Acknowledgements

1. Coaching At The Classroom LevelSorayaCoccimiglioPam RadfordMiBLSi Content SpecialistCoaches’ Conference 2012

2. Acknowledgements Today’s presentation was based on the work of….. • Jim Knight • Randy Sprick • Wendy Reinke • Tricia McKaleSkyles • Lynn Barnes • Keith Herman • Michael Fullan • Center For Research On Learning, Lawrence, Kansas Some of the content for this presentation is taken from the work of members of National Implementation Research Network (NIRN) and State Implementation and Scale-up of Evidence-Based Practices (SISEP)

3. Intended Outcomes Coaches will: • Understand the research and rationale for classroom coaching. • Learn about various models of effective coaching. • Increase their understanding of specific positive practices of effective coaching for both reading and behavior.

4. Classroom Coaching Agenda • Rationale • Models • Practices and Tools

5. Responder Question What is your experience with coaching at the classroom level? • Some experience coaching teachers in the implementation of classroom practices. • Received coaching support to implement practices in the classroom. • Both 1 and 2. • No prior experience with classroom coaching.

6. You will be asked to share thoughts and ideas with the person sitting next to you. Determine who will be your partner then decide who will be “Partner 1” and who will be “Partner 2”

7. Rationale: Why coach at the classroom level?

8. Just say “No” to “Train and Hope” React to a problem Select & add a practice Wait for a new problem Hire an expert to train Hope for implementation

9. “I Do It” Coaching reflects the growing consensus about what constitutes high-quality professional development for teachers. Feed back “We Do It” “You Do It” It is job embedded and ongoing

10. Think-Pair-Share 5% 10% 20% 25% 90%

11. (Joyce & Showers, 1987) Staff Get Feedback on Their Practice Show An Example of Good Practice Explain the Theory Staff receive (and give) coaching Have a Workshop Discussion Staff Practice The New Approach There is a large measurable impact on classroom practice. There is no measurable impact on classroom practice up to this point.

12. Except in the case of increasing awareness, when no implementation is expected, the only time we should even provide any training at all is when we will also provide the follow-up support people deserve to help them implement what the training has taught them.

13. The Joyce & Showers research shows that the waters of implementation are shark-infested and not fertile areas for risk-taking, growth, or learning.

14. Mentoring provides that relationship within which effective coaching can lead to risk-taking and growth • Adapt strategies learned in training • Solve the problems of fitting new strategies to existing settings • Master new strategies

15. Classroom Coaching Models: What coaching structure fits best?

16. Coaching Models Non-Evaluative • Instructional Coaching • Peer Coaching **Note: If administrator is functioning as coach, they are considered to be evaluative coaches (they have direct connection to teacher evaluation).

17. It is not recommended that administrators assign a teacher to a coach or require teachers to receive coaching if they choose not to do so. • Coaching is most effective when it remains an option and is the teacher’s choice to participate in coaching.

18. Instructional Coaching

19. Instructional Coaching Practices Instructional coaching practices provide staff with access to an individual who has expertise in implementing specific research based strategies and practices successfully.

20. Source: Blanca Iniguez, Instructional Coach, Livingston High School

21. Selecting Instructional Coaches A good instructional coach must be able to go into any classroom and provide a model lesson that responds to an individual teacher’s needs. (Knight, 2004) Instructional Coaches are professionals who are highly knowledgeable and experienced in specific programs, practices, and strategies. Characteristics of instructional coaches: • Trustworthy • Reliable • Likable • Good listening skills • Enjoys going into classrooms to work with teachers and students • People/Consulting Skills • Flexible • Organized • High energy • Philosophy aligned with • evidence based practices • Positive outlook

22. Think-Pair-Share • Are there professional staff members in your buildings (or in buildings you are assigned to) that possess these skills and traits? • If you have been identified as a coach do you possess most of these skills? • Are there professional staff members in your buildings (or in buildings you are assigned to) that are highly skilled in specific practices and would be able to demonstrate/ model those practices in classrooms? • If you have been identified as a coach would you be able to demonstrate/model specific practices in classrooms?

23. Why Invest In Instructional Coaching?

24. Benefits of Instructional Coaching • Improved implementation • Improved fidelity of practices • Less resistance to new practices and increased commitment • Increase in positive interactions and conversations amongst staff

25. Improved Implementation Coaching does lead to implementation when “the right conditions are in place.” (Knight, 2010) • Administrative support • Coaches highly qualified In the cases in which implementation rates were low, either administrative support was not in place, or the coaches were not highly qualified.

26. (Knight, 2010)

27. Improved Fidelity “Hi-Fi” • Teachers used practice close to those in their teacher manuals. “Lo-Fi” • Teachers left out significant components of the teaching practices from their teacher manuals. (Knight, 2010)

28. Improved Fidelity (Knight, 2010)

29. Overcoming Resistance • Classroom coaching allows staff to share strategies, practices, and interventions that are proven to work and address the real challenges teachers face. • When teachers directly observe strategies, practices, and interventions working they are more likely to adopt them.

30. Increased Commitment Meaningful commitment develops after implementation, when teachers are given: • An exemplary program (research based) • Thorough training and coaching • Adequate direction and support Then teachers: • Tried the new practice • Mastered it • Saw results with their students • Developed a strong sense of ownership

31. Positive Conversations and Interactions Coaching promotes positive conversations in schools • Through healthy conversations, Instructional Coaching helped teachers move away from regressive interactions (blaming external factors) to progressive interactions. • Perception data indicate that teachers watching a coach model instructional practices made it easier for them to implement the practice.

32. Instructional Coaching Impact: Teacher’s Perceptions

33. 6.51 6.4 6.22 6.11 3.18

34. Video: Jim Knight Talking About Teaching

35. Responder Question The Instructional Coaching model is a good fit to implement in my school/district: • Yes, the framework fits with the needs and resources of my school/district. • No, the framework does not align with my school/district’s needs and resources.. • Maybe, additional information is needed to determine fit.

36. Peer Coaching

37. What is Peer Coaching? A confidential process through which two or more professional colleagues work together to: • Reflect on current practices • Expand, refine, and build new skills • Share ideas • Teach one another • Conduct classroom research • Problem solve in the workplace How to Plan and Implement a Peer Coaching Program (Robbins, 1991)

38. Powerful Designs for Professional Learning, National Staff Development Council, www.nsdc.org

39. Why Invest In Peer Coaching? Teachers view peer coaching as: • An opportunity to increase feedback about instruction and curriculum • Take risks • Try out new ideas, instructional strategies, or different approaches to the curriculum • Discuss results of new practices and strategies attempted with a trusted colleague • Use peer coaching to conduct action research • Colleague is asked to observe and take notes • Data is analyzed by teacher and colleague

40. Activity • Review the “Benefits of Peer Coaching” • Considering some of the buildings and staff you work with, highlight the 3 benefits that resonate most with you and that you would want to share with others. • Tell your partner why you chose those 3 benefits

41. Responder Question The Peer Coaching model is a good fit to implement in my school/district: • Yes, the framework fits with the needs and resources of my school/district. • No, the framework does not align with my school/district’s needs and resources. • Maybe, additional information is needed to determine fit.

42. Creating An Environment For Coaching

43. Successful Student Outcomes Implementation of new practices requires leadership and support at two levels: Program/Initiative (set of practices that are implemented with Fidelity) Incentives Coaching Resources Training, coaching, and assistance Support focused on the context of the new practice Capacity • Adaptive Competency Training Information Technical Integrated and Compensatory Decision Support Data System Selection Leadership Facilitative Administration Vision Management/Coordination Adapted from Fixsen & Blase, 2008

44. The Coaching Environment Before establishing a process for coaching, district/building administrators must determine if the school environment and culture would be able to support the practice of coaching.

45. Responder Question There is capacity and competency in my school/district to support Instructional Coaching • Yes, there are staff available that have expertise and have established trust/respect that could provide Instructional Coaching. • No, there are not any staff members who currently have the expertise or have established trust/respect that could provide Instructional Coaching. • Maybe, additional information is needed.

46. Activity • Review the “Criteria for Readiness and Effective Implementation of Peer Coaching” • While reviewing the criteria, think about your building or buildings you work with. • Determine how many “yes” responses and how many “no” responses and the total of each. • What would need to be addressed in order to begin setting up a peer coaching process in your building(s)

47. Responder Question Based on the criteria for readiness of peer coaching, overall my school/district has created an environment that would support Peer Coaching • Yes • No • Maybe, additional information is needed to determine readiness

48. Where Does Effective Coaching Begin? Relationships First

49. Sound Principles “Principals and coaches can employ all the tactics and methods that are proven effective, and still fail if the change initiative is not based on sound principles” (Knight, 2005)

50. Think-Pair-Share What initiatives, programs, or strategies, have you witnessed that were not successful? Identify whether the lack of success was due to: • The initiative was not evidence based • Lack of training • Lack of coaching • Lack of leadership • Fidelity of implementation • Other supports Share with your partner