Raising Student Achievement Through Distributive Leadership

1. Raising Student Achievement Through Distributive Leadership A System for Coaching Janna Stevens, District Administrator Crystal Hintzman, Director of Curriculum, Instruction and Assessment Staci Gilpin, Special Education Instructional Coach Becki Stuart, Instructional Coach

2. Rational for coaching • Results on student achievement • Attributes of an effective model • Determine implications for your district Outcomes

3. Our Story • My Learning • State Mandates • Vision Superior’s Path

4. Our student data * math * reading Effects of Coaching

5. MAP: Math Fall 2012 – Fall 2013Elementary

6. MAP Math Fall 2012 – Fall 2013Secondary

7. MAP Reading Fall 2012 – Fall 2013Elementary

8. MAP Reading Fall 2012 – Fall 2013Secondary

9. Professional development for coaches/principals on effective instruction • Principal/coach collaboration • Qualities of an effective coach • Sustained frequency of professional development • Administrative and School Board support Attributes for Success

10. Show the method with the method • Be one step ahead • One size doesn’t fit all • Shared vision and outcomes Professional development for coaches/ principals

11. What supports do coaches need in order to succeed? • Appropriate professional development • Principals who are instructional leaders • Shared vision • Principals who take a hands-on approach Principal/coach collaboration

12. Beliefs • Believes everyone can learn • Commitment to continuous improvement • Teaching Expertise • Data driven instructional planning • Ability to apply research-based best practices • Coaching Skills • Listening • Questioning • Encourages reflective practice Killion, J. & Harrison, C. (2006). Taking the Lead, National Staff Development Council, Oxford, OH. Wisconsin RtI Center Qualities of an effective coach

13. Relationship Skills • Collaborative • Curious • Builds Trust/Creates Partnerships • Leadership Skills • Shared Leadership • Self Management • Builds commitment and capacity • Deep understanding of systems change Killion, J. & Harrison, C. (2006). Taking the Lead, National Staff Development Council, Oxford, OH. Wisconsin RtI Center Qualities of an effective coach

14. How often do you discuss professional practice? • How do you create a platform for discussion, growth, and continuous improvement? • Focus: Improve teacher ability to use formative assessment, CCSS curriculum implementation and high-impact instructional strategies. Sustained Frequency of Professional Development

15. What is the model for professional development? • Science Department: Superior High School • Theory, Demonstration, Practice, Feedback, In-Situation Coaching Sustained Frequency of Professional Development

16. Impact of coaching on teacher’s practice

17. Continued reflection • Asking questions, avoiding advising or telling • Coach acts as a mirror to classroom practices Sustained Frequency of Professional Development

18. An understanding • Financial • Time Administrative and School Board Support

19. What is your student data? • What level and type of professional development do you have? • What resources do you provide? • How are you supporting staff with state and federal mandates? Implications to consider