Utah Personnel Development Center Fall, 2010

1. Utah Coaching Network (UCN) - South Utah Personnel Development CenterFall, 2010

3. Session Objectives • 1. Connect – Audience Expertise • 2. Explore how to “Make a Switch” • Consider” Bright Spot” – Lessons Learned • Focus on “Positive Deviance”

4. Session Objectives (Continued) • 3. Coaching Revisited • Why . . . What . . . How . . . • Focus for 2010-2011 • Behavior • Assessment • Interventions & Instruction • Problem Solving • Case Studies – using the data

6. How to Make A Switch • For things to change, someone has to start acting differently . . . • Must do 3 Things • Motivate the Elephant – emotional (energy) • Direct the Rider – rational (planning & direction) • Shape the Path – environment & people

7. Find the Bright Spots (Chapter 2) • Vietnam – Jerry Sternin – 1990 • “FBA” on malnutrition • Six months to make a change • Analyze existing data – it was TBU • New approach was needed – had to make “sweeping change with limited resources”

9. New Approach • Go to the villages – spoke with mothers • Weigh the children (get the data) • Find the biggest & healthiest • Observe patterns in homes of healthier children • Synthesize the information • Replicate “what works” – find the “Bright Spots” – successful efforts worth emulating

10. Findings from the Project • Simple changes resulted in powerful impact • Observed practices in homes of healthier children . . . • Changed schedule of feeding (instead of 2x/day – increased to 4x/day) • Active feeding – hand fed, even when children ill • Included additional items in feeding

11. Lessons Learned • Differences made with limited resources • Solved “in house” – not an imported solution • Those involved trained one other – network • Often need to increase intensity & supervision

12. Lessons Learned • Knowledge doesn’t change behavior – have to practice what you want to have happen • Network of mothers were, “Acting their way into a new way of thinking” • How do these lessons learned apply in your setting???

13. Switch was Made! • Motivate the elephant – Hope • Direct the rider – Specific How To’s • Shape the Path – actually changed the culture of the village

14. Project Outcomes • Impact – 2.2 million Vietnamese people in 265 villages • Six months later, 65% of the children were still better nourished (many weren’t initially involved with the project ) • Accomplished by those closest to the problem – they weren’t experts! • Jerry’s team had deep faith in power of the bright spots

15. Change our Focus!!! • “We need to switch from archaeological problem solving to bright-spot evangelizing.” • “Even in failure there is success.” • “These flashes of success – these ‘Bright Spots’ – can illuminate the road map for action and spark the hope that change is possible.”

16. Bright Spot = Positive Deviance • Positive Deviance is based on the belief that in every community or organization there are certain individuals or groups of people (Positive Deviants) whose special practices or strategies enable them to find a better solution, than their peers, to a pervasive problem even though they have access to the same resources and face similar challenges.

17. It is not “best practice” per se. Best practice comes from the outside, from an expert. Positive Deviance finds the solution from within. By doing so, it avoids the following reactions… • “That can’t work in Utah public schools!” • “Our school is different than yours.” • “That won’t work with students in my classroom.”

18. Positive Deviants • Are passionate • Have a high moral or social purpose that is always expanding • Have a constantly expanding vision and are always looking for a better way • Engage in “Ready-Fire-Aim” behavior

19. Positive Deviants • Have a compass of where they are going • Check the edge; are always on the fringe of the possible-impossible. • Have a generally low regard for the status quo • Are often shunned

20. The William Kamkwamba Story

22. Applying Lessons Learned . . . • Why is your selected school/team a “Bright Spot”? • What practices would you replicate? • Are you a “positive deviant”? • How can you apply hard work, clever innovations, and the courage of your imagination to your current setting? • How would you share the information with others (“Bright Spot Evangelizing”)? • What support is needed to “Make a Switch”?

23. Why We’re Here! • Commitment to students . . . we have “Promises to Keep” • Mission of Public Education • Literacy & numeracy for all children • High quality instruction • Curriculum with high standards and relevance • Effective assessments to inform high quality instruction & accountability • Willingness to do things differently • Understand the challenges and still step forward to be involved

24. Coaching in the Real World • Roger Kroth (1997) said it goes without saying that in schools we will “never have enough money, enough time, or enough trained personnel to do the hard work we have undertaken”.

25. Coaching in the Real World • Keeping this in mind… • We cannot use any of these excuses or we will become too discouraged to keep on trying to meet the needs of all students. • We accept these realities and proceed with our challenging work in spite of them. • We adhere to a no-excuses model for our work.

26. Why Coaching???

27. The most direct impact upon student achievement is the experiences students have each day in classrooms. • A major objective should be to equip, empower, and expect staff to implement effective instructional practices.

28. How Can We Influence Teachers? • Research consistent agrees on the importance of as the most potent factorin education . . . • With this in mind, how can we impact the effectiveness of teacher’s practices??? teachers

29. Coaching Impact

30. Lecture Reading 10% Audio-Visual Demonstration Discussion Group Practice by Doing Teach Others/Immediate Use of Learning Learning Pyramid 5% Avg. Retention Rate 20% 30% 50% 75% 90% National Training Laboratories Bethel, Maine

31. Lecture Reading 10% Audio-Visual Demonstration Discussion Group Practice by Doing COACHING RETENTIONRATE 5% 20% 30% U C N 50% 75% 90% Adapted from: National Training Laboratories Bethel, Maine

32. “We consider coaching to be the keystone – the final stone placed at the peak of an arch that gives strength & stability. Without coaching, on-the-job learning by teachers is at best scattershot; the effect of professional development is muted, and the measure of successful implementation ill-defined. The bottom-line is that, without coaching, any professional development teachers receive is far less likely to become a reality in classrooms.” Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006) Coaching Classroom Management

33. “Coaching is not the panacea for all the ills of education and the challenges related to student learning . . . However, coaching contributes to change – in student learning, in teaching, in professionalism, and in school culture. . .” (Killion & Harrison, Taking the Lead: New Roles for Teachers & School-based Coaches, p. 155)

34. What is Coaching? Coaching is the active and repeated use of: • prompts that increase successful behavior, and • corrections that decrease unsuccessful behavior Rob Horner, 2009

35. Coaching - Just the F.A.C.T.S. • F – Feedback – I, We, You – prompts & corrections • A – Adjusted – differentiated • C – Context – on site, real time • T – Time – distributed practice • S – Student-focused - data

36. What is a “Good” Instructional Coach? • An excellent teacher • Kind-hearted, respectful, patient, honest • Has high-expectations and provides affirmative & honest feedback – feedback that helps people realize those expectations “Can see something special in you that you didn’t know was there and help you to make “that something” a living part of you.” Knight, 2006

37. It’s As Easy As . . . A B C

38. Outcomes of Coaching • Fluency with trained skills • Increased fidelity of implementation • Increased utility of data • Increased sustainability Rob Horner, 2009

39. Roles & Responsibilities • Finding the right starting point • The UPDC Pillars (“Big Four” ) • Meeting the teachers where they are • Building an emotional connection • Encouraging implementation through • Collaboration • Modeling • Observation with feedback • Support throughout the process

40. Coach’s Role A coach teaches, models, inspires, critiques (provides feedback), and continues in this relentlessly until mastery is achieved – and long afterward. Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006) Coaching Classroom Management

41. Coach’s Role Students will hit any achievement target they can see and that will hold still for them ( Richard Stiggins.) The same can be said of teachers. They can hit the target (of implementing classroom management & instruction) if they can clearly see it – and provided that the target remains stable. Your job as a coach is to furnish both the springboard and the stability that effective coaching represents. Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006) Coaching Classroom Management

42. District Capacity (Major Focus of UCN) Assist district instructional coaches in developing . . . Sustainable District Infrastructure Designed to Support Effective Practices

43. Sustainable – It Will Last

44. District – On “My Turf”

45. Infrastructure System with necessary resources & personnel

48. Achieving Sustainable Results Standards Data Goal Skills + + + Motivation Resources Action Evaluation + + + Performance Excellence

49. Power of Vision …is the capacity to create and communicate a view of a desired state of affairs that induces commitment among those working in the organization. Thomas Sergiovanni, 1984