COACHING PLC Skill Up to Scale Up

COACHING PLC Skill Up to Scale Up

Who? Why? What? How?

Who? Why? What? How?

Poll Question #1

Who? Why? What? How? Focus on roles and functions, NOT titles.

Who? Why? What? How? • Part-time teachers/part-time coach (peer coaching) • Full-time coaches (FTE allocation) • Itinerant staff • Combination of the above

Who? Why? What? How? All can learn the SKILLS needed to provide feedback for improving classroom instruction.

Who? Why? What? How? credibility and experience with the target skills

Who? Why? What? How?

Poll Question #2

Who? Why? What? How? Working smarter not harder.

State vs. Davis County

State -3. 9% vs. Davis County

State -3. 9% vs. Davis County -10. 9%

What’s the Cost?

Recruit, Hire, Train National Commission on Teaching & America’s Future

Administrative Savings

What’s the Cost to the Child?

Evidenced-Based PD Coaching Impact Joyce & Showers, 2002

Who? Why? What? How?

rs enc y pet rive n D Integrated & Compensatory atio Co m niz Dr ive r ga Or s Student Benefits Leadership Fixsen & Blase, 2008

Student Benefits Dri v Co mp ete nc y rs rive n D Integrated & Compensatory atio Selection niz Training ga Or ers Coaching Leadership Fixsen & Blase, 2008

Evidence-Based PD • Any skill development effort should be supplemented with active coaching: • to facilitate fidelity of implementation. • to facilitate sustained implementation. Rob Horner, 2010

Active & iterative delivery of: prompts corrections successful behavior unsuccessful behavior Rob Horner, 2010

Coaching is done: • by someone with credibility and experience with the target skill(s) • on-site, in real time • after initial training • repeatedly (e. g. , monthly) • with intensity adjusted to need Rob Horner, 2010

Who? Why? What? How?

Establishing Coaching Infrastructures Focus on roles and functions of coaches, not titles. Related servers, teachers, and administrators can all learn the skills needed to provide feedback for improving classroom instruction. Share data about how instructional coaching can help reduce turnover and save $$.

Model Instructional Coaching Support Systems

Running Start New Teacher Training

Who? Why? What? How? Induction Specialist Coaches

Who? Why? What? How? Infrastructure to address teacher shortage (SPDG Performance Measure)

Who? Why? What? How? Vital Teaching & Coaching Behaviors

T each routines & procedures E xpectations A ttention C ycle of instruction H igh rate of reinforcement E rror correction R esponse opportunities

Teaching Behavior Benchmarks Criteria Vital Behavior Red Yellow Green Ration of +/- <1 1 - 3. 9 ≥ 4 Praise/Min <1 1 - 3. 9 ≥ 4 OTRs <3 3 - 5. 9 ≥ 6 Error Correction <75% 75 -99% 100% Academic Engagement <80% 80 -89. 9% ≥ 90%

C ommunication skills O bserve & collect data A ssist with materials, curriculum & lesson plans C oaching cycle H elp in making data-based decisions E motional support & encouragement M odeling

Who? Why? What? How? Training Ongoing Coaching Data Feedback Loop

4 Phases of running start

What Difference Does it Make?

Inter-observer Agreement IOA (%) Range (%) OTRs 87. 5 54 -97 ROI 81. 3 48 -100 Rate of + 86. 2 62 -100 Error Correction 66. 75 0 -100

MOVING FORWARD Coaching Matters! • Transfer all observational data to LEA instructional coaches • Collect Observer agreement data on 20% of observations • Train instructional coaches on online data entry Scale up State-wide

Utah Coaching Network

Who? Why? What? How? LEA Instructional Coaches

Who? Why? What? How? Increase LEA Capacity

Ogden City Schools Director Executive Director Coordinator Induction Coordinator School Support Team Teacher Specialists Lead Coach Instructional Coaches Special Education Coaches All Teachers Special Education Teachers Human Resources K-6 Instructional Coaches Provisional Teachers Special Education

Who? Why? What? How? Vital Teaching & Coaching Behaviors

Resources

Who? Why? What? How? Ongoing Training - microteaching Ongoing Coaching Data Feedback Loop

What Difference Does it Make?

UCN North - Ratio of Interactions 8 7. 3 7 Ratio of Interactions 6. 9 6 5 4 3 2 1 0 , er ob ct O 2 2 1 1 20 , m ce er b 1 20 , u n Ja De y ar 1 20 Axis Title Ratio of Interactions Goal Line

UCN North - Opportunities to Respond 45 Opportunities to Respond 40 35 35 35 30 37 25 20 15 10 5 0 1 r be cto O 1 20 , , r be 1 20 2 2 , u m ce n Ja De y ar 1 20 Axis Title Opportunities to Respond Goal Line

UCN North - Error Corrections 120 Error Corrections 100 80 67 60 57 48 40 20 0 , r be cto O 2 2 1 01 2 , r be 1 20 , u m ce n Ja De y ar 1 20 Axis Title Error Corrections Goal Line

UCN North - Disruptions 12 10 Disruptions 8 6 6 6 4 2 0 , r be cto O 2 2 1 01 2 , m ce r be 01 2 , u n Ja De y ar Axis Title Disruptions Goal Line 01 2

UCN North - Time on Task 100 90 87 82 80 Time on Task 70 60 50 40 30 20 10 0 , r be cto O 2 2 1 01 2 , m ce r be 01 2 , u n Ja De y ar 01 2 Axis Title Time on Task Goal Line

Inter-Observer Agreement Target Behaviors in Isolation Criteria Range Mean OTRs (in 10 min) 88 77 -126 97 ROI 12: 1 5 -15 10: 1 Error Correction 100% 67 -100%

Inter-Observer Agreement Target Behaviors Simultaneously Criteria Range Mean OTRs (in 10 min) 105 90 -125 105 ROI 8: 1 4 -10 7: 1 Error Correction 67% 67 -100%

SCALING UP Ongoing PD = Highly Skilled Coaches + LEA Infrastructure = Scaling Up

STUDENT BENEFITS Systems Intervention y. D ete nc Facilitative Administration ers riv n. D Integrated & Compensatory o ati Co mp niz ga Or Training riv ers Coaching Leadership Decision Support Data System

http: //v. gd/better. UCN