Co-Teaching for Gap Closure

Co
-
Teaching for Gap Closure

Effective
Coach
Training





Lexington, Kentucky

June 4,
2013

Cohort 1 Schools


Student engagement


Student achievement


Teacher’s ability to implement with fidelity



Strategic Components

1.
Continuous classroom improvement (CCI)

2.
Co
-
Teaching

3.
Evidence
-
based instructional strategies focused on
reading/language arts and math

4.
Student supports


Objectives of CT4GC Initiative




Today’s
Plan

and
Housekeeping


•
Introductions/Opening Activity

•
10:00
-
2:00 (Lunch: 11:30
-
12:15)

•
Overview
of
the Day

•
Understand change complexity and


effective implementation

•
Understand effective coaching practices

•
Understand
your role as a coach

•
Develop linkage chart



•
Travel Reimbursement


•
Questions

Today’s
Do

•
Positive Interdependence

•
Face
-
to
-
face Interaction

•
Individual and Group Accountability

•
Group Processing

•
Self
-
Reflection

Internal
Coach

External
Coach

Core
Team

Today’s
Act

•
Actions needing to occur for you to begin/refine your
coaching practices

•
Identify next steps/process needed to implement
effective coaching processes and practices

Today’s
Study

•
+/Deltas

•
Surveys
–

survey monkey

•
Observation of processes in action (this fall)


Coaching: Today’s Training
Perspective

Expectations

Plan

Do

Study

Act

Collaboration, Communication, Customer Service

Coaching and
Implementation
Checks

Fidelity of
Implementation

Sustainability =

Closing
Achievement
Gaps

Effective Implementation Practices: What are
they and how do we ensure sustainability?



Metacognitive Model

Sustainability

Change
Process

Implementation

Leadership

8 Elements of Sustainability:

Engines that Drive Schools Forward

1.
Moral Purpose

2.
Commitment to changing context at all levels

3.
Lateral capacity building through networks

4.
Accountability and relationships

5.
Deep learning

6.
Dual commitment to short
-
term and long
-
term results

7.
Cyclical energizing

8.
Leadership at all levels


Fullan, 2005

Elements of Sustainability

Engines that Drive Schools Forward

1.
Moral Purpose

•
Raising the bar and closing the gap of student learning

•
Treating people with demanding respect (supportive,
responsive, and demanding)

•
Altering the social environment for the better


2.
Commitment to changing Context at All Levels

•
Invest and develop “learning systems”

•
It’s the little things that matter

•
Build a community that nurtures new beliefs and practices


3.
Lateral Capacity Building Through Networks

•
Learn best from peers
-

on
-
going and purposeful

•
Leadership is developed and mobilized

•
Motivation and ownership is local and deepened


Fullan, 2005

Elements of Sustainability

Engines that Drive Schools Forward

4.
Intelligent Accountability and Vertical Relationships

•
Balance of both to achieve results

•
Continuous, searching, and objective
-

never a status quo

•
Avoids overload, fragmentation, lack of coherence


5.
Deep Learning

•
Collective responsibility

•
Collaborative culture of inquiry

•
Fosters deep learning for students





Fullan, 2005

Elements of Sustainability

Engines that Drive Schools Forward

6.
Dual Commitment to Short
-
Term and Long
-
Term
Results

•
Short
-
term results builds trust for long term investments

•
Balance and Design

7.
Cyclical Energizing

•
Sustainability is
not
linear but cyclical
-

energy and periodic
plateaus

•
Be aware of energy levels (overuse and underuse)

•
Strategies need to be ever refined/tuned to continue to
meet demands/plateaus

8.
The Long Lever of Leadership

•
Leadership at all levels

•
Ability to see the big picture and respond in ways that
affect the larger system


Fullan, 2005

How can you use the 8 Elements
to assist in your role as a coach?

Review the 8 Elements

•
Which are you currently using?

•
Which
can you or would like to implement
in August?

•
Which do you need more support in order
to utilize?


1.
Ask these questions to each other with
follow
-
up discussion and next steps.
Record the responses as you ask the
questions and discuss. Review your
responses to ensure accuracy and
understanding. Include your name and
email address


2.
Set two “dates” for follow
-
up with each in
during the month’s of
August

and
September
.


3.
Review today’s work and share a status
check, impact, next steps







Failure is Not an Option


Culture and Climate is the
“attitudinal infrastructure of a
school”

Transforming School Culture,
Stolph and Smith, 1995

Change Complexity







Progress brings about
change but change
does not necessarily
bring about progress.


Mark Twain said it best,

“I’m all for progress, it’s
change that I don’t like!”

Understanding the Change
Process

1.
The goal is not to innovate the most.


2.
It is not enough to have the best ideas.


3.
Appreciate the implementation dip.


4.
Redefine resistance.


5.
Reculturing is the name of the game.


6.
Never a checklist, always complexity.



-
Fullan 2003

Change is
Complexity

What is Change?

•
New Materials


•
New Behavior/Practices


•
New Beliefs/Understanding


Implementation Dip

-
Fullan 2003

Understanding the Change
Process

1.
The goal is not to innovate the most.


2.
It is not enough to have the best ideas.


3.
Appreciate the implementation dip.


4.
Redefine resistance.


5.
Reculturing is the name of the game.


6.
Never a checklist, always complexity.



-
Fullan 2003

What qualities make

them successful?

Activity:

•
What personal experiences have you had
coaching
?

•
Define/describe
what coaching means to you.

•
Identify areas that are a strength and areas
for growth?

•
Share with someone that has the same
birthday month as you.

Activity:

Telling
Someone
What to
Do

Solving
Someone’s
Problems

Giving
Advice

Offering
Guidance

Asking
Questions

Helping
Another to
Solve
Their Own
Problems

Telling
(Directive)

Asking

(Non
-
Directive)

Mentoring

Coaching

Mentoring Vs. Coaching

http://blog.flashpointhr.com/management
-
leadership/recognize
-
the
-
difference
-
between
-
mentoring
-
and
-
coaching
-
and
-
know
-
when
-
each
-
is
-
most
-
appropriate
/


Coaching

•
Effective coaching is a skill that requires
an understanding of
human motivation
and
behavior

•
It is a relationship…

•
It is a partnership…

•
It is trust and safety




Activity: How do you
work??

The Coach Is Always an
Educator

•
Your goal is to make the teacher
self
-
sufficient
.

•
Give them the
tools

they need to be successful.

•
Assist by
supplying a process
they can follow to build
their skills.





“The test of a good coach is that when they leave,

others will carry on successfully.”




Author Unknown





“the essence of coaching is
helping someone learn to think better.”

Defining the Boundaries


The
effective coach defines the boundari
es

of the
relationship.



The
coaching role is a mutual agreement
between both
parties.



Set the tone
so the person asks for help, rather than it
being forced upon the person.


A masterful coach is someone who is a
vision builder
and
value shaper
.

Be Knowledgeable and
Resourceful

•
Recognize when reassurance is being sought…
ask what they think and confirm whenever the
answer/solution is correct.


•
Your role is to strengthen
their

competency NOT
demonstrate that you know the answers.


•
Tell the truth when you don’t know the answer
–

don’t jeopardize your reputation and undermine
your credibility as a coach forever.





Effective Coaching

“The ultimate leader is not afraid
to develop people to the point
they surpass him or her in
knowledge and ability.”



Fred A.

Coaching Through Effective
Communication

•
Listen, Listen, Listen


•
Listen to and for specific needs


•
Write down what you hear and repeat what you “heard”.


•
Don’t automatically assume that the questions/situation
is like any you have encountered.

Coaching Through Effective
Communication


Give your full attention and take in information that will
lead to insightful, personalized responses.



Watch facial and body language.



Listen to tone and expressions of emotion.


It is my firm belief that educators are more comfortable
when the conversation puts student learning front and
center. When this isn’t the case, we tend to feel attacked
or vulnerable to the judgments and opinions of others
—
entering into what Jim Knight terms a “vicious cycle” of
blame.





Diane Sweeney, Student
-





Centered Coaching

Student
-
Centered vs. Teacher
-
Centered Coaching

More Impact on Student
Learning

Less

Impact on Student
Learning

Student
-
Centered Coaching

Teacher
-
Centered Coaching

Relationship
-
Driven Coaching

Focus is

on using data and student
work to analyze student learning and
collaborate to make informed
decisions about instruction

Focus is on what the teacher is or is
not doing and addressing it through
coaching.

Focus

is on providing support to
teachers in a way that doesn’t
捨慬l敮g攠o爠th牥慴敮 th敭.

District curricula or programs are
viewed

as tools for reaching student
learning objectives.

Implementing a specific curriculum
or program is viewed as the primary
objective of the coaching.

District curricula or programs are a
part of the conversation and are
shared as possible resources for
teachers.

Trusting
, respectful, and collegial
relationships are a necessary
component for this type of coaching.

Trusting
, respectful, and collegial
relationships are a necessary
component for this type of coaching.

Congenial

relationships are more
common for this type of coaching.

Coach is viewed as a partner that
supports the teacher to meet his or
her goals for students.

Coach is viewed as a person

who is
there to hold teachers accountable.

Coach is viewed as a friendly

source
of support.

Student
-
Centered Coaching: A Guide for K
-
8 Coaches and Principals by Diane Sweeney 2011

Language for Student
-
Centered Coaching

•
What is it we want all students to learn?

•
How will we know when each student has mastered the
essential learning?

•
How will we respond when a student experiences initial
difficulty in learning?

•
How will we deepen the learning for student who have
already mastered the essential knowledge and skills?

•
In a perfect world, describe to me what the learning
would look like among your students?

•
What is your goals for student in this lesson? How will
that look?

•
How will we collect evidence to see what they can do?

•
What are our next steps based on the evidence we
collected?

Foster Ownership and
Involvement


Provide options and resources

◦
How do you think the situation should be handled?

◦
What have you considered doing?



What do you think you need to do to move to the next
level?

Help them to think through a situation and
develop a plan of action.



When asked for advice,
suggests two or more options
.



Share experiences and feelings
-

helps you to define the
kind of behaviors you expect
–

be careful to avoid role of
expert.


Ruts and Rivers….



If you want to change the way someone thinks, don’t tell them what to
think, give them a tool.




Guidelines for Effective
Coaching

Develop opinions and ideas based on observable facts
.

•
Check the accuracy of information before sharing it.

•
Present ideas honestly, and don’t manipulate, play
games or deceive.

•
Consider the opinions of others with an open mind.

•
Be accessible when people need to talk about
problems or make recommendations.

•
Explain the reason for a decision. This permits the
teacher to know when their ideas and recommendations
have been taken into consideration and why those ideas
were accepted or rejected.

Guidelines for Effective
Coaching

Maintain Confidence

and Confidentiality

Teachers are expected to identify problems and
pinpoint their own performance shortcomings,
developmental needs and career goals.

•
Don’t betray these trusts. Doing so damages relationships
and the coaching process.

•
Integrity requires that you:

•
correct in private;

•
don’t discuss problems of one teacher with another;

•
don’t discuss teacher problems with other coaches;

•
keep personnel file information confidential;

•
keep any necessary disclosures as confidential as possible.

Guidelines for Effective
Coaching

Keep commitments

Keeping commitments provides not only reinforcement but
also recognition of improvement.


•
People who are
recognized for improving

are more likely
to continue to improve than those whose improvement
goes unnoticed.

•
Good coaches know that
loyalty

is earned through
trus
t.

•
An effective coach creates a
win
-
win situation
for the
teacher, the student, the school , and himself or herself.


Stages of Implementation

Implementation Drivers

•
Selection

•
Training

•
Coaching

•
Performance Assessment

•
Decision Support Data

•
Facilitative Administration

•
Systems Interventions


National Implementation Research Network (NIRN)

http://www.fpg.unc.edu/~nirn/


Pre
-
Exploration Stage
……….
Full Implementation Stage

Anticipate 3
-
5 Years


Jigsaw:
Group of
5

30 minutes


Roles
:
--
Timekeeper


--
Facilitator for tasks below


1.
Each person is assigned
2 drivers to read
. Begin reading at
“Full Implementation” stage and proceed backwards to pre
-
exploration

2.
Share the what
stage you believe your school is currently in
and why

with at least one driver as it relates to
implementation of CT4GC

3.
Read
“Coaching Competency
”
-

Discuss at your table

•
What are you already doing?

•
What are you not doing?

•
What is new information?

4.
Record team “
AHA’s
”
on chart paper to turn in…



Coach: Roles and Responsibilities

Coaching Responsibilities

External Coach


Internal Coach


Coach Roles: Big Picture

•
Ensures on
-
going
communication with
CT4GC

•
Works
with
CT4GC team to
provide
training, support
,
feedback,
guidance

•
Conducts
walkthrough
observations

•
Analyzes and communicates
data

•
Works
with administrator
and internal coach to
share
on
-
going progress with
school
staff


Internal

•
Works with
co
-
teachers to
provide training, support,
feedback, guidance

•
Conducts walkthrough
observations

•
Analyzes and
communicates data

•
On
-
going communication
with external coach

•
Works with administrator to
share on
-
going progress
with other staff

•
Works with other staff to
scale
-
up CT4GC
implementation


External

Team Activity

What’s the same?


What’s different?



What’s missing?





Questions?






Capture on chart paper

Building your Leadership
System

System: Vision

Systems: Strategic Planning,
Stakeholder Focus, and
Results

Systems: Processes,
Workforce Focus and

Results


Clearly Defined Linkage Chart

•
Working Copy

•
Draft turned in on July 30
-

email to
your coach

•
Living Document with on
-
going review
and refinement of processes based on
analysis and guidance
---

PDSA


First Steps to Coach Linkage

•
Work with your administrator

•
Work with a colleague

•
Identify some “big rocks” that will become
your first processes in your role as a coach


Next Steps to Coach Linkage

•
Continue to add/refine the “big rocks” that
will become your first processes in your role
as a coach


On
-
going Coaching and
Training on Effective Coaching:
Next Steps

•
Cognitive Coaching

•
Student
-
Centered Coaching

•
Differentiated Coaching


HOW??

•
Face
-
to
-
Face

•
Monthly WebEx

•
Conference Calls

•
On
-
site

•
Regional Trainings

•
What else?


Plus / Delta
-

PM


Feedback
for CT4GC
+