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Good to Great Coaching

Good to Great Coaching. Why are we here and what will we do?. Outcomes: Team members will discuss what we mean by “good” Team members will analyze research evidence about our “best CMs”

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Good to Great Coaching

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  1. Good to Great Coaching

  2. Why are we here and what will we do? Outcomes: • Team members will discuss what we mean by “good” • Team members will analyze research evidence about our “best CMs” • Team members will develop coaching strategies to foster “great” mindsets and develop a plan for a CM in their cohorts Agenda: • What’s good? • “Great” Mindsets • “Great” Actions • Make it Rain Greatness • Close

  3. What do we mean by “good”?

  4. What does “great” look like? • Students achieve the academic outcomes that transcend the school year. • Students have deep conviction in the destination for the year, understand the role it will play in their future aspirations and can make authentic connections to the importance of daily objectives in reaching both short and long term goals. • Students have a strong sense of racial identity and its connection to socio-economic outcomes within the community and thus, feel compelled, connected, and responsible for the community. • Students have a high critique of the social system and a high motivation for social justice (transformative resistance). • Additions? Meet Angela and Paula

  5. What do great teachers believe? See the data With a partner… Review a category (or two), noting differences between our “great” teacher and the “non-improver” Generate a list of mindsets evidenced for the “great” teacher We will share our lists whole group

  6. From where I stand… More Mindsets • I am responsible for my students’ short and long-term success. • I am committed to social justice and building my students and families as part of the movement towards equity. • My relationships with my students and families are the primary drivers for “my” success. • I acknowledge my own limitations of my perspective. • My students and parents want for themselves is important. • I am empowered to do what is best to reach our collective goals. • While I acknowledge the limitations of my locus of control, it is required of me to develop my students choices in and outside of the classroom. • I must constantly guard against lower expectations. • Where does the centrality of race fit into this?

  7. How do we get our “goods” here? See the data With a partner… Review the CMs reflection for a category , noting the change in CM actions and mindsets between year 1 and 2 Reflect on and discuss the coaching actions necessary to evoke such action in CMs Generate a list of CM and coach actions that you view as necessary

  8. Work it..don’ttwerk it…Working this in real life Which CMs are in a good place? Pick one CM and think through the mindsets, actions, student outcomes you’ll need to address Draft a plan that includes a focus, 1-2 action steps/strategies for you, and 1-2 goals you’ll want to nudge the CM toward

  9. Who’s got your back?Accountabili-Buddy • Find someone who has what you want… • Share your “goods” with your buddy… • Plan a hook-up…

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