Co-Teaching for Gap Closure Effective Coach Training

transcript

Co-Teaching for Gap ClosureEffective Coach Training

Lexington, KentuckyJune 4, 2013

Cohort 1 Schools

Student engagement Student achievement Teacher’s ability to implement with fidelity

Strategic Components1. Continuous classroom improvement (CCI)2. Co-Teaching3. Evidence-based instructional strategies focused on

reading/language arts and math4. Student supports

Objectives of CT4GC Initiative To increase…

To implement…

Today’s Plan and Housekeeping

•Introductions/Opening Activity•10:00-2:00 (Lunch: 11:30-12:15)•Overview of the Day

• Understand change complexity and effective implementation

• Understand effective coaching practices• Understand your role as a coach• Develop linkage chart

•Travel Reimbursement•Questions

Today’s Do• Positive Interdependence• Face-to-face Interaction• Individual and Group Accountability• Group Processing • Self-Reflection

Internal Coach

External Coach

Core Team

Today’s Act• Actions needing to occur for you to begin/refine your

coaching practices• Identify next steps/process needed to implement

effective coaching processes and practices

Today’s Study• +/Deltas• Surveys– survey monkey• Observation of processes in action (this fall)

Coaching: Today’s Training Perspective

ExpectationsPlan

Collaboration, Communication, Customer Service

Coaching and Implementation

Checks

Fidelity of Implementation

Sustainability =Closing

Achievement Gaps

Effective Implementation Practices: What are they and how do we ensure sustainability?

Metacognitive Model

Sustainability

Change Process

Implementation

Leadership

Vision, Goals, Expectations

8 Elements of Sustainability:Engines that Drive Schools Forward

1. Moral Purpose2. Commitment to changing context at all levels3. Lateral capacity building through networks4. Accountability and relationships5. Deep learning6. Dual commitment to short-term and long-term results7. Cyclical energizing8. Leadership at all levels

Fullan, 2005

Elements of SustainabilityEngines that Drive Schools Forward

1. Moral Purpose• Raising the bar and closing the gap of student learning• Treating people with demanding respect (supportive,

responsive, and demanding)• Altering the social environment for the better

2. Commitment to changing Context at All Levels• Invest and develop “learning systems”• It’s the little things that matter• Build a community that nurtures new beliefs and practices

3. Lateral Capacity Building Through Networks• Learn best from peers- on-going and purposeful • Leadership is developed and mobilized• Motivation and ownership is local and deepenedFullan, 2005

4. Intelligent Accountability and Vertical Relationships• Balance of both to achieve results• Continuous, searching, and objective- never a status quo• Avoids overload, fragmentation, lack of coherence

5. Deep Learning• Collective responsibility• Collaborative culture of inquiry• Fosters deep learning for students

Fullan, 2005

6. Dual Commitment to Short-Term and Long-Term Results• Short-term results builds trust for long term investments• Balance and Design

7. Cyclical Energizing• Sustainability is not linear but cyclical- energy and periodic

plateaus• Be aware of energy levels (overuse and underuse)• Strategies need to be ever refined/tuned to continue to meet

demands/plateaus8. The Long Lever of Leadership

• Leadership at all levels• Ability to see the big picture and respond in ways that affect

the larger systemFullan, 2005

How can you use the 8 Elements to assist in your role as a coach?

Three Step Interview- Each

member of a team chooses

another member to

partner. During the firs

t step,

individuals interview their

partners by asking clarifying

questions. During the second

step partners reverse the

roles. For th

e final steps,

members share their

responses another team.

Review the 8 Elements• Which are you currently using?• Which can you or would like to implement in

August?• Which do you need more support in order to

utilize?

1. Ask these questions to each other with follow-up discussion and next steps. Record the responses as you ask the questions and discuss. Review your responses to ensure accuracy and understanding. Include your name and email address

2. Set two “dates” for follow-up with each in during the month’s of August and September.

3. Review today’s work and share a status check, impact, next steps

Failure is Not an OptionCulture and Climate is the “attitudinal infrastructure of a school”

Transforming School Culture, Stolph and Smith, 1995

Change Complexity

Progress brings about change but change does not necessarily bring about progress.

Mark Twain said it best,

“I’m all for progress, it’s change that I don’t like!”

Understanding the Change Process

1. The goal is not to innovate the most.

2. It is not enough to have the best ideas.

3. Appreciate the implementation dip.

4. Redefine resistance.

5. Reculturing is the name of the game.

6. Never a checklist, always complexity.

-Fullan 2003

Change is ComplexityWhat is Change?

• New Materials

• New Behavior/Practices

• New Beliefs/Understanding

Implementation Dip

-Fullan 2003

Understanding the Change Process

1. The goal is not to innovate the most.

2. It is not enough to have the best ideas.

3. Appreciate the implementation dip.

4. Redefine resistance.

5. Reculturing is the name of the game.

6. Never a checklist, always complexity.

-Fullan 2003

• Which of these

have you experienced OR

are currently

experiencing at

your school?

• Which of these

resonated with

you and why?

What qualities make them successful?

Activity:• What personal experiences have you had

coaching?• Define/describe what coaching means to you. • Identify areas that are a strength and areas

for growth?• Share with someone that has the same

birthday month as you.

Activity:

Telling Someone What to Do Solving

Someone’s Problems

Giving Advice

Offering Guidance

Asking Questions Helping

Another to Solve

Their Own Problems

Telling (Directive)

Asking(Non-Directive)

Mentoring Coaching

Mentoring Vs. Coaching

http://blog.flashpointhr.com/management-leadership/recognize-the-difference-between-mentoring-and-coaching-and-know-when-each-is-most-appropriate/

Coaching

• Effective coaching is a skill that requires an understanding of human motivation and behavior

• It is a relationship…• It is a partnership…• It is trust and safety

Activity: How do you work??

The Coach Is Always an Educator

• Your goal is to make the teacher self-sufficient.• Give them the tools they need to be successful.• Assist by supplying a process they can follow to build

their skills.

“The test of a good coach is that when they leave, others will carry on successfully.”

Author Unknown

“the essence of coaching is helping someone learn to think better.”

Defining the BoundariesThe effective coach defines the boundaries of the

relationship.

The coaching role is a mutual agreement between both parties.

Set the tone so the person asks for help, rather than it being forced upon the person.

A masterful coach is someone who is a vision builder and value shaper.

Be Knowledgeable and Resourceful• Recognize when reassurance is being

sought… ask what they think and confirm whenever the answer/solution is correct.

• Your role is to strengthen their competency NOT demonstrate that you know the answers.

• Tell the truth when you don’t know the answer– don’t jeopardize your reputation and undermine your credibility as a coach forever.

Effective Coaching

“The ultimate leader is not afraid to develop people to the point they surpass him or her in knowledge and ability.”

Fred A.

Coaching Through Effective Communication• Listen, Listen, Listen

• Listen to and for specific needs

• Write down what you hear and repeat what you “heard”.

• Don’t automatically assume that the questions/situation is like any you have encountered.

Coaching Through Effective CommunicationGive your full attention and take in information that will

lead to insightful, personalized responses.

Watch facial and body language.

Listen to tone and expressions of emotion.

It is my firm belief that educators are more comfortable when the conversation puts student learning front and

center. When this isn’t the case, we tend to feel attacked or vulnerable to the judgments and opinions of others—entering into what Jim Knight terms a “vicious cycle” of

blame.Diane Sweeney, Student-Centered Coaching

Student-Centered vs. Teacher-Centered CoachingMore Impact on Student Learning

Less Impact on Student Learning

Student-Centered Coaching Teacher-Centered Coaching Relationship-Driven Coaching

Focus is on using data and student work to analyze student learning and collaborate to make informed decisions about instruction

Focus is on what the teacher is or is not doing and addressing it through coaching.

Focus is on providing support to teachers in a way that doesn’t challenge or threaten them.

District curricula or programs are viewed as tools for reaching student learning objectives.

Implementing a specific curriculum or program is viewed as the primary objective of the coaching.

District curricula or programs are a part of the conversation and are shared as possible resources for teachers.

Trusting, respectful, and collegial relationships are a necessary component for this type of coaching.

Congenial relationships are more common for this type of coaching.

Coach is viewed as a partner that supports the teacher to meet his or her goals for students.

Coach is viewed as a person who is there to hold teachers accountable.

Coach is viewed as a friendly source of support.

Student-Centered Coaching: A Guide for K-8 Coaches and Principals by Diane Sweeney 2011

Language for Student-Centered Coaching• What is it we want all students to learn?• How will we know when each student has mastered the

essential learning?• How will we respond when a student experiences initial

difficulty in learning?• How will we deepen the learning for student who have

already mastered the essential knowledge and skills?• In a perfect world, describe to me what the learning would

look like among your students?• What is your goals for student in this lesson? How will that

look?• How will we collect evidence to see what they can do?• What are our next steps based on the evidence we collected?

Foster Ownership and InvolvementProvide options and resources

◦ How do you think the situation should be handled?◦ What have you considered doing?

What do you think you need to do to move to the next level? Help them to think through a situation and develop a plan of action.

When asked for advice, suggests two or more options.

Share experiences and feelings- helps you to define the kind of behaviors you expect– be careful to avoid role of expert. Ruts and Rivers….

If you want to change the way someone thinks, don’t tell them what to think, give them a tool.

Guidelines for Effective CoachingDevelop opinions and ideas based on observable facts. • Check the accuracy of information before sharing it.• Present ideas honestly, and don’t manipulate, play

games or deceive. • Consider the opinions of others with an open mind. • Be accessible when people need to talk about

problems or make recommendations. • Explain the reason for a decision. This permits the

teacher to know when their ideas and recommendations have been taken into consideration and why those ideas were accepted or rejected.

Guidelines for Effective CoachingMaintain Confidence and Confidentiality Teachers are expected to identify problems and pinpoint their own performance shortcomings, developmental needs and career goals.

• Don’t betray these trusts. Doing so damages relationships and the coaching process.

• Integrity requires that you: • correct in private;• don’t discuss problems of one teacher with another;• don’t discuss teacher problems with other coaches;• keep personnel file information confidential;• keep any necessary disclosures as confidential as possible.

Guidelines for Effective CoachingKeep commitmentsKeeping commitments provides not only reinforcement but

also recognition of improvement.

• People who are recognized for improving are more likely to continue to improve than those whose improvement goes unnoticed.

• Good coaches know that loyalty is earned through trust. • An effective coach creates a win-win situation for the

teacher, the student, the school , and himself or herself.

Stages of ImplementationImplementation Drivers• Selection• Training• Coaching• Performance Assessment• Decision Support Data• Facilitative Administration• Systems Interventions

National Implementation Research Network (NIRN)http://www.fpg.unc.edu/~nirn/

Pre-Exploration Stage………. Full Implementation StageAnticipate 3-5 Years

Jigsaw: Group of 530 minutesRoles: --Timekeeper --Facilitator for tasks below

1. Each person is assigned 2 drivers to read. Begin reading at “Full Implementation” stage and proceed backwards to pre-exploration

2. Share the what stage you believe your school is currently in and why with at least one driver as it relates to implementation of CT4GC

3. Read “Coaching Competency”- Discuss at your table• What are you already doing?• What are you not doing?• What is new information?

4. Record team “AHA’s” on chart paper to turn in…

Coach: Roles and Responsibilities

Coaching Responsibilities

External Coach Internal Coach

Coach Roles: Big Picture

• Ensures on-going communication with CT4GC

• Works with CT4GC team to provide training, support, feedback, guidance

• Conducts walkthrough observations

• Analyzes and communicates data

• Works with administrator and internal coach to share on-going progress with school staff

Internal

• Works with co-teachers to provide training, support, feedback, guidance

• Conducts walkthrough observations

• Analyzes and communicates data

• On-going communication with external coach

• Works with administrator to share on-going progress with other staff

• Works with other staff to scale-up CT4GC implementation

External

Team ActivityWhat’s the same?

What’s different? What’s missing?

Questions?Capture on chart paper

Building your Leadership System

System: Vision

Systems: Strategic Planning, Stakeholder Focus, and Results

Systems: Processes, Workforce Focus and Results

Clearly Defined Linkage Chart

• Working Copy• Draft turned in on July 30- email to

your coach• Living Document with on-going review

and refinement of processes based on analysis and guidance --- PDSA

First Steps to Coach Linkage• Work with your administrator • Work with a colleague• Identify some “big rocks” that will become

your first processes in your role as a coach

Next Steps to Coach Linkage• Continue to add/refine the “big rocks” that

will become your first processes in your role as a coach

On-going Coaching and Training on Effective Coaching: Next Steps• Cognitive Coaching• Student-Centered Coaching• Differentiated Coaching

HOW?? • Face-to-Face• Monthly WebEx• Conference Calls• On-site• Regional Trainings• What else?

Plus / Delta- PM

Feedback for CT4GC

Co-Teaching for Gap Closure Effective Coach Training

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