What do great What do great coaches do? Lessons coaches do? Lessons From The Coaching From The Coaching Greats Greats

Jason NovetskySchool Psychology ConsultantMacomb Intermediate School District

Acknowledgement: Kathleen Ferenz

IntroductionIntroduction Husband and dadHusband and dad

– Two boys and a dogTwo boys and a dog Previous workPrevious work

– Clarkston Clarkston Community SchoolsCommunity Schools

– Oakland SchoolsOakland Schools– Macomb Macomb

Intermediate Intermediate (present)(present)

InterestsInterests– Childhood Childhood

temperamenttemperament– Youth Sports CoachYouth Sports Coach

Goal for this sessionGoal for this session

Use examples of great coaches from Use examples of great coaches from sports and guidelines from effective sports and guidelines from effective educators to learn how to become better educators to learn how to become better coaches to the schools we supportcoaches to the schools we support

"I told them my system was based on the "ant "I told them my system was based on the "ant plan," that I'd gotten the idea watching a plan," that I'd gotten the idea watching a colony of ants in Africa during the war. A colony of ants in Africa during the war. A whole bunch of ants working toward a whole bunch of ants working toward a common goal." common goal."

-- Bear Bryant-- Bear Bryant

Have you heard this?Have you heard this?

““I tried it and it didn’t make any I tried it and it didn’t make any difference.”difference.”

““I can’t do that for just one child, what I can’t do that for just one child, what about the other 24 students, they will about the other 24 students, they will want the same thing.”want the same thing.”

““I have tried everything, and nothing works. I have tried everything, and nothing works. He needs to be in special education.”He needs to be in special education.”

There are no There are no quick fixes…quick fixes…

““Thinking is Thinking is Required”Required”

W. David Tilly, PhD W. David Tilly, PhD (2007)(2007)

What do great coaches What do great coaches do for schools? do for schools? The role of coach is to help The role of coach is to help mediate, mediate,

facilitate, and enhancefacilitate, and enhance the art of the art of teaching and learning.teaching and learning.

The coach The coach guides individuals or a guides individuals or a team of peers to explore, team of peers to explore, experiment, and learnexperiment, and learn new skills or new skills or concepts. concepts.

What are theWhat are thegoals of great goals of great coaches? coaches?

– A coach supports individuals or A coach supports individuals or a professional learning a professional learning community to increase:community to increase:

– InnovationInnovation

– ExperimentationExperimentation

– ReflectionReflection

What are skills greatWhat are skills greatcoaches use? coaches use? To establish trust and rapport To establish trust and rapport

coaches:coaches:

– Listen attentivelyListen attentively

– Paraphrase for shared understandingParaphrase for shared understanding

– Ask empowering questions Ask empowering questions

– Validate and appreciateValidate and appreciate

How can I be a great How can I be a great coach? coach?

Establish trust and rapportEstablish trust and rapport– Listen attentively and seek first to Listen attentively and seek first to

understand before being understood.understand before being understood.

– Paraphrase for shared understanding Paraphrase for shared understanding to clarify what has been said and to to clarify what has been said and to reveal underlying assumptions and reveal underlying assumptions and confirm shared understanding. confirm shared understanding.

– Ask empowering questions that are open-Ask empowering questions that are open-ended, non-judgmental questions. ended, non-judgmental questions. Open-ended questions are an important Open-ended questions are an important opportunity for critical feedback. They can opportunity for critical feedback. They can guide personal inquiry and reflection for guide personal inquiry and reflection for professional growth and improvement.professional growth and improvement.

– Validate and appreciate to focus on the Validate and appreciate to focus on the positive and make statements in the positive and make statements in the positive.positive.

Statements are specific and reflect what is Statements are specific and reflect what is valued by the other person.valued by the other person.

TrustTrust

"Every leader needs to remember that a healthy respect for "Every leader needs to remember that a healthy respect for authority takes time to develop. It’s like building trust. authority takes time to develop. It’s like building trust. You don’t instantly have trust, it has to be earned.“You don’t instantly have trust, it has to be earned.“

"In leadership, there are no words more important that "In leadership, there are no words more important that trust. In any organization, trust must be developed trust. In any organization, trust must be developed among every member of the team if success is going to among every member of the team if success is going to be achieved.“be achieved.“

--Mike Krzyzewski (Coach K)--Mike Krzyzewski (Coach K)

"Good teams become great ones when the members trust "Good teams become great ones when the members trust each other enough to surrender the ‘me’ for the ‘we.’"each other enough to surrender the ‘me’ for the ‘we.’"

--Phil Jackson--Phil Jackson

Passion:Passion:

“…“…without that, nothing else I am going to tell without that, nothing else I am going to tell you… is going to be worth a damn”you… is going to be worth a damn”

--Bo Schembechler--Bo Schembechler

"When you are passionate, you always have "When you are passionate, you always have your destination in sight and you are not your destination in sight and you are not distracted by obstacles. Because you love distracted by obstacles. Because you love what you are pursuing, things like rejection what you are pursuing, things like rejection and setbacks will not hinder you in your and setbacks will not hinder you in your pursuit. You believe that nothing can stop pursuit. You believe that nothing can stop you!" you!"

--Mike Krzyzewski (Coach K)--Mike Krzyzewski (Coach K)

PerspectivePerspective

“ “A leader may be the most knowledgeable A leader may be the most knowledgeable person in the world, but if the players on his person in the world, but if the players on his team cannot translate that knowledge into team cannot translate that knowledge into action, it means nothing." action, it means nothing."

-- Mike Krzyzewski (Coach K)-- Mike Krzyzewski (Coach K)

““Coaches have to watch for what they don't Coaches have to watch for what they don't want to see and listen to what they don't want to see and listen to what they don't want to hear.”want to hear.”

--John Madden--John Madden

PreparationPreparation

"It's not the will to win that matters - "It's not the will to win that matters - everyone has that. It's the will to everyone has that. It's the will to prepare to win that matters." prepare to win that matters."

--Bear Bryant--Bear Bryant

““The will to win is important, but the will The will to win is important, but the will to prepare is vital.”to prepare is vital.”

--Joe Paterno--Joe Paterno

LeadershipLeadership

"People have to be given the freedom to "People have to be given the freedom to show the heart they possess. I think show the heart they possess. I think it’s a leader’s responsibility to provide it’s a leader’s responsibility to provide that type of freedom. And I believe it that type of freedom. And I believe it can be done through relationships and can be done through relationships and family. Because if a team is a real family. Because if a team is a real family, it’s members want to show you family, it’s members want to show you their hearts." their hearts."

-- --Mike Krzyzewski (Coach K)-- --Mike Krzyzewski (Coach K)

ListeningListening

Action & Follow Action & Follow ThroughThrough

ReinforcementReinforcement

What is aWhat is aresults-oriented team? results-oriented team? Set Set clear expectationsclear expectations and learning and learning

goalsgoals

Engage Engage each membereach member to play a to play a significant role in the learning on behalf significant role in the learning on behalf of the whole teamof the whole team

Create a Create a feedback- rich environmentfeedback- rich environment

Allow Allow each person to test their each person to test their assumptionsassumptions and develop new and develop new insights, skills, and competenciesinsights, skills, and competencies

What are collaborative What are collaborative norms? norms? Collaborative norms are behaviorCollaborative norms are behavior

agreements a group agrees to follow:agreements a group agrees to follow:

Participate: Be a Resource!Participate: Be a Resource!

Listen AttentivelyListen Attentively

Appreciate/No Negative CommentsAppreciate/No Negative Comments

ReflectReflect

The significant problems we have cannot be solved at the same level of thinking with which we created them.

Albert Einstein (1879 – 1955)

The BIG QUESTION:The BIG QUESTION:Why won’t a student (or Why won’t a student (or teacher) do what we want?teacher) do what we want?

Skills DeficitSkills Deficit ““Can’t do”Can’t do” Lacking the Lacking the

skills, skills, knowledge, knowledge, experience to experience to perform the perform the desired behaviordesired behavior

Performance DeficitPerformance Deficit ““Won’t do”Won’t do” Has the skills, Has the skills,

knowledge, knowledge, experience but experience but lacks the lacks the motivationmotivation to to perform the perform the desired behaviordesired behavior

““I Will Always Be Fair, I Will Always Be Fair, Therefore, I Won’t Always Therefore, I Won’t Always Treat Treat

People the SamePeople the Same””

Fairness Equity

AcknowledgementsAcknowledgements

EFFECTIVE SCHOOL EFFECTIVE SCHOOL INTERVENTIONS:INTERVENTIONS:

Strategies for Strategies for EnhancingEnhancing

Academic andAcademic and

Social CompetenceSocial Competence

By: Natalie Rathvon, By: Natalie Rathvon, PhDPhD

Guideline #1: Understand Guideline #1: Understand teachers’ perspectives on teachers’ perspectives on student problemsstudent problems

Reinforced for referring to special Reinforced for referring to special ed.ed.

Tend to attribute student problems Tend to attribute student problems to internal disposition and home to internal disposition and home causes which equals no powercauses which equals no power

Help them check their Help them check their perspective…perspective…

The student is the problemThe student is the problem

OROR

The student has a problemThe student has a problem

Guideline #2: Be prepared Guideline #2: Be prepared to take and active part in to take and active part in the interventionthe intervention Make sure that team members know Make sure that team members know

they are working with you, not for you.they are working with you, not for you.– John WoodenJohn Wooden

Consultants should be able to Consultants should be able to provide a hands on provide a hands on demonstration or model the demonstration or model the interventionintervention– TrainingTraining– ToolsTools– SupportSupport

Guideline #3: Encourage Guideline #3: Encourage Administrators to Support Administrators to Support Teachers in Implementing Teachers in Implementing InterventionsInterventions

Failure to implement interventions Failure to implement interventions is often attributed to perception of is often attributed to perception of lack of support from administratorlack of support from administrator

Encourage administrators to Encourage administrators to attend professional development attend professional development and consultationsand consultations

A coach is someone who tells A coach is someone who tells you what you don't want to you what you don't want to hear, who has you see what hear, who has you see what you don't want to see, so you you don't want to see, so you can be who you have always can be who you have always known you could be.known you could be.

--Tom Landry--Tom Landry

““Leadership is a matter of Leadership is a matter of having people look at you having people look at you and gain confidence, seeing and gain confidence, seeing how you react. If you're in how you react. If you're in

control, they're in control.”control, they're in control.”

--Tom Landry--Tom Landry

““When all is said and When all is said and done, more is said than done, more is said than done.” done.”

--Lou Holtz--Lou Holtz

Coaches who can outline playCoaches who can outline plays on a black board are a dimes on a black board are a dime a dozen. The ones who win g a dozen. The ones who win get inside their player and motet inside their player and motivate.ivate.

--Vince Lombardi--Vince Lombardi

A good coach will make his A good coach will make his players see what they can be players see what they can be

rather than what they are.rather than what they are.

--Ara Parasheghian--Ara Parasheghian

Guideline #4: Use a Guideline #4: Use a Variety of Formats and Variety of Formats and Times for TrainingTimes for Training Lack of training is cited as a main Lack of training is cited as a main

reason why interventions failreason why interventions fail Use interactive:Use interactive:

– In-service trainingsIn-service trainings– Small group workshopsSmall group workshops– Small group consultationSmall group consultation– Individual ConsultationIndividual Consultation– Other?Other?

Be flexible for time of dayBe flexible for time of day

Guideline #5: Guideline #5: Make Intervention Design & Make Intervention Design & Selection a Collaborative Selection a Collaborative EffortEffort

All parties need ownership of All parties need ownership of selected interventionselected intervention

Match interventions to teacher’s Match interventions to teacher’s stylestyle

Guideline #6: Offer Guideline #6: Offer Interventions that Balance Interventions that Balance Treatment Efficacy with Treatment Efficacy with Treatment AcceptabilityTreatment Acceptability

Even thought the research says it Even thought the research says it will work, can it be done in the will work, can it be done in the classroom?classroom?

Match intervention with existing Match intervention with existing classroom organization and systemsclassroom organization and systems

Guideline #7: Assess & Guideline #7: Assess & Maximize Treatment Maximize Treatment IntegrityIntegrity Is the intervention being Is the intervention being

implemented the way it was implemented the way it was intended?intended?

Don’t employ the “consult and Don’t employ the “consult and hope” methodhope” method

Write the plan up with roles and Write the plan up with roles and responsibilitiesresponsibilities

Go see it in actionGo see it in action

If all else fails:If all else fails:

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