Coaches’ Professional Learning February 7, 2018

1. Coaches’ Professional Learning February 7, 2018

3. WSLA’s Compelling Why: “In 2012, about one-third of jobs in America were in occupations that typically require postsecondary education for entry.” Source – US Bureau of Labor and Statistics, 2013

4. and… “By 2020, 65 percent of all jobs in the economy will require postsecondary education and training beyond high school.” Source – Carnevale et al, Recovery: Job Growth and Education Requirements Through 2020

5. Norms • Be Collaborative (co-labor) • Be PRESENT and Engaged by: - Staying on topic - Listening and contributing respectfully - Silencing cell phones - Refraining from using electronic devices for personal business with the exception of break times • Be Open to Outcomes • Celebrate and Enjoy

6. Learning Intentions for Today Explore the differences between 1st and 2nd order change practices and resources for coaching conversations to move teams to desired futures Consider the coaching knowledge, skills and resources necessary for managing complex change, focusing on closing the opportunity gap Explore more deeply and put practical use to WSLA’s resources, questioning stems, and our collective coaching expertise Understand more deeply the imperative of collaborative cultures and our coaching for change implications

7. A COACHING CONVERSATION Form groups of four (4) Each coach shares: situation you want help with future coaching moves you have planned As a group come up with: breakthroughs / teams that are moving ways you’ve grown in your coaching practice 20 Minutes

8. Today’s Strands (What) • Communicate System-wide • Commitment to Equity • Lead Coherent System-wide • Support for Learning • Create Collaborative Cultures • Enhance Personal Leadership

9. The Cycle of Inquiry (How)

10. Planting Seeds & Leading Change: The Forest Man

11. First and Second Order Change Change has been successful when it becomes [the new]“the way we do things around here.” Until new behaviors are rooted in social norms and shared values they are subject to degradation when the pressure for change is removed. Kotter: Leading Change: Why Transformation Efforts Fail

12. First and Second Order Change, cont. 1st order changes:Specific classroom and school-wide practices lead to changes in efficiency, organization, specific practices, “change without difference.” 2nd order changes: Philosophy, focus and ownership result in systemic change, fundamental ethos, philosophy, beliefs driving practice, “restructuring and transformational”. Source - Washington Research Center

13. Source – BERC Group

15. Second Order Change “Successful schools have made second order changes, adopted a new set of ideas about school functioning and found new ways of organizing and running schools COLLABORATIVELY.” Source - Fouts - A Decade of Reform Washington Research Center

16. Differentiating Change from Transition • Change is not the same as Transition • Change is external, Transition is internal • Transition is the psychological process people go through to come to terms with the new situation • Unless Transition occurs, Change will not work Source - W. Bridges

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18. Source – M. Lippitt: Enterprise Management, 1987 (H. O. P. p. 2)

19. Coaching for Change Protocol - 3 partsYou will need – Rubric, WSLA Website, Hattie TableOrganize into Y 1 & Y 2 coaching groups Part 1 On own (60 min.): 1. Review 2nd order change (and “Leading Change Models” Y2; W2) -Access WSLA Resources 2. Connect leading change ideas to Rubric 3. Describe, in your journal, the current reality of your district(s) team (Rubric) 4. Using the Rubric, change research Hattie’s table & WSLA Resources, what coaching moves might you plan to ensure advancement on the Rubric? (Use H.O.P. p. 3) Part 2 In groups of 4 (10 min. each): Each listener will journal notes but not question 1. Describe the current reality of your district(s) teams (Rubric) 2. Using the Rubric, change research and Hattie’s table & WSLA Resources, describe what coaching moves you’re planning to ensure advancement on the Rubric?

20. LUNCH

21. Coaching for Change Protocol - 3 parts Part 2 In groups of 4 (10 min. each) Each listener will journal notes 1. Describe the current reality of your district(s) teams (Rubric) 2. Using the Rubric, change research and Hattie’s table, journal what coaching moves you might plan to ensure advancement on the Rubric? Part 3 In groups of 4 (15 min. each) 1. On own and using Bloom’s “Coaching-based Supervision Stems” (H.O.P. p. 4): Write 1 question for each of the 3 coaches in your group 2. Taking turns: Each coach will ask one question and the responding coach will answer.

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23. Jigsaw Chapter 7: ?,!, Teach Your Section to Your Colleagues Discuss Chapter’s Potential for 2nd Order Change Suggest Coaching Moves for Use With Teams (45 Mins.)

24. Learning Intentions for Today Can we… Articulate the differences between 1st and 2nd order change practices and resources for coaching conversations to move teams to desired futures? Demonstrate the coaching knowledge, skills and resource uses necessary for managing complex change, focusing on closing the opportunity gap? Put practical use to WSLA’s resources, questioning stems, and our collective, collegial coaching expertise? Convey the imperative of collaborative cultures as we endeavor to coach for change?

25. “Masterful coaches inspire people by helping them recognize the previously unseen possibilities that lay embedded in their existing circumstances.” -R. Hargrove: Masterful Coaching

26. EVALUATION