Pennsylvania Association of Career and

Technical Administrators

New Director Academy

August 16 – 17, 2010

“The best results from coaching occur when coaches are

placed in schools with greatest academic needs; where

principals are strong insttructional leaders; and where

teachers commit to refining their practice.”

(National Staff Development Council [NSCD], 2010)

II. Understanding the Components of an

Instructional Coaching Plan

Figure 1. Elements of an Instructional Coaching Program:

Selecting, Preparing, and Evaluating Coaching for Effectiveness

Source:

Kowal, J. and Steiner, L. (2007). Instructional coaching. The Center for Comprehensive School Reform and Improvement,

September.

SELECTIONPREPARATION

AND TRAINING

EFFECTIVE PRACTICES

EVALUATION

_____

_____

_____

_____

_____

Coach

_____

_____

_____

_____

_____

Supervisor

Role of the Coach vs. Role of the Supervisor

• Help teachers recognize what they know about good teaching

• Help teachers recognize what their personal instructional strengths are

• Assist and support teachers to reach their instructional goals

• Trained to listen, observe, and give specific feedback

Coaches

• Ensure that studentsreceive high quality instruction

• Ensure that students continue to receive high quality instruction and meet their performance goals

• Ensure that the requirements of the instructional position are met

Supervisors

Role of the Coach vs. Role of the Supervisor

II. A. 1

What is a coach? • Take a few minutes and watch the interactions between the people in this video. • How would you describe the qualities and actions of a coach?

Coach— Think of a time in which someone helped you learn something new or challenging.

What did this person do to help you be successful?

What qualities did s/he have?

What did you do to contribute to your success in learning?

“The principles you live by create the world you live in; if you change the principles you live by, you will change your world.”

Blaine Lee, The Power Principle

Coaching is not . . .

Evaluative or supervisory

Spying

A quick fix for a problem

Competitive

Mandated

Social interaction

Stagnant

Clear Goals for Instructional Coaching

Improve teacher activities to engage students?

Increase knowledge of vocabulary?

Increase direct instruction of academics?

Increase use of technology?

Is coaching voluntary or mandatory?

Which instructional practices should they model?

Heavy coaching: purposeful, intentional, and results driven

Light coaching: driven by the goal to be accepted by the peers they coach

(High-Impact Coaching Ensures Maximum Results, 2010, NSDC)

What do you expect to accomplish through coaching?

Coaching Models

Problem Solving

Instructional Supervisory Mentor/ModelCurriculum

DevelopmentGroup Study

Characteristics of Coaches

What should coaches know about?

What should the selection process look like?

Inte

rper

son

al S

kills

• ______

• ______

• ______

• ______

• ______C

on

ten

t K

no

wle

dge

• ______

• ______

• ______

• ______

• ______

Ped

ago

gy

• ______

• ______

• ______

• ______

• ______

Personal Characteristics of Coaches

What does the Research Say?

http://www.readingrockets.org/article/25980

Selection Process

http://www.plcwashington.org/coaching/resources/spokane-SD-coaching-model.pdf

Collaborative

Effective interpersonal

communication skills

Knowledge of adult learning processes

Knowledge of teaching pedagogy

and learning process

Ability to work with administration

Pedagogical Skills

Content Knowledge

Interpersonal Expertise

Chart 1: Frequent Coaching Activities

Classroom-based activities with individual teachers

Classroom-focused activities with groups of educators

Demonstrating and modeling instructional practices and lessons

Conducting study groups

Observing instruction Providing training and professional development workshops

Co-teaching Organizing and brokering instructional materials

Co-planning lessons and units Administering assessments and monitoring results

Providing feedback and consultation Chairing or serving on school or district committees

Promoting reflection

Analyzing students’ work and progress

Source: http://www.alliance.brown.edu/pubs/pd/tl_coaching_lit_review.pdf

Greenville County Schools

Instructional Coach

Performance Responsibilities

The mission of the Instructional Coach is to increase student

achievement.

Instructional Coaches will facilitate change in instructional practices of teachers that will enable teachers to

diagnose student needs more analytically; plan more productively; and teach more effectively.

1. The instructional coach provides leadership for teachers by planning, collaborating, organizing,

mentoring and facilitating change to improve the instructional program.

2. The instructional coach disaggregates and analyzes data and assists principals and teachers in its

interpretation to measure and improve student achievement and/or program effectiveness.

3. The instructional coach provides knowledge of appropriate standards, content, materials, and resources.

4. The instructional coach facilitates the use of research-based teaching strategies and best practices to

address the needs of teachers and school goals.

5. The instructional coach provides staff development needed to implement the school’s strategic

improvement plan.

6. The instructional coach establishes, maintains and enhances effective communication with

administrators, teachers, parents and other stakeholders.

7. The instructional coach demonstrates a commitment to professional growth and ethical standards to

advance the mission, goals and policies of Greenville County Schools.

8. The instructional coach works with principals and teachers in organizing grade level/department

meetings in order to affect horizontal and vertical continuity and articulation of instructional program

throughout the school.

9. The instructional coach observes teachers in their classrooms and offers insights for the enhancement of

teaching-learning situations.

10. The instructional coach demonstrates appropriate use of instructional technology and other educational

tools to enhance and extend instruction

11. The instructional coach works collaboratively with media specialists to promote informational literacy to

provide resources and staff development.

12. The instructional coach performs other duties related to the improvement of student achievement as

determined by the principal.

Copyright Greenville County School District. All Rights Reserved.

Job Description: Instructional Reading Coach

Ideal candidates will have:

• Highly successful teaching experience with positive student outcomes in similar grade or content area

• In-depth knowledge in classroom management, content, instruction, and assessment

• Experience working with teachers to improve their practice

• Good presentation skills and facilitation skills for learning groups

• Skill to observe instruction, model instruction, & provide feedback through a trusting relationship

• Skill in analysis of a variety of data to inform and direct instruction

• Develops interpersonal relationships with teachers, principals, & school personnel

• Participates in on-going professional development to enhance their coaching skills

• Knowledgeable about school goals, achievement standards, and adult learning

Reports to: Principal

Responsibilities:

School/district Based Leadership

Assist and serve on leadership teams within the school

Bridge the gap between and among school programs

Facilitate alignment of individual goals and school goals

Build school capacity by encouraging and supporting teacher leadership

Instructional Leadership

Provide support, mentoring, and assistance to classroom teachers

Serve as a resource for identification of instructional strategies, materials, and interventions to address

diverse learning needs

Conduct demonstration lessons

Assist teachers in designing, delivering, and assessing instruction

Collaborate with teacher teams to set goals to improve instruction and to solve problems that limit

student achievement

Observe instruction and provide feedback as support for teachers

Assessment

Assist teachers and grade-level teams in the analysis and use of assessment date to inform instruction

(4Sight, PSSA, PVAAS, eMetrics) through application of the data framework

Meet regularly with teams and/or principal to review student assessment data and assess progress toward

grade-level goals

Guide teachers in the use of assessment data to adjust instructional practices

Guide teachers in the use of assessment data to plan professional development

Professional Development

Provide on-site staff development to ensure teacher knowledge of academic standards, content,

instruction, classroom management, assessment, and intervention strategies

Collaborate with teachers, principals, and other personnel to identify professional development needs

Provide facilitation and critical feedback for course progress monitoring of Pennsylvania on-line

professional development courses

Stay current in the areas of content, curriculum design, and research-based instructional practices

through professional development opportunities

Source: National Staff Development Council and Central Regional Reading First Technical Assistance Center.

Job Description: Instructional Coach/Secondary Schools

Supervisor: Principal

General Job Description:

Assist the principal in promoting the educational development of each student by the use of leadership,

supervisory, and administrative skills.

Essential Duties and Responsibilities:

1. Demonstrate foresight, examine issues and takes initiatives to improve the quality of education in the

community.

2. Embrace and encourage the acceptance of diversity.

3. Use effective people skills to communicate.

4. Provide and maintain an environment where optimal student growth can take place.

5. Demonstrate instructional leadership.

6. Demonstrate an understanding of the dynamics of the educational organization.

7. Effectively manage the resources for which he/she is responsible including personnel, finances, facilities,

programs and time.

8. Use supervision, staff development and performance evaluation to improve the educational program.

9. Maintain a familiarity with current educational issues through a process of ongoing personal development.

10. Use supervision, staff development and performance evaluation to improve the instructional process of the

school. To do this, the administrative intern follows procedures consistent with the state and local Teacher

Performance Evaluation Plan.

11. Become familiar with and comply with all School Board policies and administrative regulations.

Additional Duties and Responsibilities:

1. Facilitate conversations among teachers that result in a common understanding of performance standards and

benchmarks.

2. Ensure the development and implementation of common short-cycle assessments in the core content areas of

math, English, science, and social studies.

3. Provide guidance to teachers in the use of data to inform instruction. These data include the analysis of

NMHSSA, NMHSCE, NMELPA, short-cycle assessments, and ACT data. District level data that should also be

considered are the CMS Data Folder, Next Step Plan, and Academic Student Improvement Plan.

4. Ensure alignment exists among instruction and assessment in the classroom. The teacher’s interpretation of

ongoing data should result in identified growth areas and be directly reflected in lesson planning and delivery.

5. Design ongoing professional development opportunities that equip staff members with the knowledge and

understanding needed to implement the nine identified characteristics of successful high schools.

6. Ensure a differentiated approach to learning is evident in the delivery of instruction and the assessment of

student learning.

7. Assist educators in the implementation of effective research-based strategies aimed at teaching students to

read and write across the curriculum.

8. Develop the teacher’s ability to create and pose questions that require higher order thinking.

9. Assist teachers in the curriculum design and implementation process.

10. Attend Department Head meetings to stay abreast of current issues affecting secondary education.

11. Continue to cultivate the transition to higher education through dual credit, Technical Career Center, and

vocational-technical opportunities.

12. Oversee the implementation and evaluation of the Carl Perkins grant to develop career clusters.

13. Work in partnership with Career Pathways teachers to facilitate a smooth transition to CHS.

14. Perform any other duties assigned by the Principal.

Qualifications:

1. A master’s degree.

2. Willingness to obtain a New Mexico administrative license as required by the State of New Mexico.

3. Three (3) years of experience in public school administration and supervision and/or teaching.

4. Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable.

Physical Requirements:

Sitting, standing, lifting and carrying (up to 50 pounds), reaching, squatting, climbing stairs, kneeling, and

moving light furniture may be required.

Safety and Health:

Knowledge of universal hygiene precautions.

Equipment/Material Handled:

Must know how to properly operate or be willing to learn to operate all multi-media

equipment including current technology.

Work Environment:

Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are

routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignment

without direct supervision. After hour work may be required. May make site or home visits when needed and

appropriate. Job responsibilities include both inside and outside duties. Must be able to work under stressful

conditions.

Terms of Employment:

Salary and work year to be established by the Board.

Source: http://www.cms.k12.nm.us/personnel/job_descriptions/Instruction/Instructional_Coach-Secondary.pdf

Sharing Data

What data should be collected?

How should the data be collected?

What is the purpose of collecting the data?

What will be done with the data after it is collected?

With whom should the data be shared?

What does the data illustrate?

How will the data be used to shape or change practices?

Data

CoachTeacher

Discuss and dialog

Coaching Self-Assessment

1. Coaching –The coach provides assistance to teachers at individual and group levels to ensure implementation of professional learning components to promote effective instruction.

Indicator Beginning (B) Emerging (E) Systematic (S) Sustainable (SS)

a. Our coach facilitates, coaches, mentors, and presents info that meets the needs and skill level of individual or groups of teachers

b. Our coach conducts focused dialog at the teacher, grade, or school level to promote knowledge and build skills in assessment, diagnosis, data analysis, interventions, etc.

c. Our coach supports teachers as they try new strategies and techniques.

d. Our coach helps teachers with ongoing assessment and analysis of data.

e. Our coach gives feedback based on observations, conversations, student work/data, questions, or teacher requests within the adopted curriculum.

f. Our coach regularly schedules structured study teams focused on reading, math, or other academic or technical content.

2. Assessment—What we know or have learned about the individual student’s strengths and challenges.

Indicator Beginning (B) Emerging (E) Systematic (S) Sustainable (SS)

a. Our teachers know what needs to be assessed for all students, including ELLs, students with disabilities, and other special populations.

b. Our teachers know how to use formal and informal assessments to identify strengths and challenges for all students.

c. Our teachers know when to give assessments and how often.

d. Our teachers know how to analyze the results of assessment at the individual student level.

e. Our teachers know how to interpret the results of formal and informal assessments.

f. Our teachers know how to plan instruction based on diagnosis.

g. Our teachers know how to integrate ongoing assessment into instruction.

3. Data Analysis – The progress we have made identifying, examining, aggregating and disaggregating data to derive meaning for planning targeting instruction. Data include individual and group demographics and outcome and process data related to reading, math, or technical skills

Indicator Beginning (B) Emerging (E) Systematic (S) Sustainable (SS)

a. Our teachers have knowledge of where a student should be (what the appropriate level of performance is).

b. Our teachers conduct ongoing examinations of academic or technical skill data using a rubric or standard protocol. Data include student work, supplemented as needed with tests ad assessments for specific skills.

c. Our teachers interpret patterns and connections to identify opportunities for targeted interventions.

d. Our teachers effectively implement strategies derived from scientifically based research; these strategies are targeted based on the analysis of student data generated from the locally adopted curriculum.

4. Intervention Strategies – Our progress toward providing differentiated instruction using scientifically based research and analysis of student needs.

Indicator Beginning (B) Emerging (E) Systematic (S) Sustainable (SS)

a. Our teachers know the components of good teaching and can articulate principles of good instruction based on scientifically based research and best practices.

b. Our teachers have an understanding of the adopted curriculum (philosophy, materials, resources, and assessments).

c. Our teachers implement a variety of strategies that are intentional, explicit, and based on student need.

d. Our teachers use assessments and information to guide instructional decisions and practices.

5. Support Networks – Our progress toward an organizational system that enhances the collaboration of key stakeholders.

Indicator Beginning (B) Emerging (E) Systematic (S) Sustainable (SS)

a. Our teachers and coach participate in regularly scheduled meetings to discuss scientifically based research practices, continue training, and share best practices.

b. Our teachers and coach engage in professional development opportunities.

c. Our teachers and coach use technology to share instructional best practices.

d. Our teachers and coach partner with key stakeholders.

Change—

Think of a change you’ve gone through that was successful and another that was unsuccessful.

What made them different experiences? Share your thoughts with your partner.

Change and Change Theory

Reeves, D. (2009). Leading change in your school: How to conquer myths, build commitment, and get results.

Alexandria, VA: Association for Supervision and Curriculum Development.

• Consistency . . .

• Create short-term wins

• Build stakeholder support

• Define new expectations clearly and specifically

• Differentiate to meet student needs

• Sustain excellence

• Lessons from across the globe

• Teacher leadership

• Focus on changes with greatest results

• The Right Team

• Building capacity with coaching

• Making strategic planning work

• Pull the weeds before you plan the flower

• Personel readiness

• Organizational change readiness

• Cultural change

• Confronting the myths of change

Creating Conditions for

Change

Planning Change

Implementing Change

Sustaining Change

Organizational Change

http://eduspaces.net/dougbelshaw/weblog/135219.html.

Vision Skills Incentives ResourcesAction Plan

Change

Skills Incentives ResourcesAction Plan

Confusion

Vision Incentives ResourcesAction Plan

Anxiety

Vision Skills Resources Action Plan Resistance

Vision Skills Incentives Action Plan Frustration

Vision Skills Incentives Resources Treadmill

Coaching Agreement

Teacher

PrincipalCoach

Responsibilities of and Expectations for the Coach, Principal, Teacher

Source: Adapted from The learning principal (2010). National Staff Development Council, Spring, p. 4-5.

Roles

• What are the expectations for teacher, coach and principal?

• What are within and outside of boundaries of the coach's work?

Clients

• How many teachers will the coach serve and are any teachers at a higher priority or shall all be served equally?

• Are services to teachers voluntary or mandatory?

Support and Resources

• What resources and support does the coach have and need to be effective?

• What training and professional development is available to teachers and coaches?

• Is there a supply, technology, or miscellaneous budget? Where is the office space?

Expected Results

• What are the achievement goals for coaches and teachers?

• What results are expected over the next yaer, two years, three years?

• What school improvement goals or plans should the coach be aware of?

Timelines

• What day/time does coaching start and end?

• What other timelines impact coaching (grades, PSSA, NOCTI, etc.)?

Communication

• How often shall coaches meet with teachers? How often reporting to the principal?

• Who gets progress reports? How should reports be communicated?

Processes

• What is the best way for the coach to use their time with teachers and visa versa?

• Should the coach follow the prescribed "continuum of services" with each teacher?

Confidentiality

• What is the best way to say that a principal is violating the confidentiality agreement?

• What agreements can be made with teachers to make them comfortable, yet willing to try new things?

Coaching Light vs. Coaching Heavy: New Perspectives from Jim Knight

On page 21 of his new book, Coaching: Approaches and Perspectives, Jim Knight begins outlining critical

differences between what he defines as coaching heavy and coaching light. I appreciated the clarity provided

from the outset around the notion that coaching light is often our entry point into this work with teachers.

Coaching in this way allows us to build relationships, establish credibility, and meet the needs of those who are

interested in adopting new practices. The same can happen if we take a heavy coaching approach as well,

though. I appreciated Knight’s nod to rigor, results, and evidenced-based reflection. Below, you will find some

of the indicators that distinguish the approaches from one another, taken from the text. It’s clear to see which

kind of coaching probably serves kids best. I’ve spent the last year transitioning toward a heavier coaching

approach, and it’s been rewarding and challenging in equal measure. More on that Friday–hope everyone is

having a good week!

Coaching Light Coaching Heavy

The coach provides services that enable him or her

to become appreciated by teachers.

The coach collaborates with teachers to improve

student performance.

Coaches engage in work that will ingratiate them to

teachers, particularly those who are hesitant.

Coaches and teachers capture and analyze data, and

they study the effect of curricula, instruction, and

assessment on student performance.

The coach places greater focus on providing

requested resources, performing demo lessons, or

conducting workshops that teachers have articulated

an interest in.

Coaches and teachers engage in collaborative

discourse and study relevant to their beliefs, their

hunches, and what evidence suggests reality is.

The coach avoids conflict and uncomfortable

conversations.

Coaches develop strategies for illuminating and

resolving conflicts. They prompt difficult

conversations that lead to meaningful change.

The expectation that teachers will apply what is

learned within their classrooms is not reinforced.

Coaches refuse requests that may have little impact

on student performance.

Teachers may choose whether or not they engage in

coaching.

All teachers are engaged in coaching.

Teachers report feeling supported. Teachers report discomfort and excitement.

Feedback focuses on teacher behavior rather than

student learning.

Feedback focuses on how practice is effecting student

learning, based upon evidence.

Coaches may not collect data that allows them to

study the effectiveness of their own work.

Coaches have established protocols and processes for

gathering evidence that allows them to study the

effectiveness of their work.

The coach is valued. The coach is needed.

Source: Retrieved August 3, 2010 from http://www.angelastockman.com/blog/2009/10/06/coaching-light-vs-coaching-

heavy-new-perspectives-from-jim-knight/.

Evaluating the Coaching Program

Eval

uat

ion • Do teachers value their

coaches?

• Are teachers changing their practices?

• Is student achievement increasing?

Figure 1.3 A Closer Look at the Literacy Coaching Continuum

Learning Format

Description

Potential Roles of the

Literacy Coach

Collaborate Resource Management

The literacy coach works with teachers to become familiar with and tap into available resources. This is an opportunity for rich conversation about instruction, grouping, and differentiated instruction.

Resource person, collaborator, encourager

Literacy Content Presentations

The literacy coach provides content knowledge and fosters collaboration. This format ensures that all teachers are on the same page in terms of information, procedures, best practice, and other matters.

Facilitator, expert, resource person

Focused Classroom Visits

The literacy coach provides teachers the opportunity to observe a particular teaching method, learn how other teachers organize for instruction, and develop an understanding of what is expected at other grade levels.

Facilitator, resource person

Coplanning Teachers work together to review current data and plan instruction. This might include discussion on grouping options, assessment results, and specific lesson planning.

Resource person, collaborator, encourager

Study Groups A group of educators meets on a regular basis to discuss issues relevant to their teaching. The range of study group options includes job-alike, book study, and action research

Facilitator, mediator, resource person

Demonstration Lessons

The literacy coach demonstrates particular teaching methods to teachers who are less familiar with these methods or less confident about using them

Expert, consultant, rpesenter

Peer coaching This is the traditional coaching model whereby the literacy coach observes the classroom teacher and provides feedback during a debriefing session.

Expert, encourager, voice

Coteaching The classroom teacher and the literacy coach plan a lesson together and share responsibility for the lesson’s implementation and follow-up.

Collaborator, encourager, voice

Source: Developed by M. C. Moran and Elizabeth Powers, as cited in Moran, M. C. (2007).

Differentiated Literacy Coaching: Scaffolding for student and teacher

success. Alexandria, VA: Association for Supervision and Curriculum Development, p. 14.

Figure 2.1 Guskey’s Five Levels of Evaluation

1. Participants’ Reactions Evaluation at this level recognizes that “measuring participants’ initial satisfaction with the experience can help . . . improve the design and delivery of programs or activities in valid ways.” This can be accomplished by asking questions such as these:

Did the teachers think their time was well spent?

Were the activities meaningful?

Did teachers think the activities would be useful in practice?

2. Participants Learning Evaluation at this level “focuses on measuring the knowledge and skills that participants gained.” Ways to measure these include the following:

Pencil-and-paper exercises.

Simulation or skill demonstrations.

Oral or written personal reflections.

Portfolio evaluation or similar activities.

3. Organization Support and Change Evaluation at this level is meant to determine if “organization policies . . . undermine implementation effort” or support them. Appropriate questions to ask include the following:

Was individual change encouraged and supported?

Was administrative support public and overt?

Were problems addressed quickly and efficiently?

Were sufficient resources made available including time for sharing and reflection?

Were successes recognized and shared?

4. Participants’ Use of New Knowledge and Skills The focus of evaluation at this level is whether or not “new knowledge and skills that participants learned make a difference in t heir professional practice.” An ongoing review of the degree and quality of use of new knowledge and skills can be accomplished through the following vehicles?

Questionnaires or structured interviews.

Oral or written personal reflections.

Examination of journals or portfolios.

Direct observation or observation via video or audio recording.

5. Student Learning Outcomes Evaluation at this level seeks to determine the effect on student learning from a professional development experience. Questions to ask may include the following:

Did students show improvement in academic achievement, behavior, or other areas?

Did the students benefit from the activity?

Sere there any unintended results?

Source: From “Does It Make a Difference? Evaluating Professional Development,” by T. R. Guskey, 2002, Educational

Leadership, 59(3), p. 45-51. Copyright 2002 by T. R. Guskey. Adapted with permission by Moran, M. C. in Differentiated

Literacy Coaching: Scaffolding for student and teacher success, p. 29.

Print and Electronic Resources Biegun, Ray, (2003). Executive Coaching: Practice and perspectives. Journal of Organizational

Change Management: 16, 118-123.

Costa, A. & Garmston, R. (2002). Cognitive coaching: A foundation for renaissance schools, 2nd

ed. Norwood, MA: Christopher-Gordon.

Flaherty, J. (1998). Coaching: Evoking excellence in others. Boston: Butterworth-Heinemann.

Killion, J. (2010). High-impact coaching ensures maximum results: Build a strong infrastructure

by clarifying program goals. The Learning System, 5(4), 1, 6-7.

Killion, J. & Harrison C. (2006). Taking the Lead: New roles for teachers and school-based

coaches. Oxford, OH: National Staff Development Council.

Kowall, J. & Steiner, L. (2007). Instructional Coaching. Reading Rockets. Retrieved July 21,

2010 from http://www.readingrockets.org/article/25980. Reading Rockets is funded by a

grant from the U.S. Department of Education, Office of Special Education Programs.

Knight, J. (2006). Instructional coaching. The School Administrator, 4(63), Retrieved from

http://www.aasa.org/SchoolAdministratorArticle.aspx?id=9584.

Lyons, C.A. & Pinnell, G.S. (2001). Systems for change in literacy education: A guide to

professional development. Portsmouth, NH: Heinemann.

Moran, M. C. (2007). Differentiated literacy coaching: Scaffolding for student and teacher

success. Alexandria, VA: Association for Supervision and Curriculum Development.

National Staff Development Council (n.d.). Teachers Teaching Teachers. http://www.nsdc.org.

Pennsylvania Department of Education, Bureau of Career and Technical Education (2010, March

19). Teacher strategies to improve student performance. Paper presented for use with the

Pennsylvania Department of Education Technical Assistance Program.

Pennsylvania Institutute for Instructional Coaching: http://www.pacoaching.org/index.php/resources/186-

publications-on-instructional-coaching,

Sweeney, D. (2003). Learning along the way: Professional development by and for teachers.

Portland, ME: Stenhouse.

Team Building Activities. Retrieved July 22, 2010, from

http://wilderdom.com/games/InitiativeGames.html.

Toll, C.A. (2005). The literacy coaches’ survival guide: Essential questions — and answers

— for literacy coaches. Newark, DE: International Reading Association. Retrieved July 21, 2010 from

http://programs.hdsb.ca/lrt/Coaching%20-%20Professional%20Reading/Coaching%20-

%20Separating%20Coaching%20from%20Supervising.pdf?FCItemID=S08562B2D.

Trust Building Activities. Retrieved July 22, 2010, from

http://wilderdom.com/games/TrustActivities.html.

IV. Employing Appropriate

Instructional Coaching Strategies

Eight Factors that Increase Coaching Effectiveness

1. Sufficient time to work with teachers.

2. Trusting relationship with teachers.

3. Proven research-based interventions: The Big Four—(a) areas of behavior and classroom

management, (b) content knowledge, (c) instruction, and (d) formative assessment.

4. Professional development for instructional coaches designed to (a) increase their coaching skill, and (b)

deepen their knowledge about the teaching practices they are sharing with teachers.

5. Protecting the coaching relationship: (a) coaches and teachers are equal partners, (b) teachers should

have a choice about what and how they learn, (c) teachers should reflect and apply learning to their

real-life practice as they are learning, (d) professional development should enable authentic dialog, and

(e) coaches should respect and enable the voices of teachers.

6. Ensuring principals and coaches work together.

7. Hiring the right instructional coaches: (a) excellent teachers, (b) flexible, (c) highly skilled at building

relationships, and (d) excellent communication skills; ambitious for change a nd willing to do whatever it

takes to improve teaching practices

8. Evaluating coaches: involve coaches in creating their evaluation guidelines.

Source: Knight, J. (2006). Instructional coaching. The School Administrator, 4(63), retrieved from

http://www.aasa.org/SchoolAdministratorArticle.aspx?id=9584.

How Do You Build Trust?

Think about someone you trust or a situation in which you trusted

someone.

What qualities about the person make you trust him or her?

How do they behave that makes you trust them?

What behaviors break trust with you?

Building Trust

_________

_________ _________

Building Trust From Built on Trust: Strengthening Leadership Culture training course

10 Actions Leaders Can Take to Build Trust 1. To build mistrust: Talk with others about problems you are having with a peer without doing everything reasonably possible to solve the problem through direct communication with that peer. To build trust: Solve problems through direct communication at the lowest equivalent level: yourself and peers;

yourself and your direct manager; yourself, your manager and her manager. 2. To build mistrust: Take credit yourself, or allow others to give you credit for an accomplishment that was not all yours. To build trust: Share credit generously. When in doubt, share. 3. To build mistrust: Make a pretended or "soft" commitment, e.g., "I'll respond later." To build trust: When in doubt about taking on a commitment, air your concerns with the relevant parties. When engaged on an ongoing commitment, communicate anticipated slippage as soon as you suspect it. 4. To build mistrust: Manage/supervise from behind your desk only. To build trust: Spend time asking non-assumptive questions, making only promises you can keep, working back through existing lines of authority. 5. To build mistrust: Be unclear or not exactly explicit about what you need or expect. Assume that anyone would know to do/not do that. To build trust: Be explicit and direct. If compromise is productive, do it in communication, not in your mind alone. 6. To build mistrust: Withhold potentially useful information, opinions or action until the drama heightens, thus minimizing your risk or being wrong and maximizing credit to you if you're right. To build trust: Be timely; be willing to be wrong 7. To build mistrust: Communicate with undue abruptness when others venture new opinions or effort. To build trust: Acknowledge the intent and risks first, then address the issue with your honest opinion. 8. To build mistrust: Withhold deserved recognition at times when you yourself are feeling under-recognized. To build trust: Extend yourself beyond your own short-term feeling and validate success or new effort. 9. To build mistrust: Hold in your mind another department's productivity or behavior as a reason for less cooperation. To build trust: Get in direct, tactful communication, airing your problem and seeking win/win resolution. 10. To build mistrust: Have performance evaluation time the only, or primary, time for coaching input. To build trust: Schedule regular meetings for input and feedback for those reporting to you.

Source: http://www.learningcenter.net/library/pl-counseling.htm

Proven Research-Based Interventions

Source: Knight, J. (2006). Instructional coaching. The School Administrator, 4(63).

The Big Four

Classroom Management

Content

Instruction

Formative Assessment

High Quality, Effective Professional Development

Related to academic standards and high quality instruction

Is based on the needs assessment for the target audience

Clear, concise skill-based competencies

Utilizes appropriate content and instructional methods

Conducted by subject matter experts

Research-based, data-driven, and contributes to increased student achievement

Provides support and resources over time

Builds learning communities and continuous improvement

Requires participants to demonstrate attainment of competency

Is evaluated by the participants

Protecting the Coaching Relationship

Equality

Choice

ReflectionAuthentic

Dialog

Respect

Ensuring Principals and Coaches Work Together

1. _______________________________________________________________________________

2. _______________________________________________________________________________

3. _______________________________________________________________________________

4. _______________________________________________________________________________

5. _______________________________________________________________________________

6. _______________________________________________________________________________

Qualifications of Coaches

Source: The International Reading Association (2004). The Role and Qualifications of the Reading Coach in the United States.

Highly successful teaching experience with positive student outcomes

In-depth knowledge in content, curriculum instruction, and assessment

Experience working with teachers to improve their practice

Good presentation and facilitation skills for learning groups

Skill to observe, model, & provide feedback about instruction through a trusting relationship

Skill in analysis of data to inform and direct instruction

Develops interpersonal relationships with teachers & school personnel

Participates in on-going professsional development to enhance coaching skills

Knowledgeable about school goals, achievement standards, and adult learning