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Instructional Coaching Institute Lisa Wyatt Education Service Center Region XIII Instructional Coaching Institute Lisa Wyatt Education Service Center Region XIII

The Mom The Mom

Housekeeping Cell phones n Restroom Breaks n Lunch n Items Housekeeping Cell phones n Restroom Breaks n Lunch n Items

Vacation Partners n Find a person for each vacation destination on your form. Be Vacation Partners n Find a person for each vacation destination on your form. Be sure to write their name under that destination.

What will we cover? n Why instructional coaching? n Overview of instructional coaching. n What will we cover? n Why instructional coaching? n Overview of instructional coaching. n Roles of coaches. n Dealing with change. n Communication is key. n Tools

What is Instructional Coaching? n Definition: – Instructional coaches are on-site professional developers who What is Instructional Coaching? n Definition: – Instructional coaches are on-site professional developers who teach educators how to use proven instructional methods. To be successful in this role, coaches must be skilled in a variety of roles, including public relations guru, communicator extraordinaire, master organizer and, of course, expert educator.

Natalie Gilbert – National Anthem n What does this athletic coach do that you Natalie Gilbert – National Anthem n What does this athletic coach do that you think is similar to what an Instructional Coach should do?

So, why coaching? So, why coaching?

A Look at Education Reform A Look at Education Reform

Ellwood Cubberly, 1934 n One of the nation’s foremost educational thinkers of his time: Ellwood Cubberly, 1934 n One of the nation’s foremost educational thinkers of his time: – The public schools of the United States are, in a sense, a manufactory. – Students were the “raw” material. Teachers would “pour” in math, then the next subject, etc.

In their defense… n Schools at that time were not intended to educate large In their defense… n Schools at that time were not intended to educate large numbers of students to a high level. In 1893, less than 3% of American students graduated high school. n Even as late as 1950, majority of students dropped of out high school before graduation.

Today n All students must master rigorous content, learn how to learn, pursue productive Today n All students must master rigorous content, learn how to learn, pursue productive employment, and compete in a global economy.

Did you know? Did you know?

At your table: Discuss any aha moments from the film. 2. Why is this At your table: Discuss any aha moments from the film. 2. Why is this information important for us? 1.

What researchers say about the best path for sustained organizational improvement: n Only the What researchers say about the best path for sustained organizational improvement: n Only the organizations that have a passion for learning will have an enduring influence. (Covey, 1996, p. 149) n The most successful corporation of the future will be a learning organization. (Senge, 1990, p. 4)

n Research and experts are all saying the same thing n Our kids must n Research and experts are all saying the same thing n Our kids must be prepared for the 21 st Century Global Economy n They must know HOW TO LEARN n The #1 indicator of student success is… TEACHER QUALITY

Need for a Collaborative Culture Throughout our ten-year study, whenever we found an effective Need for a Collaborative Culture Throughout our ten-year study, whenever we found an effective school or an effective department within a school, without exception that school or department has been a part of a collaborative professional learning community. --Mc. Laughlin and Talbert (2001)

Why Should We Collaborate? Gains in student achievement Higher quality solutions to problems Increased Why Should We Collaborate? Gains in student achievement Higher quality solutions to problems Increased confidence among all staff Teachers able to support one another’s strengths and accommodate weaknesses n Ability to test new ideas n More support for new teachers n Expanded pool of ideas, materials, and methods --Judith Warren Little (1990) n n

“Quality teaching is the most critical means by which to improve student learning and “Quality teaching is the most critical means by which to improve student learning and to close achievement gaps. You achieve student success through teacher success. ” Harry Wong

Theory behind coaching n Implementation rate of traditional professional development vs. instructional coaching Theory behind coaching n Implementation rate of traditional professional development vs. instructional coaching

The #1 way to improve student success, it to increase teacher quality. n Education The #1 way to improve student success, it to increase teacher quality. n Education has spent all of their money and time on systems change, programs, etc. n Where has it gotten us? n The classroom is where everything happens: – The teacher is the #1 indicator of how a student will progress. – This is where the focus should be.

“Decades of research clearly demonstrate that a quality teacher, more than any other factor, “Decades of research clearly demonstrate that a quality teacher, more than any other factor, enables students to overcome obstacles to learning like poverty and can even erase the achievement gap. ” Alliance for Education, 2006

Percentage of Children Who Achieve Success with Varying Levels of Home and Classroom Support Percentage of Children Who Achieve Success with Varying Levels of Home and Classroom Support High Home Support Low Home Support High Classroom Support 100% Mixed Classroom Support 100% 25% 60% 0% Low Classroom Support Snow, C. (1991). Unfulfilled Expectations. Harvard University Press

Teaching without learning isn’t teaching at all. It’s just presenting a lesson! Teaching without learning isn’t teaching at all. It’s just presenting a lesson!

What is Instructional Coaching? What is Instructional Coaching?

What is an Instructional Coach? an on-site professional developer who partners with educators to What is an Instructional Coach? an on-site professional developer who partners with educators to identify and assist with implementation of proven teaching methods

NTLB n No Teacher Left Behind! NTLB n No Teacher Left Behind!

An instructional coach… n Must BUILD leadership among the teachers. n Don’t become the An instructional coach… n Must BUILD leadership among the teachers. n Don’t become the leader.

Instructional Coaches n n n n Enroll Identify Explain Model (You watch me) Observe Instructional Coaches n n n n Enroll Identify Explain Model (You watch me) Observe (I watch you) Explore (Collaborative Exploration of Data) Support Reflect

Enroll teachers n. Large-group presentation n. Small-group presentation n. Interviews n. Informal conversations n. Enroll teachers n. Large-group presentation n. Small-group presentation n. Interviews n. Informal conversations n. Principal (or other) referral

Identify n The Big Four: – Behavior – Content – Instruction – Assessment Identify n The Big Four: – Behavior – Content – Instruction – Assessment

Explaining interventions n Instructional Coach – Breaks down the instructor’s materials – Lays out Explaining interventions n Instructional Coach – Breaks down the instructor’s materials – Lays out the step-by-step procedures – Suggests what teacher should watch for during the model lessons – Does everything possible to make it easier for teachers to implement – Asks about and addresses collaborating teacher’s concerns – Co-constructs Observation Form with teachers

Model Lessons You watch me! Goal: To show a teacher exactly how to implement Model Lessons You watch me! Goal: To show a teacher exactly how to implement a particular intervention n Be fully aware of need to model critical teaching practices you knows the purpose Ensure that teacher of the model lesson n Provide concrete description of what you’ll be doing n Clarify roles for behavioral management n n Co-construct an observation form n Ensure your collaborating teacher form knows how to use the

Observe “I watch you” n Coach uses the observation form to watch for data Observe “I watch you” n Coach uses the observation form to watch for data related to: – Critical teaching behaviors – Fidelity to scientifically proven practices – Student behavior and performance – Additional specific teacher concerns

Collaborative Exploration of Data n Based on the partnership principles n Involves observations to Collaborative Exploration of Data n Based on the partnership principles n Involves observations to open up dialogue, rather than to state a single truth n Should be – constructive, but provisional – empathetic and respectful n Coach and teacher identify what data will be gathered

Top-down Feedback Top-down Feedback

Partnership Feedback (C. E. D. ) Reinke, (2005) Partnership Feedback (C. E. D. ) Reinke, (2005)

Partnership Principles n Equality n Praxis n Dialogue n Choice n Voice n Reflection Partnership Principles n Equality n Praxis n Dialogue n Choice n Voice n Reflection n Reciprocity

Your “jigsaw” learning experience n Step one: Settle in with your new group of Your “jigsaw” learning experience n Step one: Settle in with your new group of learning partners n Step two: Read the section you’ve been given from the Partnership Learning manual n Step three: Together with your group, create a graphic organizer on a poster that captures the essential characteristics of the principle n Step four: Attach your poster to the wall, and wait for further instructions

Activity n In your new groups, move to your poster. n The person who Activity n In your new groups, move to your poster. n The person who helped create the poster explains the concept to the group. n When the music starts, move to the next poster (clockwise) n When the music stops, start discussing the new poster

Praxis n Reflection and n Creative inquiry n Not banking education n But creative Praxis n Reflection and n Creative inquiry n Not banking education n But creative inquiry

Dialogue n Respectful, energizing conversation n The developing conversation is more important than being Dialogue n Respectful, energizing conversation n The developing conversation is more important than being right n Involves suspending opinions & authentic listening n Thinking together

Choice n Command control fosters resistance or external commitment n Choice fosters internal commitment Choice n Command control fosters resistance or external commitment n Choice fosters internal commitment

Voice n Build trust n Make it easy for people to say what they Voice n Build trust n Make it easy for people to say what they think n Give people words, concepts, and tools that help them express who they are--help them find their voice!

Reflection n On action n In action n For action Reflection n On action n In action n For action

Reciprocity n Everyone benefits when one person learns n Teachers learn from students as Reciprocity n Everyone benefits when one person learns n Teachers learn from students as much as students learn from teachers n Every learning situation is a chance for learning

What coaching is and isn’t. (chart) A Coach is… A Coach is NOT… A What coaching is and isn’t. (chart) A Coach is… A Coach is NOT… A colleague who observes teachers and offers feedback to improve teaching. An administrator who evaluates teachers. A colleague who co-plans with a teacher. A colleague who plans lessons for a teacher. A colleague who co-teaches or models a strategy. A colleague who teaches a lesson without the teacher present. A colleague who provides resources to a teacher. A colleague who makes copies for teachers. A colleague who listens and remains confidential. A colleague that reports confidential conversations to the office. A colleague who makes suggestions to improve instruction. A colleague that offers suggestions for systems changes to administrators.

Our goals as coaches: n Meet teachers where they are and take teachers to Our goals as coaches: n Meet teachers where they are and take teachers to the next step. n Goal-oriented n Evaluative – our program (must show impact) n Ultimate: Impact student learning!

Continuum of Coaching visual n Different n Varies! levels of support. Continuum of Coaching visual n Different n Varies! levels of support.

Evaluator n Supervises teacher n Tells teacher what to do n Possible growth plan Evaluator n Supervises teacher n Tells teacher what to do n Possible growth plan

Consultant n Tells how to do it n Shows how to do it Consultant n Tells how to do it n Shows how to do it

Mentor (Consultant/Coach) n New teachers n Tell how to do it n Shows how Mentor (Consultant/Coach) n New teachers n Tell how to do it n Shows how to do it n Driven more by coach

Coach n Uses questioning n Brings out the best in teacher n Teacher drives Coach n Uses questioning n Brings out the best in teacher n Teacher drives the discussion n Teacher drives the area to work on

Collaborator n Sharing ideas n Equal partnership (no expert) n Reflective dialogue Collaborator n Sharing ideas n Equal partnership (no expert) n Reflective dialogue

Stances of Interaction Administrator Mentor Coach Evaluation Consulting The Bridge: Consulting/Coaching – Data Driven Stances of Interaction Administrator Mentor Coach Evaluation Consulting The Bridge: Consulting/Coaching – Data Driven The teacher is not willing to see his/her own problems. Problematic situation with termination as a possible result. The teacher does not own his/her problems in the classroom The teacher does not have the knowledge. The teacher cannot see his/her own problems. Lack of assessment of students and self. The teacher wants to make a change or try a new strategy; but is unsure and not willing to change mistakes along the way. The teacher I in need of a friend for his/her own growth. The teacher and coach both hold pieces of the knowledge and the combination will create a synergistic product. The teacher is unaware of what is causing certain situations but through looking at data, he/she is able to take ownership of the situation and make the necessary changes. The teacher knows what objective (core and/or management) he/she wants to focus on and assessment (how he/she will know if students have the objective). The teacher is an innovator – desiring to try new teaching strategies. The teacher is concerned about meeting the various needs of his/her students. Growth Continuum Little Growth → Evaluating Dictating → → Consulting Telling and Showing → Bridge Telling and Asking → Coaching Asking → → Maximum Growth Collaboration Sharing Peer to Peer

Consultant Teacher CONSULT (80% consultant/20% teacher) ● Inform regarding process and protocols ● Advise Consultant Teacher CONSULT (80% consultant/20% teacher) ● Inform regarding process and protocols ● Advise based on well-develop expertise; share the reason why a specific strategy is important: offer the “expert” frame before the idea. ● Advocate for particular choices and actions. COACH (20% coach/80% teacher) ● Nonjudgmental mediation of thinking and decision making ● Presumes the other person is giving ideas Coach Teacher COLLABORATE (80% teacher/80% teacher) ● Participate in planning, reflecting and problem solving ● It is important not to offer solutions. Teacher

Continuum Checklist n. Think of a person you are currently working with. n. Check Continuum Checklist n. Think of a person you are currently working with. n. Check each statement that applies to the individual. n. Tally your shapes.

Continuum Checklist Scoring Guide ♣ Cluster One (Evaluate): Evaluations and directives are based upon Continuum Checklist Scoring Guide ♣ Cluster One (Evaluate): Evaluations and directives are based upon approved standards. ○ Cluster Two (Consult): Differentiated professional development is designed and delivered to meet teachers’ individual needs. ○■ The Bridge (Coach and Consult): Coaching occurs prior to the observation and data based consulting occurs after the observation. ■ Cluster Three (Coach): The topic and timing of coaching are the teacher’s agenda. ▲ Cluster Four (Collaborate): Collaboration is a stretching interaction that occurs with a consistent group on a consistent time schedule.

The Roles of Coaches The continuum is the level of support you provide. Roles The Roles of Coaches The continuum is the level of support you provide. Roles are the different duties you perform.

You use different skills depending on which role you’re taking. (What are you wearing? You use different skills depending on which role you’re taking. (What are you wearing? )

Resource Provider Function: Provides articles Summarizes strategies for teachers Provides lesson materials Resource Provider Function: Provides articles Summarizes strategies for teachers Provides lesson materials

Resource Provider Knowledge and Skills: n Know what resources are available and how to Resource Provider Knowledge and Skills: n Know what resources are available and how to locate. n Synthesis Skills

Resource Provider Challenges: n Easy and non-threatening (use too much) n Need to move Resource Provider Challenges: n Easy and non-threatening (use too much) n Need to move to areas that affect more change.

Data Coach Data Coach

n Data conversation is more important than data analysis! n Data conversation is more important than data analysis!

Data Coach n Function: – Data Analysis Data Coach n Function: – Data Analysis

Data Coach n Knowledge and Skills: – Thorough understanding of data – Set up Data Coach n Knowledge and Skills: – Thorough understanding of data – Set up blame-free environment – *****Assist teachers in next step for instruction based on data******

Data Coach n Challenges: – Creating data displays – Understanding the data – Asking Data Coach n Challenges: – Creating data displays – Understanding the data – Asking the right questions – plan ahead! – Creating a non-threatening environment

Curriculum Specialist n Function: – Ensure implementation of curriculum Curriculum Specialist n Function: – Ensure implementation of curriculum

Curriculum Specialist n Knowledge and Skills: – Deep understanding of curriculum, standards, etc. Curriculum Specialist n Knowledge and Skills: – Deep understanding of curriculum, standards, etc.

Curriculum Specialist n Challenges: – Can get bogged down with curriculum requirements – Teacher Curriculum Specialist n Challenges: – Can get bogged down with curriculum requirements – Teacher can know curriculum well, but still not implement effective instructional practices

Instructional Specialist n Function: – Ensure teachers are implementing researchbased instructional strategies Instructional Specialist n Function: – Ensure teachers are implementing researchbased instructional strategies

Instructional Specialist n Knowledge and Skills: – Must keep current on research-based instructional strategies Instructional Specialist n Knowledge and Skills: – Must keep current on research-based instructional strategies

Instructional Specialist n Challenges: – Convincing teachers to actually use strategies on consistent basis Instructional Specialist n Challenges: – Convincing teachers to actually use strategies on consistent basis

Difference between curriculum and instruction Curriculum is WHAT to teach. Instruction is HOW to Difference between curriculum and instruction Curriculum is WHAT to teach. Instruction is HOW to teach.

Classroom Supporter n Function: – Modeling/coaching inside the classroom – Co-teach in classroom – Classroom Supporter n Function: – Modeling/coaching inside the classroom – Co-teach in classroom – Observe and give feedback

Classroom Supporter n Knowledge and Skills: – Knowledge of content – Stepping on toes Classroom Supporter n Knowledge and Skills: – Knowledge of content – Stepping on toes – Fostering independence

Classroom Supporter n Challenges: – Getting stuck in showing how to do it – Classroom Supporter n Challenges: – Getting stuck in showing how to do it – In-service setting at most schools

Mentor n Function: – New teachers around induction process – Improve skills of novice Mentor n Function: – New teachers around induction process – Improve skills of novice teacher

Mentor n Knowledge and Skills: – Building relationships – Know best practices Mentor n Knowledge and Skills: – Building relationships – Know best practices

Mentor n Challenges: – Stereotypes coaches – veterans think “I’m not new…I don’t need Mentor n Challenges: – Stereotypes coaches – veterans think “I’m not new…I don’t need a coach”

Learning Facilitator n Function: – Provide professional development – Team Meetings – Dept. Meetings Learning Facilitator n Function: – Provide professional development – Team Meetings – Dept. Meetings – 1 on 1 support

Learning Facilitator n Knowledge and Skills: – Constant need to be updated on research Learning Facilitator n Knowledge and Skills: – Constant need to be updated on research – Know how adults learn – Know how to assess need – Value collaboration

Learning Facilitator n Challenges: – Providing opportunity to quickly affect change – Provide teachers Learning Facilitator n Challenges: – Providing opportunity to quickly affect change – Provide teachers choice

School Leader n Function: – School improvement committees – Set of eyes for principal School Leader n Function: – School improvement committees – Set of eyes for principal for what professional development is needed

School Leader n Knowledge and Skills: – Understanding of the change process – Knowing School Leader n Knowledge and Skills: – Understanding of the change process – Knowing at least 1 school improvement model – 1 st and 2 nd order of change

School Leader n Challenges: – Creating buy-in – In the middle between teachers and School Leader n Challenges: – Creating buy-in – In the middle between teachers and leaders

Catalyst for Change n Function: – Actually pushing the school, staff, district to change Catalyst for Change n Function: – Actually pushing the school, staff, district to change the way they do their work

Catalyst for Change n Knowledge and Skills: – Introduce alternatives or refinements – Make Catalyst for Change n Knowledge and Skills: – Introduce alternatives or refinements – Make observations about current practice – Ask hard questions about current practices – Engage teachers in Evaluative Think

Catalyst for Change n Challenges: – Willing to challenge the status quo – Delicate Catalyst for Change n Challenges: – Willing to challenge the status quo – Delicate balance between challenge and support – Be ready to act when opportunity arises – Live with uncertainty and ambiguity – Be okay with just “planting the seed”

Learner n Function: – You are learning all the time – Be the model Learner n Function: – You are learning all the time – Be the model learner – Be clear on what you need to learn – Application of learning – Reflect on how you’re doing as a learner

Learner n Knowledge and Skills: – How to process – How to integrate what Learner n Knowledge and Skills: – How to process – How to integrate what you’re learning

Learner n Challenges: – Time – Being right – Know what you need to Learner n Challenges: – Time – Being right – Know what you need to learn – Always talk last

Pie Chart Draw a large circle on your purple paper n Create a pie Pie Chart Draw a large circle on your purple paper n Create a pie chart showing how much time you spend on these roles. n You don’t have to use all of them. n n n Resource Provider Data Coach Curriculum Specialist Instructional Specialist Classroom Supporter Mentor Learning Facilitator School Leader Catalyst for Change Learner

Go to New York! Find your New York partner. n Share and discuss your Go to New York! Find your New York partner. n Share and discuss your pie chart with them. n

Evaluation/Survey for Day #1 Evaluation/Survey for Day #1

Instructional Coaching Institute Day 2 Lisa Wyatt Education Service Center Region XIII Instructional Coaching Institute Day 2 Lisa Wyatt Education Service Center Region XIII

National Anthem National Anthem

Housekeeping Cell phones n Restroom Breaks n Lunch n Items Housekeeping Cell phones n Restroom Breaks n Lunch n Items

Vacation Partners n Find a person for each vacation destination on your form. Be Vacation Partners n Find a person for each vacation destination on your form. Be sure to write their name under that destination.

What will we cover? n Why instructional coaching? n Overview of instructional coaching. n What will we cover? n Why instructional coaching? n Overview of instructional coaching. n Roles of coaches. n Dealing with change. n Communication is key. n Tools

Do you know what quality instruction looks like? Do you know what quality instruction looks like?

The History of Engagement The History of Engagement

BERC Group n Duane Baker n Research: – Extensive studies have been done through BERC Group n Duane Baker n Research: – Extensive studies have been done through teacher surveys and classroom observations, etc. to identify the essential components of Powerful Teaching and Learning that are aligned with educational reform goals – Has the largest data base on classroom instruction – Observed over 3000 classrooms

Percentage of classrooms aligned with Powerful Teaching and Learning? n 3000 classroom observations Percentage of classrooms aligned with Powerful Teaching and Learning? n 3000 classroom observations

17% 17%

Powerful Teaching and Learning n Rigor: Skills and/or knowledge are manifested as students develop Powerful Teaching and Learning n Rigor: Skills and/or knowledge are manifested as students develop conceptual understanding, not just recall n Reflection: Thinking is evident b/c teachers provide opportunities for students to respond to open-ended questions, explain their thinking processes, and reflect to create personal meaning.

n Relevance: Application of skills, knowledge, and thinking in relevant and/or real-world contexts is n Relevance: Application of skills, knowledge, and thinking in relevant and/or real-world contexts is essential for engaging students in their learning and for helping students make connections that lead to understanding.

n Relationships: Relationships are positive and are essential for establishing optimal conditions for learning n Relationships: Relationships are positive and are essential for establishing optimal conditions for learning and include high expectations around challenging work, student social support for learning, and differentiation of instruction based on student needs.

3 Things n Conceptualization n Socialization n Application 3 Things n Conceptualization n Socialization n Application

Why I’m not a Brain Surgeon! Why I’m not a Brain Surgeon!

n Conceptualization n Socialization n Application n (Inspiration) n Conceptualization n Socialization n Application n (Inspiration)

Lance Armstrong Lance Armstrong

Oprah Oprah

Miss Piggy Miss Piggy

n How What are you passionate about? do you transfer that passion to your n How What are you passionate about? do you transfer that passion to your teachers? How do you help them transfer their passion to their students?

What about resistance? What about resistance?

Understanding Educational Change is Paradoxical Understanding Educational Change is Paradoxical

Stuck on an escalator! What does this have to do with us? Stuck on an escalator! What does this have to do with us?

Instructional Coaches are Leaders of Change n It’s not easy to lead change! Instructional Coaches are Leaders of Change n It’s not easy to lead change!

Go to Hawaii n Think of a change you’ve gone through that was successful Go to Hawaii n Think of a change you’ve gone through that was successful and another that was unsuccessful. n What accounts for the difference? n Share your thoughts with your partner.

Resistance to Change: Reasons and Strategies by Michael Fullan n Review the article with Resistance to Change: Reasons and Strategies by Michael Fullan n Review the article with your partner. n Think of a teacher that is resistant to change. Help your partner select the reason on the list that you think could be their justification. n Help your partner choose the strategy you can use to work on that resistance.

Attempt, Attack, Abandon Cycle Attempt Abandon Attack Attempt, Attack, Abandon Cycle Attempt Abandon Attack

Effective change is paradoxical • • Top-down AND bottom-up Easy AND powerful Self-organizing AND Effective change is paradoxical • • Top-down AND bottom-up Easy AND powerful Self-organizing AND tightly managed Gaining commitment by not demanding commitment

How do we make it easy? Prepare materials Provide as much support as necessary How do we make it easy? Prepare materials Provide as much support as necessary & no more Simplify & translate teacher manuals (TPOV) Observe and collaborate Use Observation forms Model in the classroom

Prochaska’s Stages of Change n Pre-contemplation (don’t see the need) n Contemplation (weigh pros/cons) Prochaska’s Stages of Change n Pre-contemplation (don’t see the need) n Contemplation (weigh pros/cons) n Preparation (prepare for the change) n Activation (Actively participation in the change) n Maintenance (Trying not to go back) n Termination/Integration (now part of normal life)

Go to Costa Rica n Complete the chart with your partner. Go to Costa Rica n Complete the chart with your partner.

The Influencer n Feed their moral purpose! The Influencer n Feed their moral purpose!

Get with your New York partner n Read the “Appeal to the Heart” article Get with your New York partner n Read the “Appeal to the Heart” article n Discuss ways you can use this information with your resistant staff.

A “Day-in-the-Life” Scenario n Answer the questions n Discuss your answers and your “day-in-the A “Day-in-the-Life” Scenario n Answer the questions n Discuss your answers and your “day-in-the -life” with your partner.

Find out what other coaches visit your school(s)! n If you don’t collaborate, why Find out what other coaches visit your school(s)! n If you don’t collaborate, why should your teachers? n Nobody will do it for you.

Communication is KEY! Communication is KEY!

How does communication proceed? n n n Speaker Message Listener Interference Perceived Message Feedback How does communication proceed? n n n Speaker Message Listener Interference Perceived Message Feedback

Frasier What is the communication problem? Frasier What is the communication problem?

Presentation Impact 55% 38% 7% And so… Body Voice Content Presentation Impact 55% 38% 7% And so… Body Voice Content

Responsive Turns (Kolb & Williams (2000) The shadow negotiation) n Interrupt an encounter to Responsive Turns (Kolb & Williams (2000) The shadow negotiation) n Interrupt an encounter to change it’s momentum n Name an encounter to make its nature and consequences more obvious n Correct an encounter to provide an explanation for what is taking place and to rectify understandings and assumptions n Divert an encounter to the interaction in a different direction

Responsive Turns Interrupt Name Correct Divert Cutting off negative conversation before it begins Describing Responsive Turns Interrupt Name Correct Divert Cutting off negative conversation before it begins Describing what’s going on so everyone can see it Clarifying that a statement is not true “Oh crap, I’m late; I’ve gotta go. ” Moving the conversation in a different direction “Speaking of Tom, when does basketball season start this year? ” “I thought we agreed we weren’t going to gossip” “Mr. Smith was actually opposed to the plan. ”

Your chance to play “stop the gossip” n Team up with a partner n Your chance to play “stop the gossip” n Team up with a partner n One of you gets to be the gossip n One of you gets to be the good guy or girl n The gossip starts with an innocent conversation and then slides in some very interesting gossip n The good person practices using responsive turns to move out of the gossip

Body Language Communicates n Love or hate n Control or submission n Interest or Body Language Communicates n Love or hate n Control or submission n Interest or boredom n Trust or suspicion

Trust/Rapport n Ten minutes of our complete and focused attention is worth much more Trust/Rapport n Ten minutes of our complete and focused attention is worth much more in terms of maintaining a relationship and supporting learning than thirty minutes with distractions. -Wellman and Lipton

Types of Listening n. Non-listening n. Selective listening n. Evaluative listening n. Active listening Types of Listening n. Non-listening n. Selective listening n. Evaluative listening n. Active listening

Listening Strategies 1. 2. 3. 4. 5. 6. 7. Developing inner silence Listening for Listening Strategies 1. 2. 3. 4. 5. 6. 7. Developing inner silence Listening for what contradicts our assumptions Clarifying Communicating our understanding Practicing every day Practicing with terrible listeners Developing a routine

Go to Washington DC Work with a learning partner – Decide who will be Go to Washington DC Work with a learning partner – Decide who will be speaker and who will coach – The speaker explains a conflict they’re having with another person – The coach listens (duh!) and tries to figure out possible “stories” that might explain the other person’s behavior-why do they act like that – Work from the assumption that the other person is a good person n After this discussion, reverse roles and repeat n

Coach & principal … n Need to be on the same page n Do Coach & principal … n Need to be on the same page n Do the coach and principal – Understand all of the interventions? – Have a shared understanding of all teachers needs? – Have a shared vision about school improvement?

In most cases, if the principal does not support the coach, the coach will In most cases, if the principal does not support the coach, the coach will not be effective

How can the principal show support n n n Communicate support for the coach How can the principal show support n n n Communicate support for the coach Arrange staff development Lead study groups Co-facilitate staff development Learning about what the coach has to offer Make time to meet frequently with the coach

What must the coach do? n Be super-organized – Work from an agenda § What must the coach do? n Be super-organized – Work from an agenda § Principal concerns § Problem solve § Review actions since last week § Discussing interventions

What must the coach do? n Respect their time – Be very prepared – What must the coach do? n Respect their time – Be very prepared – Create one-page summaries – Keep the meetings short (less than 30 minutes if possible) – Stay on track

What must the coach do? n Provide solutions, not more problems – This is What must the coach do? n Provide solutions, not more problems – This is not a time for a stress-relieving conversation – Make each meeting valuable enough that the principal will want to work with you

What approach must the coach take? n Work from the partnership perspective n Be What approach must the coach take? n Work from the partnership perspective n Be aware of identity issues n Use questions to confront the brutal facts n Stay focused on student outcomes n Separate people from the issue

Principal Film Principal Film

Discuss with your partner What can you do next week to start turning this Discuss with your partner What can you do next week to start turning this paradoxical idea into an action?

Coaching Clips Coaching Clips

Loyalty means… not that I agree with everything you say, or that I believe Loyalty means… not that I agree with everything you say, or that I believe you are always right. Loyalty means that I share a common ideal with you and that, regardless of minor differences, we strive for it, shoulder to shoulder, confident in one another’s good faith, trust, constancy and affection. -Dr. Karl Menninger

How to get movies How to get movies

Instructional Coaching Network Monthly Meetings n Discount Codes n Districts that have joined network: Instructional Coaching Network Monthly Meetings n Discount Codes n Districts that have joined network: n – – – – Leander Round Rock Manor University Charter Bastrop San Marcos Hutto

1 st Meeting – Next Tuesday 9/23 n Working Together: The Art of Collaboration 1 st Meeting – Next Tuesday 9/23 n Working Together: The Art of Collaboration and Communication – Presenters: Me and Angela Isenberg

Instruction Workshops Instruction Workshops

Region XIII Catalogues Region XIII Catalogues

Dallas ISD Convocation Dallas ISD Convocation

Go to the People, Live among them, Love them. Start with what they know, Go to the People, Live among them, Love them. Start with what they know, Build on what they have. But of the best leaders, when their task is accomplished, Their work is done, The people will remark, “We have done it ourselves. ” -Ancient Chinese Proverb

Surveys Surveys

Contact Info. n Lisa Wyatt n 512 -919 -5163 n Lisa. Wyatt@esc 13. txed. Contact Info. n Lisa Wyatt n 512 -919 -5163 n Lisa. [email protected] 13. txed. net