Welcome Coaching Competency Driver Thanks to State Implementation & Scaling-up

1. Welcome Coaching Competency Driver • Thanks to • State Implementation & Scaling-up • of Evidence Based Practices Oregon Scaling-Up

2. Kathleen Ryan Jackson • kmj@uoregon.edu Erin A. Chaparro, Ph.D. • echaparr@uoregon.edu Oregon • Oregon Scaling-Up EBISS • http://ebissscalingup.blogspot.com/ • Eugenia Coranodo for Technical Assistance • eugeniac@uoregon.edu Scaling-Up

3. Knowledge check What is the purpose of the coaching driver? Discuss a few of the best practices used to implement the coaching driver.

4. Seeing is Believing: Practices Walking through the district’s schools EXPLORE District Implementation Team Building Implementation Teams The single biggest problem in communication is the illusion that it has taken place -George Bernard Shaw

5. Knowledge is Powerful: Data Develop collegial problem solving teams across the district All schools moving in the same direction How does each schools data account for the variance in overall elementary outcomes?

6. Coaching: Supporting Staff Competency Fidelity Data - Will doing the “same thing” ensure we achieve our desired outcomes? Staff Competency and Fidelity Now Goal

7. Managing Complex Change NO Skills = Anxiety Adapted from Knoster, T., Villa, R., & Thousand, J. (2000). A framework for thinking about systems change. In R. Villa & J. Thousands. (Eds.). Restructuring for caring and effective education: Piecing the puzzle together. (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.

8. What could it be like? Support Staff Competency • Assess needs of staff • Formal and staff self-assessment • Staff knowledge, skill and confidence level • Follow all training with coaching support

9. Wisdom from the Field We don’t train “it” …if we can’t re-train “it” …if we don’t have a plan to coach “it” Melissa Williams Ontario S.D.

10. Reflection Let’s Chat: Can you estimate how much money your district spent on professional development in the last three years? Was there a plan, before funding the trainings, to determine how others in the district would be trained or coached? Do you have evidence that what was learned in the training is directly benefiting students?

11. Joyce and Showers (2002)

12. Coaching: Supporting Staff Competency What could it be like… • Developing a comprehensive coaching model • Assessing needs of staff • Responding to training with coaching • Engaging teacher leaders as coaches • Developing a collective commitment

13. Coaching Competency Driver Purpose: • Ensure Implementation • Develop Good Judgment • Ensure Fidelity • Provide Feedback to Selection and Training Drivers

14. Coaching Competency Driver Best Practice • Develop a Coaching Service Delivery Plan • Accountability for development and monitoring • Written plan clearly communicated • Direct observation of implementation • Multiple forms of data reviewed to inform other drivers • Fidelity observation, satisfaction surveys, knowledge and skill competency

15. Coaching Competency Driver Best Practice • Develop Accountability Structures for Coaching - Coach the Coach • Regular satisfaction feedback from staff • Regular review of adherence to coaching service delivery model • Data: Fidelity, teacher satisfaction with support, skill acquisition

16. Staff CompetencyThe fundamental building block to implementation Present a Compelling Reason for Change

17. Reflection Let’s Chat: What is your next step? What is your level of implementation? Are you ready to develop a comprehensive coaching g model? Or are you in exploration? Do you need to develop awareness of best practice within your board and central office departments?

18. Knowledge check What is the purpose of the coaching driver? What are a few of the best practices used to implement the coaching driver?

19. Knowledge Check The purpose of the coaching driver is to: • Ensure implementation fidelity • Provide feedback to selection and training process • Develop good judgment Best practices used to implement coaching Driver are: • Design a coaching service delivery plan • Develop accountability structures • Make use of decision support data systems

20. Thank You • Kathleen Ryan Jackson • EBISS State Coordinator • kmj@uoregon.edu Erin A. Chaparro, Ph.D. EBISS Director • echaparr@uoregon.edu

21. Resources and References http://ebissscalingup.blogspot.com/ Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. Association for Supervision & Curriculum Development.