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1/8/2020 1
Leadership and Coaching for
Systems Change
The Wisconsin RtI Center (CFDA # 84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this
federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
Session 4 | 2019-20Heidi Laabs
Kathy Myles
#LeadCoachSucceed
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Norms for Our Time Together
• Respect everyone’s time–begin/end on time
• Stay engaged
• Be kind
• Be solution oriented, positive, and open to new ideas
• Presume positive intentions
• Use technology to enhance learning
• Keep conversation student focused
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Check-in/Join-up
If you were a weather report, what would
you be today?
What, if anything, has become apparent
since our last session?
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Your Recent Coaching Session
• How did it go?
• How are your skills
growing/improving?
• What is your greatest
challenge?
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Common Behaviors
• Talk too much
• Don’t inquire about feelings
• Allow interruptions
• Give too much advice, too soon
• Stay at the surface
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Today’s Agenda
• Synchronizing Coaching Practice and Client Needs
• Roles and Activities of Instructional Coaches
• Powerful Questions
• Live Coaching Demo
• Reading Conversation – Four “A”s Text Protocol
• Systems Readiness for Coaching
• Wrap-up
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Program Outcomes…
So that
you will
be able
to…
You will know and understand…
•The stages of individual skill development, and
•The differences between “coaching light” and “coaching heavy”
•Differentiate coaching strategies and approaches in response to client
needs and level of skill development in order to build staff capacity
for adaptive change
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You will know and understand…• The roles and activities of instructional coaches
Program Outcomes…
So that
you will
be able
to… •Differentiate coaching strategies and approaches to build teachers’ capacity to use your school’s/district’s non-negotiable instructional
strategies with fidelity
•Assess the richness and effectiveness of your coaching program
•Achieve the goals, objectives, and outcomes of your coaching program
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You will know and understand…
•The use of Powerful Questions in coaching
Program Outcomes…
So that
you will
be able
to…
•Use questioning to clarify, deepen thinking, and invite diverse perspectives
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The Mentoring – Coaching Continuum for Systems Change
Purpose Building/
Exploration
Infrastructure/ Installation
Initial Implementation
Full Implementation
Mentoring/Consulting
Coaching Peer Coaching/ PLC
Teaching/ Telling
Asking/ Supporting
Participating Delegating
Directive Facilitative Transformational
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Gordon’s Ladder of Skill Development (1974)
Unconsciously Unskilled
Consciously Unskilled
Consciously Skilled
Unconsciously Skilled
Gordon’s Skill Development Ladder (1974).#leadcoachsucceed
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Client Needs/Coaching Strategies
Stages of
Individual Skill
Development (Gordon, 1974)
Unconsciously
Unskilled
Consciously
Unskilled
Consciously
Skilled
Unconsciously
Skilled
Coaching
Strategies
Mentoring
Consulting/
Directive Coaching
Mentoring/
Directive
Directive/
Facilitative
Facilitative/
Transformational
Stages of Change
Implementation(Fixsen & Blasé, 2009)
Purpose Building InfrastructureInitial
Implementation
Full
Implementation
Coach Behaviors Teaching/ Telling
Telling/Asking
Interpretive &
Mediational
Questions
Asking
Mediational &
Powerful
Questions
Asking
Mediational &
Powerful
Questions
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Check Your Thinking…
What makes sense
about this?
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A Coaching
Style of
Leadership
MLSS Coaching
Roles &
Activities
Coaching
Conversation
Format
Coaching
Competencies
The Change
Process
Instructional
Coaching
Roles &
Activities
#leadcoachsucceed
EQUITY
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• Professional developer
• Resource provider
• Modeling instructional &
assessment practices
• Arrange & lead focused classroom
observations
• Co-planning
• Data analysis
• Co-teaching
• Individuals or teams
• PLCs
Instructional Coaching
#leadcoachsucceed
EQUITY
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Chapter Title Person
3 Collaborative Resource Management 1
4 Content Presentations 2
5 Focused Classroom Visits 3
6 Co-planning 4
7 Study Groups 5
8 Demonstration Lessons 6
9 Peer Coaching 7
10 Co-teaching 8
Coaching Roles Jigsaw
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Coaching Roles/Activities Handout
• Describe/define the role that you read about.
• What are key points/tips to keep in mind when using this activity/role?
• At what stage of individual skill development or change
implementation could this be used?
• Give an example of how you might use this in coaching toward
achievement of your E-MLSS goal.
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10 minutes – read assigned chapter
2-3 minutes per person – discuss what you read
Coaching Roles
• Describe/define the role
• Share key points/highlights
• Stage of Individual Skill Development
• Level of Change Implementation
• Example
At what stage/level
could this role be
used?
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Coaches
• Data Coach
• Resource Provider
• Mentor
• Curriculum Specialist
• Instructional Specialist
Killion, 2009
• Classroom Supporter
• Learning Facilitator
• School Leader
• Catalyst for Change
• Learner
Roles, Responsibilities, and Reach
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Data Coach
• Focuses on grade-level, team, and classroom data
• Makes instructional and curricular decisions
• Monitors instructional progress
• Creates a safe, blame-free environment for the ruthless
analysis of data
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Resource Provider
• Improves instruction by providing a variety of
expanded resources for teachers’ use
• Assists teachers with materials, tools, and
information to support classroom instruction
• Can help coach cross the “threshold” into classrooms
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Mentor
• Critical friend
• Provides guidance and structure
• Encourages relationship building
• Focuses on teachers’ strengths, while collaborating and creating a safe space to discuss common issues of concern
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Curriculum Specialist
• Focuses on “what,” not “how”• Non-negotiable content at universal level with fidelity
• Tier 2 and tier 3 interventions with fidelity
• Aligns balanced assessment system with curriculum
• May find it difficult to support all teachers in all content areas
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Instructional Specialist
• Focuses on “how,” not “what”• Full implementation of universal non-negotiable
instructional practices with fidelity
• Must be highly skilled in identified instructional practices
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Classroom Supporter
• Works inside the classroom with one or more teachers - while
teaching and learning are occurring
• Models, co-plans, co-teaches, observes, and gives feedback
• May be perceived as intrusive
• No teacher faces instructional challenges alone
• Incorporates many other roles
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Learning Facilitator
• Resource provider, professional developer
• Starts with student achievement data, and determines
teachers’ learning needs• Collaborative and inclusive
• Work is grounded in school/district non-negotiable HQI,
balanced assessment, and collaborative practices
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School Leader
• Contributes to and supports the implementation of change
through your RtI framework
• Facilitates teams and committees in partnership with all
leaders
• Creates a community of learners and collaborative practices
• Walks a fine line between administration and teachers
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Catalyst for Change
• Initiates change for continuous improvement
• Generates productive disequilibrium by challenging
the status quo and asking hard questions
• Asks, “How satisfied are we with the level of student learning in our school?”
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Learner
• Strives for continuous self-development
• Attends conferences and trainings, reads,
networks, writes, and reflects
• Constantly revisits their own coaching vision
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Balancing the Roles of a Coach
• Job descriptions and role expectations
• Goals of the coaching program
• Context – time of the year, stage of implementation,
experience level
• Role of the principal
• School culture
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“Coaching Heavy”vs.
“Coaching Light”
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Coaching Light
• Accepted, appreciated, and even liked by teachers
• Focused more on building and maintaining relationships
than improved teaching and learning
• Provides resources and support, but avoids challenging
conversations
• Valued, but not necessarily needed
• Key factor is coach’s intentions and the results of their work
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Coaching Heavy
• Deep commitment to improved teaching and learning
• High-leverage services with the greatest potential for
improved learning
• Works with all teachers, not just those who volunteer readily
• Works outside the comfort zone
• Productive disequilibrium
• Feels heavy
• Makes a difference
• Focused on goals, action plans, and vision
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Coaching Light Coaching Heavy
Focus on teaching practice
identified by teachers
Focus on student learning and
use of specific practices
Feedback on teaching
practices
Feedback on interaction
between student engagement in
learning performance, and
achievement and teaching
Teacher self assessment
based on perceptions or
opinions
Data-driven assessments
based on student data
Voluntary coaching Expectation for all teachers to
engage in coaching
Reprising Coaching Heavy and Coaching Light- Joellen Killion
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Focus on adapting or
refining instructional
strategies
Focus on transforming
practice, examining beliefs,
and testing assumptions
Focus on implementing
strategies
Focus on deep understanding
of theory and research
Emphasis on feeling
supported
Emphasis on developing
expertise
Coaching Light Coaching Heavy
Reprising Coaching Heavy and Coaching Light- Joellen Killion
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How well are each of our
students learning?
How satisfied are we with our
outcomes?
How can we improve teaching
so their learning improves?
#leadcoachsucceed
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Give One/Get One
What makes sense to you about the concept
of Coaching Heavy vs. Coaching Light?
Where are you now in your
coaching/leadership practice?
Where do you want to be? What will it take
to get there?
Give One
Get One
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• Reflective Practice
• Change Facilitation
• Coaching Conversation
Facilitation
• Communication Skills
• Relationship Development
• Knowledge Base Development
Coaching Competencies
EQUITY
#leadcoachsucceed
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Coaching Competencies
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What do you know
about effective questions?
What are the most effective
questions that you’ve used in your coaching sessions so far?
#leadcoachsucceed
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“Good” Questions
• Lead to clarity
• Allow for exploration and elaboration
• Lead to action
• Encourage possibility thinking
• Examine available resources
• Identify barriers
• Provide closure, completion, and continuity
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The Language of Coaching
• Paraphrasing questions
• Clarifying questions
• Interpretive questions
• Mediational questions
• Coaching comments
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Questions in the Coaching Format
• Getting started
• Goal setting
• The desired state vs. the current state
• What could you do?
• What will you do?
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Powerful Questions
• Cause inquiry
• Lead to reflection and insight
• Provide access to new action
• Connect to vision and commitment
• Create resourcefulness
• Surface root causes
• Insure sustainability#leadcoachsucceed
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Is It a Powerful Question?
• There’s a “grand pause”• There’s a shift in perspective• There’s a sudden insight• There’s a release of tension• “A-ha” moment• It speaks to the client’s heart and vision, not just the issue• It stops you (one or both) in your tracks
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• Sometimes comes from
the heart or the gut, or
your intuition
• Very bold
• Hard to ask
• Not common in daily
conversation
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Powerful Questions
Which
Powerful Questions
do you think you’d like to try out?
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Story Listening
• Change vantage points – imagine the story/experience/situation
from another’s point of view
• Imagine pivot points – consider what might have happened if they
had done something differently or taken a different perspective
• Imagine lesson points – what have you learned from changing
vantage points or considering pivot points
Tschannen -Moran and Tschannen-Moran
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Key Points
• Great coaches tease out what the client(s) may
be hiding or unable to see
• There must be strong rapport and trust between
coach and client
• Listen for the unsaid
• Question what doesn’t feel right in your gut; use your intuition• You must have the client’s full attention and be fully present
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Facts vs. Interpretations
FACT INTERPRETATION
• Are tied to an agreed upon
standard
• Are declarations of
opinion
• Reside outside the speaker; are
known to others
• Reside inside the speaker; are not
known to others
• Are true or false • Are not true or false
• Are backed by
evidence/verifiable
• Are not backed by
evidence/verifiable
#leadcoachsucceed
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Fact vs. Interpretation?
• I shouldn’t have to teach kids good behavior
• According to his running record, Jon is making slow progress
• We can’t make room in our schedule for an intervention block
• My kids can’t handle balanced literacy
• The Daily 5 didn’t work for me
• Our ODR rate has declined since we started PBIS
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Quick Write
Describe a scenario
that you’ve had that relates to what we
have learned/
discussed/reflected
on this morning…
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Coaching Demonstration
• Script questions
• What did you notice?
• What questions did you like/might you use?
• What Powerful Questions were asked?
How did you know?
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Lunch Break!
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Four “A”s Text Protocol
Discuss:
What assumptions does the author of the text hold?
What do you agree with in the text?
What do you want to argue with in the text?
What parts of the text do you aspire to?
As a group:
Decide to discuss Chapter 6, 7, 9, or 10
Choose a facilitator, timekeeper, and reporter
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Deliberate Practice
• In your coaching triads:
• hold 3 coaching sessions
• 10 minutes each
• During each session, the observer will script questions
• Following each session:
• review the scripted questions and give feedback
• client to coach
• observer to coach
• coach reflection
What did you notice? What did the coach do well?
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0.79
0.82
0.94
1
1
1.06
1.09
1.18
1.36
1.45
1.52
1.64
0 0.5 1 1.5 2 2.5 3
Structures in place for evaluating and supervising…
Clear job description
Benefits and rationale communicated to staff
School schedules aligned to support coaching
Positive culture
Aligned with school vision for RtI
Incorporated into systematic plan for PD
Aligned with Improvement Goals
Teachers participate in coaching
Coaches receive formal training
Shared leadership
Designated coaches
School/District Systems for Leadership and Coaching
Qu
est
ion
Average Score
Scoring: 0 = Not in place
1 = Beginning
2 = Developing
3 = In place
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To Ensure Coaching Success…
• Make the goal(s) of your coaching program clear
• Give coaches the right work
• Train your coaches
Knight and Fullan, 2011
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Leadership Components for an Equitable,
Multi-Level System of Supports
District Leadership
Team
School
Leadership Team
Grade Level/
Course Team
Classroom
District Vision
School
Vision
Grade Level/
Course Vision
Classroom
Vision
District
Non-Negotiables
School
Non-Negotiables
Grade Level/
Course Non-
Negotiables
Classroom
Non-
Negotiables
District
Goals/ Action Plan
School
Goals/Action Plan
Grade Level/
Course Goals/
Action Plan
Classroom
Goals/Action
Plan
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Beloit Timeline
2008-2009 – Begin E-MLSS Implementation
2009-2010 – Instructional Coaching Training
2010-2011 – Implement E-MLSS for Literacy and PBIS
2011-2012 – Reorganization of elementary schools
2012-present – Implementation
https://www.youtube.com/watch?v=-KPfU4vyrsU&feature=youtu.be
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Artifacts
• Beloit Literacy Statement
• Beloit Absolutes
• Beloit Coaching Statement
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• What is the coaching goal at your school/district?
• What non-negotiables will be implemented with fidelity
through coaching support?
• What Beloit coaching model elements would you like to
include in your model?
• What is one next step for developing your coaching model?
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Wrap-up, Assignment
Team
• Complete Table Tent
Individual
• Complete formative feedback if you have
attended sessions 3 and 4
• Read chapters 11-15 in The Art of Coaching
• Hold 1-2 more coaching sessions
• Complete a “For Your Eyes Only” reflection for each session
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Stay connected, join the conversation
#leadcoachsucceed
@WisconsinRtICenter
@WisRtICenter
Tips to Your Inbox: http://bit.ly/WisRtICenter
@Wisconsin RtI Center/PBIS Network
Live webinars and networking events
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Evaluation Completion
What makes this evaluation unique and special?
1) Used as both formative and summative data
2) Two types of questions for you to consider:
• Questions related to this training’s content and…
• Questions related to your school’s current knowledge and beliefs around implementing an equitable, multi-level system of supports
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Formative Feedback on Sessions 3 & 4
Please take a few minutes to provide feedback. Your input is valuable in helping us
determine the effectiveness of this training.
Complete this evaluation ONLY if you have attended days 3 and 4 of this training.
Please note the rating scale: Strongly Disagree/Disagree/Neutral/Agree/Strongly Agree
lead4.questionpro.com