Coaching For Student Success

1. Coaching For Student Success Donna Wiggins and Pat Barrett June, 2013

2. What is coaching? • Pair-Share • http://padlet.com/wall/i86jkri72p

3. What is coaching? • Generally speaking, it is a process that can move a person from where he is to where he wants to be (Aguilar).

4. “A good coach always coaches to a leader’s potential, not his current level of performance. A good leadership coach will see the potential in you and inspire you accordingly.” ---Andy Stanley

5. “Our chief want is someone who will inspire us to be what we know we could be.” ---Ralph Waldo Emerson

6. Primary Role of Instructional Coach • To positively impact student achievement

7. “Instructional coaches are onsite professional developers who work collaboratively with teachers, empowering them to incorporate research-based instructional methods into their classroom.”---Jim Knight

8. General Functions of A Coach (As noted by job description of LA Unified School District) *Provide support and assistance to teachers *Conduct demo lessons *Assist with curriculum and pacing *Conduct focused observations and provide “next step” support *Assist teachers in diagnosing difficulties and planning appropriate interventions for all students

9. General Functions (Continued) *Provide formal/informal feedback and PL on research based strategies *Meet regularly with administration and teachers to articulate goals *Plan and facilitate grade-level meetings to assist *Attend district meetings *Serve as a resource of identified strategies *Collect and analyze schoolwide data to assess needs *Perform other duties

10. Appropriate Focus • “It is appropriate to expect coaches to take on a few different roles and responsibilities as instructional leaders, but those roles should be relatively few, very clear, and highly prioritized.”---Wren and Vallejo (2009)

11. Challenges • The role is defined differently from school to school, even within the same system. • Coaching is really, really hard. • Coaching is sometimes lonely. • “Effective teachers are not automatically effective at leading adults.” (Aguilar) • Few are given adequate training or support.

12. Challenges “Great coaches do not tell people what to think. They point people in the right direction to find the answers. This self-restraint is one of the most difficult challenges in leadership.” ---Thomas Bandy

13. Research says… • The classroom teacher is the most important variable affecting student achievement. • Teacher quality is significantly influenced by the level of professional development in which teachers engage. • The most effective PD is authentic, job-embedded, ongoing, data-driven, outcome and task oriented, and collaborative. • Coaches can provide this!

14. What do coaches need in order to positively affect student achievement? • Pair-Share • http://padlet.com/wall/xj5kngpr9m

15. What do coaches need? • Training and ongoing PL • Exceptional Communication Skills • A deep understanding of Instructional Strategies & content • An open mind about teachers (new, veteran, ineffective) • Supportive administration that communicates the Why for Coaching (Experience, need for all) • Coaches themselves • A purpose/vision consistently communicated to all • A vision aligned with the school goals, yet shaped by individual teacher needs

16. To determine how to best help coaches focus: • Ask yourself, “ What support would I have wanted from a coach?” • Make sure that their work is driven by the school improvement plan and is revisited on a regular basis.

17. Since one of most crucial factors is support, consider…

18. 10 Lessons to Develop Collaboration Between Principal and Coach • Develop a Vision that shifts the goal of the work away from “fixing the teachers.” Create communities of inquiry and learning (SIT).

19. 2. The Principal and the Coach engage in constant collaboration, both formal and informal. This sends a powerful message regarding the need for and value of collaboration schoolwide.

20. 3. The principal and the coach share responsibility for professional development, whether it be whole group, small group, or individual. The principal is the primary instructional leader; the coach acts to support the initiatives of the principal. Likewise, the principal trusts and respects the coach.

21. 4. The principal and the coach find a balance between “fidelity of implementation” and “building capacity.” The coach seeks to promote thinking and reflection in a facilitative manner, rather than mandating action.

22. 5. The coach must have faith and “ownership” in the work., The coach should be challenged to perform high-risk activities, such as modeling and providing feedback and guidance. These activities can have a profound effect on instruction.

23. 6. The principal and the coach must work together to become experts in assessment and data analysis. “What is monitored gets done.” Share results with the appropriate stakeholders.

24. 7. The principal must support the coach with words and actions. He/she can make or break the position.

25. 8. The coach must strike a balance between “mentor” and “director.”

26. 9. The coach should be a full, contributing member of the school community. He/she should participate in school events. Remember, teachers may be skeptical of “experts.”

27. 10. Coaching, done right, really is a full-time endeavor! Assess each year, and set new goals.

28. Sample Plan for Sustainable Growth/School Improvement • Year One-Develop a trusting learning community. • Year Two-Develop a culture that supports risk taking. • Year Three-Refine practice. • Year Four-Become experts and leaders. ---Wren &Vallejo (2009)

29. Effective Coaching Strategies • Focus on relationships. • Help individual teachers determine areas of strength and in an area which growth is desired. • Set a goal, all the time considering this teacher’s zone of proximal development. • Point out indicators that he/she is moving toward goal. • Gradually release responsibility. • Provide emotional support and encouragement.

30. Effective Strategies • Have a partnership mindset. • Offer teachers choices. Advertise. Be explicit. • Personally communicate when, what, how to contact. Make it easy. (Tale of teacher never utilizing coach-wished for email only.) • When teachers do contact you, respond quickly.

31. Key Understandings • Sometimes you will not need to be overly directive. • “Without trust there can be no coaching.” (Echeverria and Olalla)

32. To set the course for improvement, remember • “Coaching is about listening. I often think of coaching as something that takes place primarily in conversations, perhaps about a lesson plan or an issue that arises in class or in response to a coach’s observation. I’d argue that a coach needs to be an expert at listening; it is this skill which we must excel at more than any other.” (Aguilar)

33. Words of Advice • Seek to inspire. Remind teachers why they entered the profession. • Empower your teachers. Show respect for them and their craft. • Believe that teachers can grow in skills and capacity. • Encourage and cheer them on. You are a morale builder in a year of change. • Build trust. Remember perception is a person’s reality.

34. Words of Advice • Start small with those willing to use your services. • Be patient. • Results with one will lead to more offers. • Once in demand, you will have a new issue. • Take time to practice what you preach and reflect yourself.

35. Don’t lose heart! • Coaches can hold the big picture that transformation takes time. (3-5 years, stakeholders, starts with individual and grows). • Coaches can celebrate every single success (mentor, give feedback and reassurance that we are headed in the right direction).

36. “True happiness involves the full use of one’s power and talents.” ---John W. Gardner

37. Reflection If student learning is the measure of success, what can job-embedded coaching do for your school/district to ensure that this occurs?

38. Questions?

39. Sources • Aguilar, Elena (2011). Coaching Teachers: What You Need to Know. Education Week Teacher, February 16, 2011. • Gabriel, J. G. (2005). How to thrive as a teacher leader. Alexandria, VA: ASCD . • Joyce, B., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: ASCD. • Koh, S & Neuman, S.B. (2006). Exemplary Elements of Coaching: Ann Arbor MI: University of Michigan Research Program. • Killion, Joellen (2008). Are You Coaching HEAVY or LIGHT? Teachers Teaching Teachers, Vol.3, No.8, May 2008. • McKenna, M. C., & Walpole, S. (2008). The literacy coaching challenge: Models and methods for grades K-8. New York: Guilford. • Mello, L. (1984). Peer-centered Coaching: Teachers Helping Teachers to Improve Classroom Performance. Idaho Springs, CO: Associates for Human Development. • Neufeld, B., & Roper, D. (2003). Coaching: A strategy for developing instructional capacity: Promises and practicalities. Washington, DC: Aspen Institute Program on Education and Annenberg Institute for School Reform. • Wren, S & Vallejo, D. (2009). Effective Collaboration Between Instructional Coaches and Principals. Miami, FL. • http://www.annenberginstitute.org/images/Coaching.pdf • http://www.cognitivecoaching.com • Reading Recoveryhttp://www.readingrecovery.org/ • Success for All http://successforall.com/