welcome oregon scaling-up ebiss coaching makes a difference expanding and refining the coaches role...
TRANSCRIPT
1
WelcomeOregon Scaling-up EBISS
Coaching Makes a Difference Expanding and Refining
the Coaches Role
Scaling-UpOregon
2
Kathleen Ryan Jackson, D. [email protected]
Erin A. Chaparro, [email protected]
Oregon Scaling-Up EBISS Bloghttp://blogs.uoregon.edu/oregonscalingupebissblog/Please contact Erin Chaparro if you encounter problems accessing the Blog
3
Thank You
The National Reading First & Technical Assistance Center
https://www.k12.wa.us/Reading/pubdocs/Dissemination_7ACollectionofOnlineResAboutScientificallyBasedK-
3ReadingInst.pdf
State Implementation and Scaling-up of Evidence Based Practices (SISEP) http://sisep.fpg.unc.edu/
4
Knowledge Check
Can you identify some examples of how to assess coaches leadership skills?
Can you give some examples of coaches instructional leadership skills?
5
Expanding and Refining the Coaches Role
Purpose:• Understand the Complex Roles of Coaches• Consider Changing Contexts• Understand the importance of Appropriate Time
Allocation for Coaches• Recognize the role of teacher leaders in a
distributed leadership model
6
Expanding and Refining the Coaches Role
Learning Objective• Develop a coaches schedule using appropriate time
allocation practices• Analyze the changing context in your district/school and
plan accordingly• Apply effective selection activities to identify teachers
leaders in order to expand the coaches role
Outcome • Walk away with tools and strategies that you can
immediately put into practice
7© Fixsen & Blase, 2009
Competency Organization
Implementation Drivers
Leadership
Coaching
Recruitment & Selection
8
Coaching Competency Driver
Purpose:• Ensure implementation occurs• Support implementation fidelity• Develop good judgment among all staff• Provide feedback to inform training driver
objectives
9
Recruitment & Selection Driver
Purpose:• Screen for pre-requisites• Select for “teachable” or “trainable”
candidates• Make expectations explicit• Mutual selection
10
COACHING% who demonstrate knowledge
% who demonstrate new skills in training setting% who use new skills in the classroom
Training Components
Knowledge SkillDemonstration
Use in the Classroom
Theory and Discussion
10% 5% 0%
Demonstration in Classroom
30% 20% 0%
Practice and Feedback in Training
60% 60% 5%
Coaching in the Classroom
95% 95% 95%
Joyce and Showers (2002)
11
From Social Grace toDiscussing the “undiscussables”
Just the Facts!
1. Evidence Based Observation & Feedback (EBO&F)
2. Coaching Communication & The Art of Really Listening
12
Expanding and Refining the Coaches Role
The Complex Roles of Coaches• New Contexts–New People, Materials, and Responsibilities
• Appropriate Time Allocation• Distributed Leadership– Sharing leadership across the organization
13
Paradigm Shifts
1. Faithful Implementation – To Skillful Practice
2. Practicing the Skill– To ensuring implementation fidelity for ALL
teachers and educational assistants
3. Coach Expertise – And continually identifying the “teachable” to
build coaching capacity
14
Complex Roles of Coaches
Coaches are:1. Instructional Leaders2. Assessment Leaders3. Professional Development Leaders4. System Change Leaders
15
Coaches as Instructional Leaders
• Provides support, in the skillful implementation of evidence based practices
• Serves as a resource for identifying appropriate instructional strategies and interventions
• Conducts demonstration lessons • Assists teachers in designing and delivering effective
instruction• Collaborates with school leadership teams • Observes instruction• Collaborates with school leadership teams • Prepares reports for school and district leadership
16
Coaches as Assessment Leaders• Assists with the planning, training, and administration
of assessments• Guides teachers in the use of assessments• Assists teams in the analysis and use of assessment data• Provides support and assistance in implementing
continuous progress monitoring• Meets regularly with administrators to review data and
assess progress• Analyzes data to make adjustments in implementation
practices and professional development plans
17
Effective Coaches Focus on the Data
Teachers, Coaches and Administrators need to know… – What data to bring to each meeting– What format for analysis will be used consistently– How to support staff in analysis, problem solving,
and solution development for delivery and on-going program evaluation• Plan-Do-Study-Act Cycle (PDSA)
18
Professional Development Leadership
• Collaborates with teachers, administrators, and specialists to identify professional development needs – Current level of implementation– Training to move to next level– Training to sustain practice
• Organizes, schedules, and/or provides on-site staff development• Stays abreast of current research
19
Coaches as Systems Change Agents
Focusing on people is the most effective way to change any organization. In fact, it can be argued that organizations do not change, only individuals change.
It is only when enough of the people within an organization change that an organization can be transformed.
-Michael Fullan
20
Time Allocation
Reflect: Consider how your time is allocated across the multiple roles you hold
Turn and Talk: Is it appropriate ? Will the time allocation improve practice?
Next Steps: Quantify how you spend your time
Reflection
21
Coaching Time Log
1. Professional Development2. Planning3. Modeling Lessons4. Coaching5. Conferences6. Student Assessment7. Data Reporting8. Data Analysis9. Meetings10. Knowledge Building
22
Time Allocation GuidelinesThe majority of time coaching should be in the classroom, school hallways, teacher and team meetings• Time allocations should be flexible to respond to current need.
– Assessing– Planning– Monitoring– Reflecting
General “red flag” guidelines• More than 50% in any area• Consistently little to no time in any areas
23Handout 6.3
24
New ContextsConsider your current role…• How has it changed from the beginning until
now?• Are there differences across grade
levels/schools?• What has influenced the changes?• What is in store for the future?
What are the critical features you must hold onto to sustain what you have accomplished as an
organization? Reflection
25
New Contexts People, Materials, and Responsibilities
Handout 6.5
26
Preparing for Changing Contexts
Reflect: What are the changing contexts your school/district will face this or next year?
Turn and Talk: Share your reflection with a partner.
Next Steps: How can completion of the Refining our Practice handout help you and your school/district leadership team identify and prepare for changing contexts?
Reflection
27
Distributed Leadership
Building capacity from day one
• Recruit and select teacher leaders• Develop coaching knowledge and skills
through side-by-side coaching• Transition some coaching responsibilities to
build teacher capacity for coachingSpillane, Halverson, & Diamond (2001)
28
Ontario School DistrictMelissa Williams
“We don’t spend ANY money on professional development, if we don’t have a plan to coach it.”
• We send a few key staff to a training – Training must be aligned with our district goals
• Building capacity– Key people return and train/coach more key staff
• We follow-up training with a coaching plan
“Coaching is our primary professional development tool, we don’t train it,
if we don’t have a plan, to coach it.”
29
Achieving Improved Results
• Reflect: Can you estimate how much money your district spent on professional development this year?
• Turn and Talk: Did the professional development directly benefit students?
• Next Steps: What are some ways that you can increase your coaching capacity, so students will benefit from 95% of the money and time your district puts into professional development?
Reflection
30
Knowledge Check
1. Some examples of assessment leadership are:– Planning, training, and administration of
assessments– analysis and use of assessment data
2. Examples of instructional leadership are:–Organizes the staff schedule–Observes instruction
