been given a

“problem.” Take turns being the coach.

When you are the coach, you are listening to the other person describe the problem, then you are spending 3.5 minutes asking questions about the problem before spending the last 1.5 minutes advocating a solution.

Switch roles.

Activity 4: Data for Effective Coaches

Using the graphs, create a plan for professional development for the staff and a plan for teaching expectations for the students.

Deciding on Training?

What month would you look at retraining?

Deciding on Training?

What expectations would you want to focus on?

Deciding on Training?

Do you need to focus on a specific area?

Activity 5: Effective Coaching Action Plan

Complete the Coach Self-

Assessment.

Thinking about the

expectations for in-school

coaches around data, systems,

and practices, what are your

next steps as a coach?

Write a couple of action plan

steps about additional training

or support needed from your

LEA Coordinator or Regional

Coordinator.

Action Plan

Additional Training or Support Who To Contact?