Instructional Coaching Resource Guide
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Coaching Is/Coaching Isn’t Coaching Is
Coaching Isn’t
Individualized
Optional
Teaching staff
Punitive
Trio-focused
Personal
Diagnosing teacher need
Tattling to the administrator
Based upon data
Unlimited patience
Focused on specific teaching strategies
Always comfortable
Tied to students learning
Paperwork based
Intentional
Fly by the seat of my pants
Inspiring, motivational
Subbing in the classrooms
Guiding teachers to new behaviors
By teacher invitation only
Face to face
Working with kids directly
Communicating care and serving as an
Doing work for teachers, but doing work
example to teachers
Positive feedback
Communicating effectiveness in the
with teachers
The go-between the leader and teacher
classroom Focusing on strengths, weaknesses
Modeling
In the classroom – in the trenches
2nd set of eyes
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The Coaching Sequence Important Considerations/Questions/Prompts
Pre-Conversation “Brokering the Deal”
Following up on walkthrough
Following up on student data
Teacher or grade level request or area of focus
Segment Two Collecting Data “Gathering the Evidence”
Observation
Demonstration
Co-observation
Side-by-side
Shadow
Data analysis
Tell me how you’re structuring your time as you teach XYZ What lessons are you presenting? What components are you implementing the intensive/strategic/benchmark students? How is that going? What parts of the lesson are a “slam dunk” and which leave you feeling less than accomplished? I know that we focused on XYZ previously. How is your continued implementation of those techniques going? What areas can use further refining just like we did with XYZ? I know that you were focused on bring Johnny, Juan and Emelinda to benchmark. How is their progress? What have you tried? What do you need further support in? Tell me a little more about… Let me see if I understand… Tell me more about… I’m wondering… I talked with Mrs. Jones about XYZ yesterday. How are you feeling about that area?
As Coach observes teacher: Communicate care Be unobtrusive Use teacher’s manual to follow lesson Establish ahead of time where you will sit Avoid interrupting lesson, unless negotiated during preconference Observe exactly what was agreed upon in Segment One As Teacher observes Coach: Determine the level of participation you expect from the teacher during the lesson Ask teacher to follow teacher’s manual lesson as s/he observes Provide the teacher with 2-3 main focus points (“I’d like you to keep track of how long my transitions from A to B take” or “As you observe the lesson, watch for my scaffolding of the reading for the strategic readers in your class”) Tell the teacher the questions that you’ll ask during Segment III (“When we meet, we’ll discuss what you found as far as transitions and how I scaffolded for the strategic students. I’ll also ask you what you would do differently and what you’ll try in your classroom based upon the observation”)
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Segment One
Important Considerations/Questions/Prompts Segment Three Prompting Reflection “Let the Coaching Begin!”
Conversation
Written correspondence
Phone Conversation
In-the-hallway chat
Reflecting on the instruction How did you think the lesson went? What would you do differently? Why? What triggered that thought? How is this different from how you might have delivered the lesson? Tell me what you thought when… How do you know that…? What I hear you saying is… What were you surprised about? What can you imagine us focusing on next? This leads me to think that we should take a look at…
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Reflecting on the coaching process How can we improve upon our coaching exchanges in the future? What type of coaching technique might be even more supportive of you? (Side-by-side coaching, observation of another teacher with coach, data study meeting, observation of coach teaching, mirror coaching, co-teaching a lesson)
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The Coaching Sequence Planning Template Segment
Important Considerations/Questions/Prompts
Segment One: Pre-Conversation “Brokering the Deal”
Following up on walkthrough
Following up on student data
Teacher or grade level request or area of focus
Segment Two Collecting Data “Gathering the Evidence”
Observation
Demonstration
Co-observation
Side-by-side
Shadow
Data analysis
Conversation
Written correspondence
Phone Conversation
In-the-hallway chat
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Segment Three: Prompting Reflection “Let the Coaching Begin!”
Coaching Tracking Template for Coaches - SAMPLE September 2010 Focus Area: Practice and Application Provides hands-on materials and/or manipulatives for students to practice using new content knowledge/Uses activities that integrate all language skills ie: reading, writing, listening & speaking Teacher
Date PreFocus for Conference Coaching
Date Coached and Method of Coaching
Date Debriefed
Next Steps
Next Coachin g Date
Notes
Jonny Johnson
9-12-10
9-14-10 Observation
9-14-10
Set expectations for materials management so that materials do not become a distraction
9-19-10
Send reminder to get a time for us to get together to plan lesson for demo on 9-19-10 via email
Hands-on manips management
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Design opportunities for students to explain how they used the manipulatives to learn the new concept – put it in their own words
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Coaching Tracking Template for Coaches Start Date: ___________________________________ Focus Area:
Date PreConference
Focus for Coaching
Date Coached and Method of Coaching
Date Debriefed
Next Steps
Next Coaching Date
Notes
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Teacher
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Coaching Feedback Checklist Coach creates a physical atmosphere of collaboration
_____
Coach asks teacher to reflect on lesson immediately
_____
Coach uses various questions to prompt reflection as necessary during the conversation
_____
Coach utilizes written lesson/curriculum as a tool to modify and correct teacher behavior
_____
Coach omits “I like”- type comments from coaching situation
_____
Coach models routine/procedure for teacher, if necessary
_____
Coach asks teacher to practice routine/procedure for teacher, if modeling has occurred
_____
Coaching exchange results in clear “next steps” for follow up
_____
Coach completes coaching exchange by prompting reflection on the coaching process
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_____
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Resistance: People Reasons Fear of the unknown Individuals are not sure what they are to do and it creates anxiety Lack of power When individuals feel powerless, they resist whatever it is that makes them feel that way Types of power o Legitimate power: Derived from an individual position in the hierarchical structure o Reward power: Control over and administration of records, promotions, raises o Coercive power: Ability to punish o Expert power: Based upon a special ability, expertise or knowledge base o Referent power: Based upon a person’s attractiveness, appeal or charisma o Information power: Ability for an individual to gain information about particular issues Inertia People do not want to change Lack of self interest Not inclined to see group benefit if innovation is not personalized or unless it supports their view Avoidance of conflict Conflict, which creates anxiety/frustration/resentment, is avoided at all costs Failure to communicate Information is ambiguous, receiver has selective perception; language is too technical, perception of confusing undertones Escalation of commitment Defensiveness arises as the individual might learn he is incorrect and the longer we wait to intervene, the farther the reach of discomfort
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That’s Just the Way They Are Fear of what others might think
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Resistance: Leadership Factors Mismanaged change Enforced change: Change from the outside that requires accommodation Expedient change: Change from within the system that requires reaction Essential change: An individual desires to do something differently and requires motivation SOLUTION: When making a decision clearly outline whose decision it is to make, the type of accommodations the change will require, the “whys” behind the need for change and the benefit of implementing the innovation Inappropriate norms Professional conduct standards are not clearly set and are not compatible with group SOLUTION: Address severe cases directly with the individual, address the unprofessional conduct and clearly outline how it affects student achievement in the short and long term, create a “fresh start” by collectively creating new norms and publishing norms and referring to norms often Limits of trust Individuals are limited by approach and are not comfortable with the vulnerability it requires to change SOLUTION: Determine if there are actions leadership has taken in the past that has caused the uneasiness, outline a multi-step implementation of the innovation directly tied with student outcomes at each step and allow for and implement reasonable suggestions of the group Conflict is avoided Positional conflict: A contest of will where inefficiency reigns, as arguing ensues Principled conflict: Positive communication is perceived as negative because real issues are avoided and as conflict is addressed, there are escalating expectations that are not met SOLUTION: Plan ahead for conflict and directly address the areas that conflict may arise with the group, “float” ideas through leadership team prior to staff meeting and adjust the message according to team feedback, make it a priority to address any issue related to past conflict immediately
SOLUTION: Model what self-reflection looks like and why it is a critical process in implementing a new innovation, provide time and prompts for self-reflection often, use the data to take the possible “sting” out of the results
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Not rethinking behavior Inability to self-reflect or see the need for self-reflection
Analyzing My Resistors What Does It Look Like
What’s Going Right
Possible Source of the Resistance
Three Next Steps
Support I’ll Need Along the Way
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Who Are They
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Stages/Levels Tracking Sheet Teacher Name: ____________________________ Year: __________________ Fall: ______________
Winter: _____________
Spring: ______________
Stage of Concern
Stage of Concern
Stage of Concern
Level of Use
Level of Use
Level of Use
Fall Notes/Observations/Actions
Winter Notes/Observations/ Actions
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Spring Notes/Observations/Actions
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Stages/Levels Tracking Sheet Grade/Level/Department: ___________________ Year: __________________ Focus Area: _____________________________________________________
Fall: ______________ Stage of Concern
Level of Use
Stage of Concern
Level of Use
Spring: ______________ Stage of Concern
Level of Use
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Teacher Name
Winter: _____________
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556 S. Fair Oaks Avenue, #364 | Pasadena, CA 91105 | tel: (888) 586-4862 | www.jackson-consulting.com
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556 S. Fair Oaks Avenue, #364 | Pasadena, CA 91105 | tel: (888) 586-4862 | www.jackson-consulting.com
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556 S. Fair Oaks Avenue, #364 | Pasadena, CA 91105 | tel: (888) 586-4862 | www.jackson-consulting.com
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556 S. Fair Oaks Avenue, #364 | Pasadena, CA 91105 | tel: (888) 586-4862 | www.jackson-consulting.com
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556 S. Fair Oaks Avenue, #364 | Pasadena, CA 91105 | tel: (888) 586-4862 | www.jackson-consulting.com
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556 S. Fair Oaks Avenue, #364 | Pasadena, CA 91105 | tel: (888) 586-4862 | www.jackson-consulting.com
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556 S. Fair Oaks Avenue, #364 | Pasadena, CA 91105 | tel: (888) 586-4862 | www.jackson-consulting.com
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556 S. Fair Oaks Avenue, #364 | Pasadena, CA 91105 | tel: (888) 586-4862 | www.jackson-consulting.com
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556 S. Fair Oaks Avenue, #364 | Pasadena, CA 91105 | tel: (888) 586-4862 | www.jackson-consulting.com
The “THEM” Stages
A C T I O N
Collaboration
Consequence
What It Sounds Like Is there anything else that will work better for my students? It’s working fine, but how do others do it?
Is all of this work really worth it? Am I really helping my students more than I have in the past?
Coaching Responses Link this teacher with another teacher at the same stage and give them a task to accomplish together. For example, “Ted and Katie, you are both working to refine your students’ engagement preparation and practice, why don’t you talk about what you’ve tried, what happened and how you are looking to make even further increases in the future.” Target these teachers as peer mentors for teachers working at lower stages of concern – do this as a positive acknowledgement of their progress and expertise, not as punishment! Ask teachers at this stage to share their experience of moving from Awareness to Refocusing and the steps they took to refine their thinking about the implementation. Model a lesson and have the teacher observe the students during the model, noticing the “I do, you do” effects of the teaching on the students. Videotape a lesson and train the camera mainly on the students so that the teacher can see the positive effect of her teaching on the students. Hold a data study session with the teacher to provide, via data, that the work is worth it and it is working. The coach’s
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The “US” Stages
Stage Refocusing
I N A C T I O N
How can I fit this all in? How will I ever figure this all out?
Personal
How much is implementing this going to affect me? Will this require a bunch of additional work?
Plan, plan, plan. This teacher is often overwhelmed by the sheer volume of components that need to be implemented, which is stalling her from beginning to implement. Schedule time to plan the next week’s lesson with the teacher, modeling how you integrate various components or insert opportunities to use the implementation with current materials.
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The “ME” Stages
Management
job for a teacher in this stage is to be the lens through which the teacher can see her classroom – providing perspective is important. Model, model, model and then move to sideby-side coaching where you can provide “in the trenches” feedback on what is going well and what adjustments need to be made. This teacher needs as much positive feedback that it’s working and needs to realize WHEN it is working, as he may not see the success himself. Do not delay support or feedback, as he is still at risk for falling into the “no action” range, as he is not convinced that this will get easier. Break the implementation into simple, concrete steps so that the teacher can have many successes along the road to the larger implementation.
How does this work again?
Awareness
What is it?
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Information
Support the teacher by providing time-saving suggestions. Check to make sure that room organization is not hampering the implementation – if it is, offer support in organizing the classroom or linking the teacher with a successful colleague with a strong organizational system in place. Model, model, model the innovation so that this teacher sees that this works with “my kids”. Show what the big picture of implementation looks like but break down the implementation into smaller, more manageable focus areas. Provide video models of others implementing the innovation for the teachers to view, as needed. Hit the road! Visit other classrooms where teachers have implemented the innovation with success. Partner the successful teacher with the Awareness stage teacher and have a conversation of step 1 in implementation. Provide data and feedback as to why the innovation is important to implement and what the benefit will be from implementing it completely.
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My Big Ideas
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