Preparation

1. Preparation

2. Notes to presenter • Preparatory viewing assignment focused on the peer coaching process • Why Peer Coaching?-Effective PD and Impact on Teaching • Unlocking the Power of collaboration

3. School-Based Implementation Coaching Opening and Introductions

4. Welcome and Introductions • Our trainers for the day are……. • Our focus for the day is ……

5. Once teams determine an EP to focus on, they can choose one or multiples of these focused modules. Each of the EP modules in this section will include: implementation guidance with tools and troubleshooting, and using data to determine effectiveness.

6. School-Based Implementation Coaching Overview and Purpose of Coaching for supporting school-wide implementation Overview and Purpose of Coaching for supporting school-wide implementation Critical skills of coaching Coaching in Practice Activity: Wrap Up/Overview of Next Steps

7. Session At-A-Glance • Introductions and meeting norms • Session outcomes and essential questions • The problem and the research • Where does school-based implementation coaching “fit” • Effective school-based implementation coaching components • Action planning for the school-based implementation coaching process

8. Training Norms • Begin and end on time • Be engaged and present • Be an active listener – open to new ideas • Use notes for side bar conversations • Use electronics respectfully

9. Essential Questions • How does fidelity of implementation impact the efficacy of teaching/learning practices? • What behaviors or practices would effectively support implementation fidelity for new teaching/learning practices. • What supports for fidelity of implementation are currently in place in your building?

10. The Problem… and the research

11. Outcomes for the Training • Understand the purposes of the school-based implementation coaching process by clarifying: • The ability to match expertise with school-based implementation coaching needs. • The essential elements of the school-based implementation coach. • The role and responsibilities of the school-based implementation coach. • The role of the school-based implementation coach in supporting fidelity. • Reflect on the implementation support practices and processes currently in place. • Consider the challenges and potential barriers to implementing the school-based coaching process

12. The Problem “We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.” George Sugai, OSEP Center on PBIS

13. Knowing & Doing Gap Superhighway Student of Training & Knowledge Success

14. Know you need to shed a few pounds?

15. The All-Too-Often Results of Practice Failure Initiative Fatigue Silver Bullet Syndrome

16. The Need Getting Started Discussion Guide • Structure • Safety Teaching/Learning Practices Training • Specific • Timely Follow-up coaching to support classroom implementation • Feedback • Modeling • Resources Ongoing follow-up for sustainability • Safety • Accountability

17. The Solution COACHING Relationships • Structure • Safety Capacity Building Process Facilitation Hands-on Support Assessment of Progress • Specific • Timely • Feedback • Modeling • Resources Monitoring & Maintenance • Safety • Accountability

18. The Implementation Coach

19. 95% Teacher Transfer Rate 19% 16% 13% 10% Workshop/Training, Modeling, & Practice Workshop/Training, Modeling, Practice, & Feedback Workshop/Training, Modeling, Practice, Feedback, & Peer Coaching Workshop/Training & Modeling Workshop/Training Format of Professional Learning

21. What Does All of This Mean? Peer coaching is a process in which two or more professional colleagues work together for a specific, predetermined purpose in order that teaching performance can be improved as well as validated. Becker, J.M. (2010, March 3). Peer coaching for improvement of teaching and learning. Retrieved from essentialeducator.org/?p=688

22. What Does All of This Mean? “What we’re really talking about here are the kind of communication and collaboration skills that build a relationship of trust” Les Foltus, Peer-Ed

23. The Big Ideas • Coaching capacity is defined as activities or practices, not person • End goal of coaching is to maximize the positive impact of evidence-based teaching/learning practices implemented by teachers and experienced by students • Coaching practices have varied levels of intensity • Coaching practices are shared responsibilities

24. What implementation supports currently exist in your school setting to enhance your teaching? How would school based implementation coaches fit?

25. Unpacking the School-Based Implementation Coaching Process A Closer Look at Coaching Practices

26. A Closer Look at Coaching Practices • Developing and maintaining relationships • Facilitating the change process • Communicating effectively • Providing and eliciting feedback

27. Developing and maintaining relationships

28. The Essence of the Coaching Relationship • Reciprocal relationship between the educator-coach and the coached-educator • Nonjudgmental • No-Fault • Strengths-Based • Appreciative Inquiry

29. Five Trust-Building Dos Operate with Respect Eliminate the Blame Game Cultivate Self-Awareness Apply Honorable Intentions Get Beyond Yourself Moving Toward Trust in an Era of Distrust Published on December 29, 2012 by Nan S. Russell in Trust: The New Workplace Currency

30. The Helium Pole Activity Trust me…. it’s easy!

31. What is Debriefing? • Creating meaning out of an experience • The What – timeline of events • So What – drawing meaning from what happened • Now What – relate to behavior change in the future • Debriefing can also be called processing or reflecting

32. What..So What..Now WhatDebrief Using the What, So What, Now What debriefing tool provided, work with your group to discuss the Helium Pole activity within the context of trust and relationships

33. The Purpose of the Coaching Relationship • Provide important supports for bridging professional development to practice • Provide timely, focused, and contextual grounding for improving implementation of effective teaching/ learning practices in the classroom context • Improve student achievement!

34. Examining our thinking

35. The Ladder of Inference Understanding Our Own Thinking and the Thinking of Others

36. The Ladder of Inference describes the thinking process that we go through, usually without realizing it, to get from a fact to a decision or action. The thinking stages can be seen as rungs on a ladder. http://www.mindtools.com/pages/article/newTMC_91.htm

37. Rethinking thinking Every day, we meet people and process our interactions--making inferences and developing beliefs about the world around us. In this lesson, Trevor Maber introduces us to the idea of a 'ladder of inference' and a process for rethinking the way we interact.

38. If I believe people are trustworthy, then I am more likely to be open to others… • If I believe people can’t be trusted, then I am more likely to be closed to others…

39. The skills needed to examine our thinking are: • REFLECTION: The slowing down of our thinking processes to become aware of how we form our own thoughts • INQUIRY: Conversations where we • share our own thinking & through listening & questioning develop knowledge about each other’s thinking or “mental models”

40. Communicating Effectively

41. Communication Skills for Effective Coaching • Nonverbal gestures reflecting positive, open, attentive attitude • Active listening • Nonjudgmental reflection statements • Feedback that focuses on student outcomes • Paraphrasing • Questioning • Summarizing National Center for Reading First: Technical Assistance - Advanced Training for Reading First Coaches

42. You Be the Judge https://www.youtube.com/watch?v=kVajUaR0EJQ

43. Providing and Eliciting Feedback

44. Feedback Defined “Basically, feedback is information about how we are doing in our efforts to reach a goal.” ASCD Educational Leadership

45. Seven Keys to Effective Feedback • Goal-Referenced • Tangible and Transparent • Actionable • User-Friendly • Timely • Ongoing • Consistent Wiggins, G. (2012). Seven Keys to Effective Feedback. Feedback, 70(1).

46. 7 Tools for Developing Teachers and Teaching • 30 second feedback • 5 minute Feedback • Reflective Planning • Positive Reinforcement Coaching • Instructional Coaching • Small Group Coaching • Teaching Studies Rutherford Learning Group, Inc.

47. 30 Second Feedback Practice • Choose a partner to work with. • Partners determine which one will be partner A and which will be partner B. • You will watch two videos of teachers in action.

48. Reciprocal Teaching • See Pre-Task Reciprocal Teaching Review Video under the Videos tab.

49. 30 Second Feedback Practice • After viewing video 1, partner A will assume the role of the observer and partner B will assume the role of the teacher. Partner A will then provide short feedback to the teacher (partner B) using the guidelines for effective feedback and the information presented in the 7 Tools article • Complete the same task after video #2 with partner B becoming the observer providing feedback and partner A assuming the teacher role

50. Flipped Classroom Lesson – Two Step Equations • See Two Step Equation Video under the Videos tab.