Co-Teaching for Gap Closure Effective Coach Training

1. Co-Teaching for Gap ClosureEffective Coach Training Lexington, Kentucky June 4, 2013 Cohort 1 Schools

2. Objectives of CT4GC Initiative • Student engagement • Student achievement • Teacher’s ability to implement with fidelity Strategic Components • Continuous classroom improvement (CCI) • Co-Teaching • Evidence-based instructional strategies focused on reading/language arts and math • Student supports To increase… To implement…

3. Today Objectives • Your role and responsibilities as a coach • Effective coaching strategies • Change complexity • Fidelity of coaching model • Evidence-based strategies • Processes that support co-teachers • Tools and resources that effectively support co-teachers To increase understanding… In order to implement…

4. Expectations Coaching and Implementation Checks Fidelity of Implementation Sustainability = Closing Achievement Gaps Collaboration, Communication, Customer Service

5. Overriding classroom size, rules, all those structural things, the human element of the teacher making a human connection with kids is the bottom line” Robert W. Blum, Head of Adolescent Health at University of Minnesota and principle researcher for National Longitudinal Study on Adolescent Health. Study was conducted on 90,000 youth grades 7-12

6. Today’s Plan and Housekeeping • Introductions/Opening Activity • 8:30-4:00 (Lunch: 11:30-12:30) • Overview of the Day • Roles and responsibilities • Research-based practices • Change Complexity • Effective Practices • PDSA • Plus/Delta

7. Today’s Do • Positive Interdependence • Individual and Group Accountability • Group Processing • Role Play • Self-Reflection

8. Today’s Study • +/Deltas • Reflection • Survey monkey

9. 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

10. Introductions and Celebrations

11. Activity: 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. Record your discussion for later use

12. What does the research say about Effective Coaching? Professional Development Strategies That Improve Instruction Annenberg Institute for School Reform In groups of 4-5, discuss and answer the following questions: • Identify 3 things from the article that are critical to be an effective coach? • What are 3 essential components to sustain coaching at your school? • Chart your answers • Report out to group

13. Building your Coaching System

14. What are your roles and responsibilities? • External Coach- supports the school team to implement CT4GC with high levels of fidelity and success • Job embedded coaching using research-based, evidence-based strategies with fidelity of implementation. • PDSA • On-going support • Communication • Tools • Data analysis • Monthly reporting • Fidelity of Coaching Model

15. Coaching Responsibilities External Coach Internal Coach

16. Coach Roles: Big Picture External Internal Works with co-teachers to provide training, support, feedback, guidance Conducts implementation checks in partnership with administrator 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 • Ensures on-going communication with CT4GC • Works with CT4GC team to provide training, support, feedback, guidance • Conducts implementation checks in partnership with administrator • Analyzes and communicates data • Works with administrator and internal coach to share on-going progress with school staff

17. Team ActivityWhat’s the same? What’s different? What’s missing? Questions?Capture on chart paper

18. Edmodo Groups • Emailed to YOU– share with your PLC!

19. System Change: Stages of Implementation Pre-Exploration Stage………. Full Implementation Stage Anticipate 3-5 Years Implementation Drivers Selection Training Coaching Performance Assessment Decision Support Data Facilitative Administration Systems Interventions National Implementation Research Network (NIRN) http://www.fpg.unc.edu/~nirn/

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

21. Metacognitive Model Vision, Goals, Expectations Vision, Goals, Expectations

22. 8 Elements of Sustainability:Engines that Drive Schools Forward Moral Purpose Commitment to changing context at all levels Lateral capacity building through networks Accountability and relationships Deep learning Dual commitment to short-term and long-term results Cyclical energizing Leadership at all levels Fullan, 2005

23. Elements of SustainabilityEngines that Drive Schools Forward • 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 • 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 • Lateral Capacity Building Through Networks • Learn best from peers- on-going and purposeful • Leadership is developed and mobilized • Motivation and ownership is local and deepened Fullan, 2005

24. Elements of SustainabilityEngines that Drive Schools Forward • 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 • Deep Learning • Collective responsibility • Collaborative culture of inquiry • Fosters deep learning for students Fullan, 2005

25. Elements of SustainabilityEngines that Drive Schools Forward • Dual Commitment to Short-Term and Long-Term Results • Short-term results builds trust for long term investments • Balance and Design • 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/plateaus • The Long Lever of Leadership • Leadership at all levels • Ability to see the big picture and respond in ways that affect the larger system Fullan, 2005

26. 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.

27. 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 be a partner. During the first step, individuals interview their partners by asking clarifying questions and probing for more reflection. During the second step partners reverse the roles. For the final steps, reflect on the process of clarifying questions and probing for deeper answers. Review the 8 Elements • Which of these elements can be used in the classroom? • Which have you experienced in your school or classroom? • Which do you think you can begin to implement? • Which do you need more support in order to successfully implement? • 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 • Set two “dates” for follow-up with each in during the month’s of October and December.

28. Culture and Climate is the “attitudinal infrastructure of a school” Failure is Not an Option Transforming School Culture, Stolph and Smith, 1995

29. Mark Twain said it best, “I’m all for progress, it’s change that I don’t like!”

30. Change Complexity

31. Understanding the Change Process The goal is not to innovate the most. It is not enough to have the best ideas. Appreciate the implementation dip. Redefine resistance. Reculturing is the name of the game. Never a checklist, always complexity. -Fullan 2003

32. Change is Complexity Implementation Dip What is Change? • New Materials • New Behavior/Practices • New Beliefs/Understanding -Fullan 2003

33. Understanding the Change Process • Which of these have you experienced OR are currently experiencing at your school? • Which of these resonated with you and why? The goal is not to innovate the most. It is not enough to have the best ideas. Appreciate the implementation dip. Redefine resistance. Reculturing is the name of the game. Never a checklist, always complexity. -Fullan 2003

34. Gallery Walk: Risks and Mitigations • Identify potential risks in your role as a coach • Chart the most critical and post • As a team of 3, read each risks, discuss and offer a solution, guidance, or ask more questions.

35. Mentoring Vs. Coaching Telling (Directive) Asking (Non-Directive) Telling Someone What to Do Giving Advice Asking Questions Solving Someone’s Problems Offering Guidance Helping Another to Solve Their Own Problems Mentoring Coaching http://blog.flashpointhr.com/management-leadership/recognize-the-difference-between-mentoring-and-coaching-and-know-when-each-is-most-appropriate/

36. What qualities make them successful?

37. 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 It is meeting individual needs through a change process

38. Differentiated Coaching “Changing beliefs touches on the very essence of how teachers see themselves. The information teachers receive much help them reevaluate their core believes while validating who they are. Only then can deep change take place.” Jane Kise

39. Activity: How do you work??

40. The Coach Is Always an Educator “the essence of coaching is helping someone learn to think better.” 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

41. Defining the Boundaries • The 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.

42. Guidelines for Effective Coaching Keep commitments Keeping 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.

43. 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.

44. 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.

45. Coaching Through Effective Communication • Give 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.

46. Foster Ownership and Involvement • Provide 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.

47. Guidelines for Effective Coaching Develop 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.

48. Student-Centered Coaching Diane Sweeney

49. 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 Coaching, Sweeney

50. What is Student-Centered Coaching? • Setting specific targets for students rooted in standards and curriculum • Working collaboratively to ensure that the targets are met “In most cases, program effectiveness is judged by an index of participants’ satisfaction with the program or some indication of change in their professional knowledge. Rarely is the change in professional practice considered, and rarer still is any assessment of impact on student learning” Thomas Guskey Student Centered Coaching, Sweeney