Process Coaching for School Improvement and Student Success

1. Process Coaching for School Improvement and Student Success Ohio’s State Personnel Development Grant Susan Wilson Presentation for OAASFEP April 3, 2014

2. Why Coaching? In virtually every context, a Coach moves you from where you are to where you want to be.

4. Coaching is… A collaborative process that supports individual, team, and system changes needed to achieve full, deep, and successful implementation of the Ohio Improvement Process and increased learning for every student.

5. Coaching is a collaborative process that supports individual, team, and system changes needed to achieve full, deep, and successful implementation of the Ohio Improvement Process and increased learning for every student. NOT Coaching

6. Collaborative “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation” (R. Elmore, 2002)

7. Coaching for Individual Change: • focus on skill development, support and performance feedback (content specific: academic, behavior) • Coaching for Team/Group Change: • focus on collaboration and facilitation, group dynamics • Coaching for Systems Change: • focus on organizational change Coaching is collaborative process that supports individual, team, and system changes needed to achieve full, deep, and successful implementation of the Ohio Improvement Process and increased learning for every student.

8. Coaching is a collaborative process that supports individual, team, and systemchanges needed to achieve full, deep, and successful implementation of the Ohio Improvement Process and increased learning for every student. Effective Interventions The “WHAT” Effective Implementation The “HOW” Positive Outcomes for Children Allison Metz, Implementation Science, Achieving Good Outcomes

9. Innovations, no matter how well designed, are never self-implementing.

10. % of Participants Who Achieve Outcomes from Various Professional Learning Approaches Joyce, B. & Showers, B. (2005). A Summary of a Meta-analysis of the Effects of Training and Coaching on Teachers’ Implementation in the Classroom.

11. Coaches Act As • Resource providers • Data coaches • Curriculum specialists • Instructional specialists • School leaders • Mentors • Catalysts for change • Classroom supporters • Learning facilitators • Learner

12. Process & Instructional Coaching

13. Training and Coaching Training Develop awareness, knowledge, principles, theory, rationale, skills Coaching Application of training in context (support initial and refined practice changes, develop craft knowledge, exercise professional judgment, make adaptations and accommodations, receive feedback)

14. SPDG Districts will… • Develop an understanding of the role of coaching in supporting full implementation of Ohio Improvement Process to meet the learning needs of all students • Acquire fundamental knowledge, skills, practices, and dispositions for effective coaching district-wide • Develop and implement a plan or extend current plan for embedding process coaching into the work of the DLTs/CSLTs, BLTs, and TBTs • Build capacity for continued refinement and support of process coaching for deep and successful implementation of OIP through participation in a community of practice

15. Continuum of Coaching Interactions Interdependence Independence/Expertise Dependence

16. Questioning for Empowerment

17. Coaching Conversation Tools • (for building safety and rapport) • Pausing • Paraphrasing • Presuppositions • Probing

18. The value of feedback is measured by the changes it prompts. Future-Focused Feedback

19. Reflection It is not the experience that teaches us. It is the reflecting about the experience that helps us learn. 19

20. Questions The contents of this powerpoint were developed under a grant from the U.S. Department of Education, and you should not assume endorsement by the Federal Government.  Project Officer, Jennifer Coffey.