Strategies for Coaching

Sharon Walpole, Ph.D.

University of Delaware

Michael C. McKenna, Ph.D.

Georgia Southern University

The RF Conundrum

It has to be SBRR It has to include whole group, needs-

based, and differentiated instruction It has to include extensive, site-based

staff development

But how?

“They call it coaching, but it is teaching. You do not just tell them it is so. You show them

the reasons why it is so." Vince Lombardi

Coaching Models

American’s ChoiceCollaborative Coaching and

LearningLiteracy Collaborative

America’s ChoiceS.M. Poglinco, A.J. Bach, K. Hovde, S. Rosenblum, M. Saunders, and J.A. Supovitz. The Heart of the Matter: The Coaching Model in America’s Choice Schools, Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania, 2003.

Instructional Modeling Joint Planning Co-Teaching Formal Observation and Feedback Informal one-on-one coaching Mentoring

Collaborative Coaching and LearningNeufield, B (2002) Using what we know: Implications for scaling-up implementation of the CCL model, Education Matters, Inc.

Demonstration in the host classroom Reading of professional literature Engagement with colleagues in inquiry

groups Use of observation, practice, and

reflection to improve instruction. (BPE document on CCL, SY2001-2002)

Literacy CollaborativeLesley College web page: http://www.lesley.edu/crr/lc_intro.html

Awareness and Planning Leadership Development and Start-up Intensive In-service Courses for Teacher

Leaders and Classroom Teachers Professional Development and

Refinement Continued and Ongoing Implementation

As long as the literacy content is consistent with the RF legislation, any coaching model is potentially helpful

But what to I actually do and say when coaching teachers?

Here’s what you can do

Schedule and conduct meetings (individual? grade-level?)

Observe and give feedback Plan collaboratively Analyze data with teachers Schedule and conduct study groups or

book clubs

Within these structures, is anyone struggling to manage difficult conversations?

(remember not to lie)

There are some things that you can say to help

Accentuate the Positive

Validate the teacher’s concernDepersonalize the conflictOffer helpAsk for specific examples

Eliminate the Negative

Do not quote research results “Research says…….”

Do not refer to grant requirements “The Grant says……”

Latch on to the Affirmative

Always point out what the teacher is doing well before suggesting changes

Focus on a small step that will show immediate results

Set reasonable goals for long-range achievement

Don’t Mess with Mr. In-Between words by J. Mercer music by H. Arlen, 1945

Work directly with the person who is in conflict

Deescalate potential situations before they become unmanageable.

Let’s try it

You are an RF Literacy Coach. A brand-new first-grade teacher comes to you because she is overwhelmed with professional development “initiatives” at school – RF being only one of them. She simply cannot juggle them all.

Let’s try it

You are an Regional Coach. You are working with a coach who is really struggling. Her principal is pressuring her to provide documentation about a struggling teacher.

Now you try it

Groups of 5 again.We have scenarios linked to the content of the

LC Handbook, and we will assign you a chapter.

Practice your role playShare it with another groupShare it with the whole group?