alabama reading initiative - alsde coaching module for elementary.pdf · purpose of the (ari)...
TRANSCRIPT
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Final 4/14/15
Alabama Reading Initiative
Professional Learning Module for
Coaching
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TABLE OF CONTENTS
Title Page Outcomes ................................................................................................................. 3 Role of Coaches ....................................................................................................... 4 Emphasized Coaching Responsibilities .................................................................... 5 What is Coaching? ................................................................................................... 6 Why is Coaching Important? ................................................................................... 7
Prerequisites for Successful Coaches ...................................................................... 8
Principles for Effective Coaches ......................................................................... 9-10 Topics That Help Us Understand the Role of the Coach
What Can We Learn from the Athletic Coach? ................................................... 11 What Can We Learn from Great Leaders? ................................................... 12-13 What Can We Learn About WINsome Human Relations? .................................... 14
What are Some Tips for Effective Communication Skills? ................................... 15 Essential Skills of Coaches
Getting into the Coaching Cycle with Colleagues .......................................... 16-17 (Always Begin with Data)
Pre-Planning ............................................................................................ 18-19 Planning .................................................................................................. 20-21
Observing Student Learning ...................................................................... 22-23 Reflecting ................................................................................................ 24-25 Debriefing ............................................................................................... 26-27 Facilitating A Professional Conversation ........................................................... 28 Facilitating Professional Learning ............................................................... 29-30 Teaching the Lesson ................................................................................. 31-32
Listening ................................................................................................. 33-34
Appendices Appendix A: ARI Coach Job Description ...................................................... 36-37 Appendix B: Characteristics of Skillful Readers .................................................. 38
Appendix C: Factors that Influence Reading Comprehension .............................. 39 Appendix D: WINsome Human Relations Rating Scale ....................................... 40 Appendix E: Flaherty’s Flow of Coaching (modified) ........................................... 41 Appendix F: Coaching Cycle ............................................................................ 42 Appendix G: Four Planning Questions .............................................................. 43
Appendix H: EQuIP Tri-State Rubric for K-2nd .................................................... 44 Appendix I: EQuIP Tri-State Rubric for 3rd-12th ................................................ 45
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OUTCOMES
Purpose of the (ARI) Coach: As stated in the Alabama Reading Initiative (ARI) Coach Job Description, the purpose of the coach is to improve teacher practice so that all students learn and achieve at the highest levels. (Refer to Appendix A) Coaching Outcomes: Coaches will gain knowledge and skills related to effective coaching in:
Implementing the coaching cycle
Refining WINsome human relations skills
Facilitating professional conversations
“Coaching requires the very best from all aspects of our humanity.
It is not a path for the weak-hearted or for people who are afraid to grow. It is a path for the courageous and for people who are committed to making a
difference in the lives of those they touch through coaching.”
Thomas G. Crane The Heart of Coaching, 2002
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Role of Coaches
Supporting Professionals
Supporting Schools/Systems
Supporting Learners
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Emphasized Coaching Responsibilities
Supporting Professionals
Supporting Schools/Systems
Supporting Learners
EMPHASIS ON COACHING
Beginning With Data Pre-planning Planning Observing Reflecting Debriefing
Facilitating Professional Learning
Teaching Facilitating Professional
Conversations
Listening
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WHAT IS COACHING?
“Coaching is unlocking a person’s potential to maximize their performance. It is helping them to learn rather than teaching them.” (John Whitmore)
Coaching fosters a community of learners working together toward a common goal: improved student achievement in all content areas.
“Coaching exists in name only unless the coach and the person being coached share a continuing trust and sense of purpose.” (Caccia)
Coaching “provides professional development and support to teachers to improve classroom instruction. This typically involves organizing school-wide professional development and then structuring in-class training, which includes demonstrations, modeling, support for teacher trials of new instruction, and feedback.” (Blachowicz, Obrochta, and Fogelberg)
“Coaching provides ongoing consistent support for the implementation and instruction components. It is non-threatening and supportive – not evaluative. It gives a sense of how good professional development is. It also affords the opportunity to see it work with students.” (Poglinco, Back, Hovde, Rosenblum, Suanders, and Supovitz)
“Coaching is a professional development delivery model that has been shown to improve instruction. In this model, professional development begins with reading-specific training that focuses on theory and instructional practice. Coaching extends this training by providing on-site support and guidance.” (National Center for Reading First Technical Assistance)
Coaching provides opportunities for teachers to learn and refine instructional practices, develop their abilities to reflect on and learn from their own teaching and the teaching of others, and incorporate new practices into their teaching routines.
During the coaching process, coaches work collaboratively with teachers to set professional goals for developing, extending, and improving effective research-based instructional skills, strategies, and practices.
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WHY IS COACHING IMPORTANT?
“Improving teachers’ learning – and, in turn, their own practice and their students’ learning – requires professional development that is closely and explicitly tied to teachers’ ongoing work. Coaching addresses that requirement.” (Neufeld and Roper)
Joyce and Showers Coaching Research
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PREREQUISITES FOR SUCCESSFUL COACHES
Thorough Knowledge
Effective coaches must be knowledgeable of best instructional practices. This knowledge must include a thorough understanding of:
What it takes to be a skillful reader of content.
What can interfere with students’ comprehension of content. What the research says is necessary to help all students read and comprehend
well.
How to determine whether or not students have learned what was taught, how much practice is needed for each student, when to move on, and when to reteach.
The literacy standards and how to incorporate them into daily instruction. How to provide intervention to support student learning. How to determine the relative value of various activities outlined in a lesson plan;
when to require faithful implementation of the lesson; when to eliminate certain activities; and when to substitute and/or add a more valuable instructional activity.
Various types of assessment (i.e. formative assessment); the value of progress monitoring assessments; and how to use student data to adjust instruction.
Effective strategies that will engage students in their own learning.
As well as:
The ability to anticipate problems that may arise during instruction and how to resolve them.
Successful Experience Teaching Struggling Students
Coaches must have been successful teaching struggling students. Past success gives coaches credibility with teachers, and equips coaches to be helpful with the students who have the most difficulty learning. Coaches must have used most of the strategies and practices that the research establishes as effective.
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PRINCIPLES FOR EFFECTIVE COACHES
1. Effective coaches must have been successful in using instructional practices, implementing effective behavior management procedures, and using data to drive instruction.
2. Effective coaches must have the ability to work with adults. Coaches must have
excellent interpersonal and communication skills. Coaches must be good listeners, be able to empathize with teachers, and provide helpful feedback which impacts student learning.
3. Effective coaches are trustworthy and credible. Effective coaches foster and maintain a
sense of trust and rapport. Coaches strive to develop relationships based on standards of professional ethics and responsibility. Coaches also maintain confidentiality. Effective coaches do not freely discuss or gossip about colleagues or students.
4. Effective coaches must know how to reflect or think thoughtfully about their own
instruction. They must be able to pinpoint what went well; acknowledge when things did not go well, and determine next steps based on the reflection.
5. Effective coaches are proactive, taking initiative and making sure that best practices
are implemented in all classrooms. Effective coaches also possess strong managerial skills as they coordinate a variety of tasks and determine priorities. Organization, time management, and effective scheduling are essential to ensuring success.
6. Effective coaches must have keen observational skills. They must be adept at
identifying evidence in relation to the desired outcome. The degree to which the desired learning is taking place is of primary importance.
7. Effective coaches have strong communication skills. They continuously monitor
teachers’ needs and concerns and are responsive by providing descriptive feedback and avoiding condescending or evaluative responses.
8. Effective coaches support teachers while inspiring improvements in learning. Coaches
know how to motivate teachers to move out of their comfort zones to more advanced stages of learning about effective teaching.
9. Effective coaches keep their sense of humor. They take seriously the challenge of
reaching all students and are able to discern when a dose of humor is needed.
10. Effective coaches must have a hunger for ongoing learning. A sense of urgency is more often “caught” than “taught.” Coaches share enthusiastically when points are clarified or understanding deepens. Likewise, they must be willing to admit and to learn from mistakes.
11. Effective coaches must have a disposition toward serving rather than being served.
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12. Effective coaches exhibit a commitment to student learning through standards driven instruction, student engagement, and research based practices.
13. Effective coaches realize that they help set the cultural climate for learning in their
school. This requires the capacity to form, withstand, and maintain a partnership with all stakeholders.
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WHAT CAN WE LEARN FROM THE ATHLETIC COACH? 1. Credible – A coach’s credibility rests on a foundation of professional and personal
qualities. Professionally, coaches have a thorough understanding of the game. Coaches convey in every way that they know what they are doing. When they talk about the game, they are believable. Personally, coaches establish trust in their players. A large part of establishing trust is conveying to players that the coach is on their side.
2. Committed – Athletic coaches have a vision of what needs to be accomplished and
put in the time required to make it happen. They have a true passion for the mission (to win the game) and that passion fuels their drive and enthusiasm. Athletic coaches exhibit large reserves of energy and resilience that enable them to weather the inevitable storms.
3. Confidence Builders – Coaches continually build the confidence of the players they
coach. They know how to convince their players that they will be successful. Coaches know how to make players feel good about their work and their progress. Athletic coaches set high standards; yet, they are patient enough to help players develop and improve. When players fall short of what is expected, coaches know how to strike a balance between challenge and support.
4. Communicators – Coaches are excellent communicators. They are honest, open,
and direct when working with individuals and groups. They know how to continually refocus players on what they need to do to be successful.
5. Consistent – Athletic coaches make schedules and plans and are consistent in
implementing both. Coaches exhibit a productive and consistent mood, regardless of whether things are going well or not well. They are highly organized and prepare thoroughly for all aspects of their work.
6. Motivators – Coaches know how to talk with players who are very different from
themselves, and they know how to connect with what motivates the players.
7. Good Under Pressure – In critical situations, coaches support players in determining exactly what to do. Coaches don’t talk in generalities. One play may not be better than another, but it is important to guide the players as they decide which play to run in a critical situation.
8. Teach Fundamentals – Coaches know that without fundamentals, players cannot
progress. Players, however, cannot have a steady diet of fundamentals. Coaches have to mix it up, let players see how the fundamentals are related to the game, to the things that matter to them.
9. Know their Players – Coaches know the strengths and weaknesses of all players.
They size up any situation and make adjustments as needed.
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WHAT CAN WE LEARN FROM GREAT LEADERS?
“Teachers who choose the path of teacher leadership…become owners and investors in their schools, rather than mere tenants.” (Roland Barth)
Leaders have… VISION
“Some people see things as they are and say “why.” Leaders see what has not yet happened and say “why not.” (Bobby Kennedy)
Helen Keller responded to a person who said, “I can’t imagine being blind, there can’t be anything worse.” Helen replied, “I can – being sighted with NO VISION.”
“One way for leaders to leave a lasting legacy is to ensure that others share and help develop their vision.” (Andy Hargreaves and Dean Fink)
“Leadership – Making happen that in which you believe.” (Roland Barth) GOALS
“Schools improve when purpose and effort unite. One key is leadership that recognizes its most vital function: to keep everyone’s eyes on the prize of improved student learning.” (Schmoker, 1999)
PASSION
“The best leaders absolutely LOVE what they do and have a fire in their belly for the joy they experience in working.” (Neila Connors)
“Exuberant leaders emit an eagerness and excitement that is contagious. They have the commitment and conviction that others admire and respect.” (Neila Connors)
A PLAN OF ACTION
“Implementation is the key to successful school improvement when increased reading achievement is the goal.” (National Center for Reading First Technical Assistance)
“A vision without action is a hallucination!” (John Ed Mathison) “Leaders know how to turn thermometers (register the temperature) into thermostats
(take action to affect conditions).” (John Ed Mathison) STYLE
“Leading is not possible if you position yourself behind a group and push. Leading is possible when you get out front and pull gently.” (Dwight D. Eisenhower)
“A leader is a person who is willing to seize the day (carpe diem) through commitment, conviction, consistency, and character.” (Neila Connors)
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PERSISTENCE
“The best (leaders) have a ‘never give up’ attitude and finish every job they start. They model what they expect of others and if they do not have a skill they work toward obtaining it.” (Neila Connors)
“Leaders never give up.” (Winston Churchill) “Leadership is as much about perspiration as it is about inspiration.” (John Ed
Mathison) “Persistent leaders are relentless in helping others believe in and support the mission
and vision of the school. In being persistent the best leaders focus on the do-able, the conceivable, and the previously unthinkable.” (Neila Connors)
PATIENCE
“Patience is the ability to CARE slowly.” (John Ciardi) SENSE OF HUMOR
Leaders take their work seriously. Leaders do not take themselves too seriously.
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WHAT CAN WE LEARN ABOUT
WINSOME HUMAN RELATIONS?
WINsome human relations skills refer to those personal characteristics that make other people want to be around you. Coaches who exhibit WINsome human relations skills “win” people to the goal of having all students achieve at high levels. During their interactions with others, WINsome coaches generally draw people to themselves with a goal for improving student learning; they often please and delight people. The opposite of WINsome human relations skills would be those qualities that tend to alienate or offend others. Many of the WINsome human relations qualities essential to coaching are the following:
1. Respectful – Having a high regard for others, showing consideration for others, treating others with honor and reverence
2. Caring- Being concerned about, being attentive to
3. Kind- Exhibiting sweetness, thoughtfulness, helpfulness
4. Good Natured – Showing a mild temperament, not easily provoked, having a nature
that likes to please and meet the needs of others
5. Gentleness – Showing controlled strength, mild, moderate, not harsh or rough
6. Self Control – Having restrained our own desires and impulses in order to be able to serve others
7. Trustworthy – Being dependable, reliable, worthy of the confidence of others,
keeping the confidences of others
8. Generous – Willing to give or share, unselfish, bountiful, generous in support and encouragement
9. Affirming – Making a positive statement that is true and observable, more than
shallow praise
10. Encouraging – Breathing courage into, inspiring with hope and confidence
11. Impartial – Being equitable, fair, not favoring one person more than another
12. Flexible – Adjusting, yielding, and capable of being turned; not rigid or stiff
13. Patient – Accepting delay, confusion, trouble, and difficulty as a natural part of the change process; calmly waiting without complaining; refusing to be provoked
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WHAT ARE SOME TIPS FOR EFFECTIVE COMMUNICATION SKILLS?
1. Nonverbal gestures reflect a positive, open, and attentive attitude (e.g., presenting
positive or neutral facial expressions, leaning forward, maintaining eye contact, remaining relaxed).
2. Active listening goes beyond just hearing the words someone is speaking. Active
listeners also acknowledge their understanding by nodding their heads and/or regularly interjecting statements, such as “Oh, I see. Please continue.” Active listeners also avoid frequent interruptions.
3. Nonjudgmental reflection statements focus on the speaker’s feelings, rather than
evaluating their actions (e.g., “You have really tried to incorporate that strategy. It’s no wonder you are frustrated.”).
4. Promote a conversational environment rather than an atmosphere of evaluation or
interrogation. 5. Clarify key points made by the speaker which keeps the conversation from rambling
and/or getting off topic (e.g., “What I am hearing you say is…”). 6. Provide corrective feedback that focuses on student learning (e.g., “Let’s try
teaching the strategy another way to see if we can improve students’ understanding” instead of “Your strategy instruction was not very effective”).
7. Paraphrase and restate the meaning of the speaker’s words. Paraphrases do not
echo the speaker’s words, but help clarify the essential facts and communicate understanding.
8. Questioning promotes open communication with the speaker. Questions can help
to clarify information and encourage elaboration (e.g., “Can you tell me more about …?”). Open-ended questions and prompts can also help teachers identify instructional needs (e.g., “What are your concerns about…?”).
9. Summarize key points and potential next steps for all participants (e.g., “Let’s meet
again on Thursday to plan another lesson. In the meantime, try some of the things we have discussed this morning with your small groups. I am anxious to hear about how things worked when we meet on Thursday.”).
10. Maintain Confidentiality!
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Getting into the Coaching Cycle with Colleagues ALWAYS BEGIN WITH DATA (Student-Focused Coaching)
“Your biggest enemy is the unknown and assumptions.” (LTG Claude V. Christianson)
What?
Getting into the coaching cycle is a tandem process of building relationships while doing the work of impacting student learning through collaboration between peers.
Impacting student learning is driven by standards and requires the use of data. The types of data used are both qualitative (e.g., student work, anecdotal notes, formative assessments) and quantitative (e.g., benchmarks, tests, summative assessments).
Student-focused coaching keeps the conversation grounded in student learning. Who?
Coaches interact with other practitioners and attend closely to conversations in order to listen for student needs and/or teacher’s goals.
How?
Coaches interact with other practitioners and attend closely to conversations in order to listen for student needs and/or teacher’s goals.
Coaches and teachers use qualitative and quantitative data to decide on what type of adjustments to instruction will impact student learning.
Flaherty’s Flow of Coaching (modified) offers some structure to the process of getting into a coaching situation. (Refer to Appendix E) o Establishing relationships-Coaches establish relationships with other adults
in the building through formal and informal interactions. These interactions lead to recognizing opportunities.
o Recognizing opportunities-Coaches recognize opportunities for coaching by listening and discerning student learning needs and teacher growth interests shared through conversations with other practitioners. Coaches use these openings to pursue follow up conversations with other practitioners focused on their expressed student needs or interests to improve student learning. This allows others the opportunity to invite the coach into their classroom. Or the coach can offer to observe and assess student learning.
o Observing and assessing student learning-Coaches should offer to collect data from student observations. The teacher may make the request that the coach collect specific student data. This allows the coach to offer insights into the student’s approach and processes for learning a particular task. A follow-up discussion of this data may offer the teacher and coach the opportunity to form a partnership.
o Forming a partnership-A partnership between the teacher and coach may be the next step after the coach and teacher engage in a focused conversation about the evidence collected in the classroom visit. The partnership may decide to begin the coaching cycle.
o Beginning the coaching cycle-The coach/teacher could mutually agree to begin a coaching cycle to address the student needs or teacher interests revealed during conversations. (Refer to Appendix F)
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Why?
To impact student learning by establishing a clear understanding that conversations with other adults will be about student data and learning rather than judgments about teacher practice.
Keeping conversations grounded in student data and student learning allows practitioners to develop a respectful working relationship.
Data driven instruction allows the coach and teacher to refine their ability to make informed decisions to meet the immediate needs of all students.
“…Listening for your teachers’ concerns will help shape and improve your coaching work.” (Katherine Casey, Literacy Coaching: The Essentials)
When?
Conversations concerning student learning can occur in many formal and informal settings throughout the day (before, during, and after).
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PRE-PLANNING “If you don’t know where you are going, you’ll end up someplace else.” (Yogi Berra)
What?
Pre-planning is a brief dialogue (4-8 minutes in length) that allows the coach to determine what type of support the teacher may request as the teacher-coach partnership moves into the coaching cycle.
Pre-planning is an opportunity for the coach to collect information and materials that are being considered in order to plan together (e.g., text, lesson, unit).
Pre-planning is an anticipatory conversation about what the students are familiar with and what the teacher would like to see the students do.
Who?
The coach and teacher meet prior to the formal planning session in the coaching cycle.
How?
The coach listens to determine teacher’s goals for the lesson being planned. The coach makes meticulous notes while listening to the teacher’s ideas about the
upcoming lesson.
The conversation should be built on what the teacher is sharing during the conversation.
The coach and teacher engage in a conversation. Conversation starters may include:
o The teacher might say: “I would like to see …..” o The coach may ask: “How can I prepare for our planning together?” o The teacher might say: “My students know how to…….”
and/or “I would like for my students to be more proficient at…..” o The coach might say: “Would you be interested in trying….?” o The coach might ask: “Is there something about this text/material that you
anticipate causing problems with your students’ learning?”
The teacher and coach agree to spend time individually prepping and collecting information that will be pertinent to making the planning session efficient and effective.
Why?
The pre-planning allows both teacher and coach to reflect, research, and prepare for the upcoming planning session which allows for focus and clarity.
This allows both parties to come to the planning session with ideas that will be merged into a cohesive plan.
Pre-planning ultimately helps honor the teacher’s time by keeping the amount of planning time to a minimum.
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When?
Pre-planning takes place at the beginning of a coaching cycle prior to the teacher and coach planning the lesson.
Pre-planning is also appropriate prior to planning for professional conversations, professional learning, etc.
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PLANNING “Planning without action is futile, action without planning is fatal.” (Anonymous)
What?
A plan is a detailed scheme worked out beforehand for the accomplishment of a desired outcome.
When planning for teaching, the outline must allow for the teacher to adjust during execution of the plan to be responsive to the needs of the learners.
Who?
Coaches and teachers plan instruction together that will lead to learning. How?
Identify clearly the desired outcome. Planners ask questions such as:
1. What Alabama College and Career Ready Standards will we address?
2. What is my desired outcome for this lesson? o What is it that all learners need to know and/or be able to do?
Outline the steps that are capable of producing the desired result. 3. What steps will I take to reach my desired outcomes?
o Is the plan sequenced logically? o Do the activities relate precisely to the desired learning, and do
they build logically one upon the other? o Will the activities engage the learners? o What will present difficulties for the learners?
4. How will we know when each student has met the desired outcome?
o What will the learning look like? o What evidence will we collect? o What formative assessment will I include?
5. What will I do if the learning does/does not occur? o How will we respond when a student experiences initial difficulties
in learning? o How will we deepen the learning for students who have already
mastered the essential knowledge and skills?
Establish how and when information about student learning will be shared. A trusting and respectful relationship must be established for this to be effective.
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Why?
A plan allows thinking to become “visible”. A plan is essential to obtaining a desired outcome. A plan ensures that instruction is engaging, rigorous, explicit, systematic,
differentiated, and focused in order to prepare students to be college and career ready.
If teachers don’t have a plan for securing the desired result, they could end up with something different.
The result of instruction is usually related to having a sound, but flexible plan. In planning, having a framework ensures effective instruction. (Refer to
Appendices G, H and I for planning tools).
When?
Planning takes place daily prior to instruction (i.e., lessons that are modeled, taught side-by-side, co-taught, or taught independently by the teacher).
Planning takes place prior to any professional learning.
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OBSERVING STUDENT LEARNING
“Classroom Observation…is a discipline-a practice, in the sense that it is a pattern of ways of observing and talking and is designed to create a common understanding among a group of practitioners about the nature of their work. A central part of that practice is deciding in advance what to observe, how to observe, and, most importantly, how to talk about what is seen.” (Instructional Rounds, p.85)
What?
The action or process of observing someone or something carefully in order to gain information related to student learning based on goals predetermined during planning.
Focusing on observable learning behaviors students are exhibiting. o What are the students doing? o What are the students saying? o What’s on top of the students’ desks?
Who?
Coaches watch students to see if learning is occurring. Teachers watch students to see if learning is occurring. Teachers watch their own teaching to see if learning is occurring.
Coaches watch their own teaching to see if learning is occurring. How?
Watch attentively. Structure coaching around a goal for student learning.
Focus on student learning…what evidence produced by students will guide our next steps during debriefing?
Honor the teacher’s goals and collect evidence of student learning based on the “look- fors” established during planning.
Ask questions like: o Have students met the desired outcome? o How do you know that they have mastered the desired outcome? o Have teachers met the desired outcomes from professional learning?
Focus on what is observable. Think of the observation as producing evidence that suggest whether or not learning has occurred.
Focus on what matters most for reaching previously set goal(s) for student learning. Collect evidence like a detective. As you observe, record what you see, not what you
think about what you see. Focus on what the students are doing and saying.
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Why?
“Observing student learning and collecting evidence while teaching gives us more evidence to draw on. This allows us to let the students teach us what we need to do next.” (Sweeney, p. 11)
Teachers may observe in order to learn and refine instructional practices and incorporate new practices into their teaching routines.
Coaches/Teachers observe to determine whether or not the desired results are happening.
o Determination of whether or not students are on track to meet desired outcomes.
o Coaches and teachers observe student learning to guide their future actions. When?
When student learning has not met teacher expectations. When teacher requests support. When additional data on student learning is needed to determine goals and next
steps.
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REFLECTING
“Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.” (Peter Drucker)
What?
"Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning." (D. Boud & R. Keogh)
“Reflection is a state of mind, an ongoing constituent of practice, not a technique, or curriculum element.” (G. Bolton)
“Deliberate thinking about action, with a view to its improvement…” (Hatton & Smith) Who?
Professionals who use reflective knowledge to make appropriate decisions about educating and education from multiple types of collected information (i.e., data) use reflective practice.
Individuals or groups who need to make sense of what they have observed, heard, or read make use of reflective practice.
Individuals who need to prepare for a debriefing with another professional or a small group of practitioners use reflective practice.
How?
Reflective thinking requires a pause, openness, inquiry & thinking, learning, and action for enhanced student learning.
o Pause: Practitioners need time to think quietly as they review the individual observation data they collected.
o Openness: Avoid judgment and preconceived actions. Objectively look at individual notes to choose perceptible and specific data related to the students’ learning.
o Inquiry & Thinking: Question the data. What data is significant for developing skillful learners? Which data could I share that would have the greatest impact on students?
o Learning: Seek first to learn. What have you learned from this observation and reflection? What do you hope to learn from other practitioners during the dialogue?
o Action: Action steps are considered during reflection and developed during the debriefing time with individuals involved in the learning.
Why?
Reflection promotes greater professionalism and voice. Reflection is critical to increasing skillful expression during professional dialogue. Generally, professionals need to get their brains in gear before they get their tongues
in gear.
Reflecting and later sharing your thoughts with a peer or peers increases everyone’s sensitivity to what matters most – enhanced student learning.
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When?
Reflection-on-action requires looking back. Reflection-in-action takes place while carrying out the task. Reflection-for-action is necessary to plan for future actions for any given task.
Reflection occurs prior to generating action steps with other practitioner(s) during debriefing.
Reflection is a part of any professional exchange or learning event in order to solidify and prepare for the articulation of what each participant has gained from the experience.
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Debriefing (Also referred to as Post Conversation and Feedback)
“…treat others the way you would like to be treated. “If someone was talking with you about your work, how would you like them to relate to you?” Chances are you would want them to treat you as an equal, to respect your knowledge enough to let you make some decisions about how you do your work. You would probably want them to ask your opinion and listen to your voice, to talk with you in a way that encouraged thought and dialogue about your real-life experience. If they also demonstrated that they expected to learn from you, it would probably make it all the more likely that you would listen to them.” (Jim Knight)
What?
Debriefing is the action that takes place after reflecting. When coaching, the comments on what has been observed are the return of
information. The learning that resulted from the teaching is the result of the process. “Student work (or data) is at the heart of student-centered coaching. Without student
work, coaching quickly slips toward being more about teaching practice and less about student learning. Student work keeps coaching conversations grounded and specific, and propels student learning.” (D. Sweeney)
Who?
All participants comment and promote conversation based on what has been observed (i.e., “look-fors”).
All participants use data to launch learning conversations based on what has been observed.
How?
How we say something is as important as what we say. Share concrete evidence about something that is perceptible.
Be straightforward and clear. Participants describe what they saw during the lesson in a non-judgmental manner.
Determine one or two items related to the outcome that are most significant for increasing student learning.
Before saying anything, ask yourself: o Is it kind? o Is it true? o Is it necessary for improved student learning?
Think about how to say it kindly. Make sure that the teacher feels affirmed as a result of the debriefing. “…educators are more comfortable when the conversation puts student learning front
and center. When this isn’t the case, we feel attacked or vulnerable to the judgments and opinions of others.” (D. Sweeney)
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Why?
Commenting on what is perceptible, puts the focus on the desired result and reduces the possibility of controversy and differences of opinion.
Observing without debriefing is not coaching. The development of action steps support effective instructional planning based on
student learning. “We have to figure out what students need for their learning, which is different from
what students need to learn.” (K. Casey)
When?
Debriefing (i.e., dialogue) takes place as soon as possible, after reflecting on the observation.
Debriefing is a critical element that takes place in each phase of the coaching cycle. Notes: Debriefing is often the most difficult task in coaching. However, if trust has been established, debriefing has the potential to be the most beneficial task because it is closest to one-on-one mentoring. “Coaches must ensure that conversations are not ‘all about me’ but all about the teachers and their students. They need to listen much more than they talk and monitor their thinking and conversation so they don’t let their ideas dominate. Taking the time to truly listen to a collaborating teacher is one of the most respectful things a coach can do.” (J. Knight)
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FACILITATING A PROFESSIONAL CONVERSATION
“A conversation is dialogue, not a monologue. That’s why there are so few good conversations: due to scarcity, two intelligent talkers seldom meet.” (Truman Capote)
What? Facilitate means to make easy and to free from difficulty or impediment.
Conversation is talking together; formally and informally exchanging ideas and information (e.g., two-way sharing, discussion, dialogue, thinking together).
Professional conversations relate and connect to our work. Who?
Professionals (e.g., administrators, coaches, teachers, paraprofessionals) engage in conversations.
In schools, professional conversations occur among all persons whose actions affect the learning of students: usually teachers, administrators, coaches, and parents.
How?
Professional conversations employ a full array of WINsome human relations skills. They have a clear purpose and clear understanding of the desired outcomes.
They are conducted with great care. “Language is for expression; communication is a miracle.” (Dr. Katherine Mitchell)
Communication involves expression and comprehension. Hence, coaches need to be very careful in their expression (both precise content and appropriate tone) and to anticipate that what is said or written may not be understood.
Professional conversations employ authentic listening strategies (e.g., listening alternatively, being self-aware of your facial expressions and body language, asking clarifying questions, communicating our understanding verbally and non-verbally).
We have two ears and one mouth. As a general rule, coaches need to listen twice as much as they talk when facilitating conversation.
Why?
Good communication is the heart and soul of any relationship. For adults, thinking is almost synonymous with articulation. Generally, the opportunity to express ourselves helps to clarify thought.
Adults desire to have input into the actions that effect their work. When?
Professional conversations occur on any occasion that adults are talking about professional practice or student learning.
Notes: Coaches should be excellent communicators. They must have the ability to listen, and know how to continually refocus conversations on what is needed to be successful. Coaches should know how to handle disagreements that may occur during conversations, usually by providing examples and making distinctions that are capable of clarifying points of disagreement.
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FACILITATING PROFESSIONAL LEARNING “Leadership and learning are indispensable to each other.” (John F. Kennedy)
What?
Professional learning is a process by which coaches and/or individuals lead participants as they give careful attention to an important topic in order to deepen understanding and impact practice.
Who?
Coaches and/or individuals having the desired content knowledge will lead participants as they participate in professional learning.
How?
Coaches implement partnership principles (e.g., equality, choice, voice, dialogue, reflection, praxis, and reciprocity). Jim Knight describes these principles as: o Equality—“professional learning is done with teachers rather than training done to
teachers” o Choice—“teachers should have choice regarding what and how they learn” o Voice—“professional learning should empower and respect the voices of teachers” o Reflection—“reflection is an integral part of professional learning” o Dialogue—“professional learning should enable authentic dialogue” o Praxis—“teachers should apply their learning to their real-life practice as they are
learning” o Reciprocity—“we should expect to get as much as we give”
Professionals purposefully choose high impact strategies that will engage participants. Facilitators model best practices through the planning and implementation of
professional learning. Professional learning is research driven and based on data (e.g., qualitative and
quantitative).
Why?
A primary role of a coach is to provide professional learning opportunities to improve teacher practice so that all students learn and achieve at the highest levels.
The deeper the understanding of student learning, the more highly skilled the instruction.
When?
Professional learning may occur at various times and settings (e.g., after school, grade level meetings, professional development days, planning time, classroom practice, book studies, department meetings, faculty meetings).
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Notes: Many factors support the success of professional learning:
Sufficient, effective planning Clear understanding and articulation of the desired outcomes Certainty that the planned strategies will produce the desired outcomes Strategies that engage and challenge adult learners Deep understanding of the content to be studied
Understanding of the relative importance of all of the content and the ability to make the main thing the main thing
Sufficient rehearsal to guarantee that the leader is prepared A tone that is cordial, upbeat, collegial, humble, and authentic
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TEACHING THE LESSON Modeling, Side-by-Side, Teacher Practice
“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” (William Arthur Ward)
What?
Professionals work together to improve teacher practice which will impact student achievement.
Professionals demonstrate, support, and/or practice a routine or procedure.
Who? Any professional who wants to practice a new procedure or routine may share the
teaching of the lesson.
How? Before the Lesson: Co-teachers (coach and teacher(s)) pre-plan the lesson.
Refer to the Pre-planning page in the Coaching Module on pages 18-19. Co-teachers plan the lesson together:
o Co-teachers explore the rationale behind the procedure or routine. o Co-teachers determine the steps of the lesson. o Co-teachers emphasize the importance of being flexible enough to adjust the
lesson plan if the learning requires it. o Co-teachers determine their roles before teaching the lesson.
Refer to the Planning page in the Coaching Module on pages 20-21. During the Lesson: Each participant will have a role in the classroom during the lesson:
o The coach may teach and the teacher may take anecdotal notes. o The teacher may teach and the coach may take anecdotal notes. o The coach and teacher may alternate teaching different portions of the lesson and
taking anecdotal notes. Gradual release model (“I do”, “We do”, “Y’all do” and “You do”) may be carried out
through multiple shared teaching sessions. Refer to the Observing page in the Coaching Module on pages 22-23.
After the Lesson:
The coach and teacher have an opportunity to reflect and debrief about the student learning.
Refer to the Reflecting page in the Coaching Module on pages 24-25. Refer to the Debriefing page in the Coaching Module on pages 26-27.
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Why?
A picture is worth a thousand words. Consequently, to see a procedure modeled is an efficient professional development activity.
During practice, it is important for the coach and teacher to continue to work together. It is efficient to be able to refine our teaching on the spot, during the “We do” stage of coaching.
Collective ownership for successes and struggles of implementation creates a joint partnership that utilizes the resources of both the teacher and coach.
When?
Shared teaching occurs during the school day, throughout the school year, and in all content areas.
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LISTENING “The inability to listen may be the most costly of the human relations to be without.” (Robert K. Greenleaf)
What?
The listening process includes: Receiving---Attending---Perceiving---Interpretation---Responding. (A. D. Wolvin)
Active listening is a way of listening and responding to another person with the intention to improve mutual understanding. Good listeners recognize they are partners in communication.
Real communication is a two-way process. Listening is essential to authentic and productive communication. We listen for what is being said, but also to what is left unsaid or partially said.
“If we were supposed to talk more than we listen, we would have two tongues and one ear.” (Mark Twain)
Who?
Professionals practice active listening. In schools these conversations occur among all persons whose actions affect the
learning of students: usually teachers, administrators, coaches, and parents.
Individuals engage in active listening to gain a deeper understanding or greater insight.
How?
Professionals authentically engage in conversation. While one person in the conversation is talking, the others are actively listening. The conversation has varying degrees of participation, depending on the topic or the needs of the individuals.
Listening is reciprocal to talking. Make sure you are not doing all the talking. Make speaking easy on the speaker by listening with a positive attitude in order to be
empathetic and encouraging.
Cognitively pledge to listen to others. Be inquisitive and open minded. Ask genuine questions to clarify any confusion or missed information. Live in the moment. Let the conversation reveal itself in real-time. Listen like a
doctor, not like a judge. Observe body language to distinguish differences between verbal and non-verbal
messages. Reflect on the content of the speaker by mirroring and paraphrasing as needed. Allow yourself “think-time” before responding. Get your brain in gear after listening
but before speaking. Ask yourself, “Will my response contribute to or shut down the conversation?
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Why?
We spend approximately 70% of our time communicating with others. Of this time, an average of 45% is spent listening, 30% talking, 16% reading, and 9% writing. (Adler, Rosenfeld, and Proctor)
We listen to make inferences, for main ideas, to identify the organizational plan, to obtain information, to understand and learn, to converse, to collaborate, to be a sounding board, and to support and grow together as a team.
When?
We listen to perceive emotional meaning (e.g., body language, expressions, emotions, tone) and connect with the speaker.
We listen to glean directions and information. We listen to respond to message content.
We listen to engage in conversation. We listen to deepen our understanding. We listen to communicate.
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APPENDICES
Appendix A: ARI Coach Job Description Appendix B: Characteristics of Skillful Readers Appendix C: Factors that Influence Reading Comprehension Appendix D: Human Relations Rating Scale Appendix E: Flaherty’s Flow of Coaching (modified) Appendix F: Coaching Cycle Appendix G: Four Planning Questions Appendix H: EQuIP Tri-State Rubric for K-2nd Appendix I: EQuIP Tri-State Rubric for 3rd-High School
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APPENDIX A
COACH JOB DESCRIPTION
Each local education agency (LEA) has the opportunity to exercise flexibility in order to provide coaching support with continued focus on improvements in literacy instruction and student learning across all content areas and grade levels. While flexibility is extended regarding the use of these funds, you and we remain accountable for the use of the funds and the subsequent return on investment. Ongoing funding by the legislature will be dependent on the documented impact of the investment. We are confident that this flexibility can offer an opportunity to provide effective coaching support that increases educator effectiveness and results for all students.
PURPOSE: To improve teacher practice so that all students learn and achieve at the highest levels.
CREDENTIALS: Coaches must have had a minimum of three years’ successful teaching experience. Coaches must also:
Work well with adults and students Demonstrate depth of content knowledge Display characteristics of a learner Exhibit strong communication skills Demonstrate professionalism
SELECTION: Coaches will be selected by the LEA and will commit to performing the duties outlined below.
SUPERVISOR: LEA determined
CONTRACT: Nine months recommended
GENERAL DUTIES: The duties of the coach will be to plan regularly with school, LEA, and Alabama State Department of Education (SDE) staff to accomplish the following: Influence a commitment to the vision of the Alabama State Department of Education: Every Child
a Graduate – Every Graduate Prepared Support school and LEA literacy efforts to reach the goal of students performing at or above
proficiency in all areas Collaborate with LEA, school, and SDE personnel to plan for and support coaching that
impacts teaching and student learning
Implement, strengthen, and support instruction and intervention efforts K-12 Demonstrate a high level of skill in coaching and instruction in all tiers Use age-appropriate instructional strategies in all tiers to improve students’ skills Work collaboratively to monitor, analyze, and use data daily in all tiers to make decisions for
improved teaching and learning Plan and/or facilitate professional learning to improve instruction and student learning K-12
Utilize a variety of coaching strategies to differentiate support (grade level, departmental, and vertical team meetings; individual and peer coaching)
Use a collaborative approach to determine, design, and deliver professional development Alabama State Department of Education, Thomas R. Bice, State Superintendent of Education August 2013
The Alabama State Board of Education and the Alabama State Department of Education do not discriminate on the basis of race, color, disability, sex, religion, national origin, or age in its programs, activities, or employment and provides equal access to the Boy Scouts and other designated youth groups. The following person is responsible for handling inquiries regarding the non-discrimination policies: Title IX Coordinator, Alabama State Department of Education, PO Box 302101, Montgomery, AL 36130-2101, telephone (334) 242-8165.
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APPENDIX A (cont.) Examples of Flexibility
Each LEA is encouraged to consider the best use of its coach allocation. You know your needs related to additional instructional coaching. Consider the data of your schools as well as other factors such as turnover or new leadership. The SDE recognizes that the LEA may have had to supplement the funds locally in order to pay for a coach at each school with grades K-3. This flexibility includes the number of coaches you choose to fund. We encourage you to assemble your district and school leadership to brainstorm how you can make the best use of these funds for instructional coaching. Remember that the role of the coach can be expanded beyond reading. Also, keep in mind that the allocation is for a coaching position not for a particular person. So, as you identify your schools of greatest need, also consider WHO would be the best person to serve in the coaching role. Below are some examples of flexibility:
An LEA might continue to assign full-time coach in an elementary school with the greatest needs and move a coach position (not necessarily the person) from another elementary school in which the data reflects the position is not needed. This coach position may be moved to a middle or high school if needed.
An LEA may decide that a feeder pattern of schools may share a coach based on their data.
An LEA might choose to temporarily assign a team of coaches to address specific needs in one school and reassign the team to a different school when the needs have been adequately addressed.
In order to take advantage of instructional expertise, an LEA might choose to have two excellent teachers share teaching assignments allowing each to teach for half a day and coach for the other half of the day.
Many of the current ARI coaches have become skilled at coaching K-3 reading. Should you choose to use them in an expanded manner, they will need additional support in order to coach effectively in other content areas and other grade levels. We are hopeful that this flexibility can offer an opportunity to provide effective coaching support to those schools in your LEA that have the greatest needs. The state staff member who serves as your ARI regional contact is available to help you think through the best use of your allocation, if needed.
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APPENDIX B
Characteristics of Skillful Readers
Skillful readers demonstrate
Accuracy saying the words correctly Automaticity recognizing words instantaneously Fluency reading connected text with ease and minimal effort reading with accuracy, automaticity, as well as appropriate speed, phrasing,
and expression Active building of meaning making ongoing efforts to construct meaning from the text drawing on all resources (e.g., knowledge, experiences, language) to
understand the author’s expression using comprehension strategies such as predicting, questioning, and
visualization to help make sense of text Self-regulation knowing at all stages of the reading whether or not the text is “making
sense” addressing problems as they emerge (includes problems at the word- and
text-level) choosing to be actively involved before, during, and after reading
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APPENDIX C
Factors that Influence Reading Comprehension
The reader’s system of meaning overlaps sufficiently with the author’s system of meaning. The readers system of language overlaps sufficiently with the author’s system of language. The reader reads words accurately. The reader automatically recognizes words.
The reader reads fluently. The reader engages with the printed material.
Summary of Interferences to Reading Comprehension
IMPLICATION: At every stage of reading development, teachers must be able to identify whether the interferences to comprehension stem from the system of print, the system of language, the system of meaning
and/or from inattention. Teachers must make certain that students recognize the source(s) of the interference and have the strategies necessary to overcome each type of interference.
System
of
Meaning
System
of
Language
System
of
Speaking Writing
Comprehending
ding Reading
1. The reader’s
system of meaning
does not overlap
sufficiently with
the author’s system
of meaning.
2. The reader’s system
of language (i.e.,
vocabulary, syntax,
idioms) does not
overlap sufficiently
with the author’s
expression.
3. The reader lacks the
power to say what each
word requires. (Accuracy)
4. The reader is
cumbersome in word
recognition and does not
identify words instantly.
(Automaticity)
5. The reader fails to read
with ease, appropriate
speed and phrasing, and,
therefore, is unable to
devote sufficient attention
to building meaning.
(Fluency)
6. The reader does not attend to the degree needed to build meaning.
(Attention/Motivation/Disposition)
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APPENDIX D WINsome Human Relations Rating Scale
Qualities Rate Yourself Weak Strong
1 2 3 4
Observed in Others
Respectful
Caring
Kind
Good Natured
Gentleness
Self Control
Trustworthy
Generous
Affirming
Encouraging
Impartial
Flexible
Patient
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APPENDIX E
Fla
her
ty’s
Flo
w o
f C
oa
chin
g
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APPENDIX F
Coaching Cycle A Continuum for On-Going Professional Development
Always Begin with Data
Pre-Planning
Planning with Teacher
Modeling for Teacher
Reflection
Debrief
Pre-Planning
Planning with Teacher
Teacher Practice
Reflection
Debrief
Pre-Planning
Planning with Teacher
Side-by-Side Practice
Reflection
Debrief
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APPENDIX G
Four Planning Questions
1. What is my desired outcome? 2. What steps will I take to reach my desired
outcomes?
3. How will I know when the desired outcome has been met?
4. What will I do if the learning does or does not occur?
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APPENDIX H
45
APPENDIX I
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Works Cited
Adler, R., L. Rosenfeld, and R. Proctor. Listening Skills. Interplay: The Process of Interpersonal Communicating. Harcourt, 2001. Web. 31 Dec. 2013. Bruce, Joyce, and Beverly Showers. Student Achievement: Through Staff Development. Alexandria, Virginia USA: ASCD, 2002. Print. Casey, Katherine. Literacy Coaching: The Essentials. Portsmouth, NH: Heinemann, 2006. Print.
City, Elizabeth A. Instructional Rounds in Education: A Network Approach to Improving
Teaching and Learning. Cambridge, MA: Harvard Education, 2009. Print.
DuFour, Richard, and Robert Eaker. Professional Learning Communities: Best Practices for
Enhancing Student Achievement. Bloomington, IN: Solution Tree Press, 1998. Print.
Eadie, William F. Listening, Understanding, and Misunderstanding. 21st Century
Communication a Reference Handbook. Thousand Oaks, CA: Sage Publications, 2009. Print.
Flaherty, James. Coaching: Evoking Excellence in Others. Boston: Butterworth-Heinemann, 2010. Print. Harvey, Stephanie, and Anne Goudvis. The Comprehension Toolkit: Language and Lessons for Active Literacy. Portsmouth, NH: Firsthand, 2005. Print. Knight, Jim. Instructional Coaching: A Partnership Approach to Improving Instruction. Thousand Oaks, CA: NSDC, 2007. Print. Knight, Jim. Unmistakable Impact: A Partnership Approach for Dramatically Improving Instruction. Thousand Oaks, CA: Corwin, 2011. Print. Sweeney, Diane. Student-centered Coaching: A Guide for K-8 Coaches and Principals. Thousand Oaks, CA: Corwin, 2011. Print. Walsh, Jackie Acree & Sattes, Beth Dankert. Leading Through Quality Questioning. Place of Publication Not Identified: Hawker Brownlow Education, 2010. Print. *Mitchell. Katherine. Conceptual Framework. (This research was the basis of her doctoral thesis.)
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Alabama Department of Education
No person shall be denied employment, be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any program or activity on the basis of
disability, sex, race, religion, national origin, color, or age. Ref: Sec. 1983, Civil Rights Act, 42 U.S.C.; Title VI and VII, Civil Rights Act of 1964; Rehabilitation Act of 1973, Sec. 504; Age
Discrimination in Employment Act; Equal Pay Act of 1963; Title IX of the Education Amendment of 1972: Title IX Coordinator, P.O. Box 302101, Montgomery, Alabama 36130-
2101 or call (334) 242-8444.