1.Coaching for School Improvement:A Guide for Coaches and Their Supervisors by Ka ren Laba trovemen& Impation r on InnovCente

2. Center on Innovation & Improvement 121 N. Kickapoo Street Lincoln, IL 62656 www.centerii.org InformationTools TrainingPositive results for students will come from changes in the knowledge, skill, and behavior of their teachers andparents. State policies and programs must provide the opportunity, support, incentive, and expectation for adults closeto the lives of children to make wise decisions.The Center on Innovation & Improvement helps regional comprehensive centers in their work with states to providedistricts, schools, and families with the opportunity, information, and skills to make wise decisions on behalf ofstudents.The Center on Innovation & Improvement is administered by the Academic Development Institute (Lincoln, IL) inpartnership with the Temple University Institute for Schools and Society (Philadelphia, PA) and Little Planet Learning(Nashville, TN).A national content center supported by the U. S. Department Award #S283B050057 2011 Academic Development Institute. All rights reserved.Editing & design: Pam Sheley 3. Coaching for School Improvement:A Guide for Coaches and Their SupervisorsKaren Laba 4. TABLE OF CONTENTSPurpose of the Guide ..............................................................................................................................3SECTION 1: What is a School Improvement Coach? .........................................................................5What Does a School Improvement Coach Do? ....................................................................................8 ............................................................................................................................11 Establish the School Improvement Team ........................................................................................11.........................................................................................................................12 Improvement Stage 1: Assess Current Status .................................................................................12 Improvement Stage 2: Develop a Plan for Change..........................................................................13 Improvement Stage 3: Implement the Plan ....................................................................................16 .........................................................17 Improvement Stage 5: Monitor the Impact ....................................................................................18 Improvement Stage 6: Review New Data........................................................................................18 .........................................................................19SECTION 2: Coaching with Indicators .............................................................................................21What are Indicators?..........................................................................................................................23Using Indicators Across the School Improvement Cycle ....................................................................24 ...........................................................................................................25Coaching with Indistar Indicators.....................................................................................................26..............................................41............................................................................................43Training School Improvement Coaches ..............................................................................................46 .........................................................................................49SECTION 4: Monitoring Coaching...................................................................................................55 ..............................................................................................................58Next Steps ..........................................................................................................................................60About the Author ...............................................................................................................................60.................................................................................61Appendix A: Sample Wise Ways.......................................................................................................63..............................................................................64Appendix C: Selected Coaching Comments ......................................................................................66 .........................................................................68References .........................................................................................................................................69 5. Purpose An outside school coach, properly prepared and - tar, visit www.indistar.org.Throughout the materials that follow, reference will be made to the school improvement process. While the ac- & Haeger, 2006).-out strategies leading to the improvement of studentment places demands on school personnel that require achievement varies widely across schools and districts,support strategies to ensure their success. Using amost will follow this general sequence:school improvement coach is one of these strategies.The school improvement coach, external to the day- Plan to build on strengths and address gapscarry out the process of school change.Implement the plan - ress toward goalson a black board are a dime adozen. The ones who win getguide should be broadly understood to refer to this - Vince Lombardi through the improvement process. A school improvement coach has similar constraints -Assess Planimprovement coach serves as the guide on the side Revise Implement Monitorimprovement teams. Ideas in the guide can be used toinform the training and supervision provided by state - the research-based indicators which form the structurewho are using the online Indistar tool created by the-provides exercises and examples to prepare the coach cises and examples of lessons learned from early adopt- 3 6. Coaching for School Improvement Discussion of the approaches used by sponsors tomonitor coaches for school improvement teams areabout the use of a coaching approach, that, when ex-- amined, can inform future decisions about the coachingschools and their students.4 7. SECTION 1: What is a SchoolImprovement Coach? 8. Coaching for School Improvement6 9. What Is a School Improvement Coach The term coach is applied across many life - -and data coach, and school improvement coach, just toname a few. organize, and, most importantly, energize team mem- -coached, what the coach might do, and, for certainaudiences, how best to recruit, select, and evaluate the progress. In the current context of school accountability, we are support is the school improvement team and the team -support school improvement teams as capacity build-namely growth in the ability of the school improvementteam and team leader to guide and manage the sys-outcomes for students. - reasonable for a school improvement coach to assume A good coach will make his that the team members and, perhaps even the team leader, are novices at their roles in planning and guid- Ara Parseghian, challenge the coach will need to resist in order to buildNotre Dame football coach local capacity. Coaches are -school or district receiving support services. In many process are headed toward the same long term-goal,agency. The array of competencies required of individu-als contracted to support school improvement teams team by helping them appreciate the impact of theirthe school improvement coach is familiarity with thelocal and state policy environments and with commu- 7 10. Coaching for School ImprovementPAUSE AND REFLECT 1-1: When a school improvement coach contracts with an agency to provide - the coaching services to be provided.- -Examples:In the long term, the coach who is successful at build- successful school improvement. Add humility to the list - while the team leader describes to the communitythem. An experienced educator serving as a schoolimproved student outcomes. No one will applaud moreimprovement coach must be willing to set aside beliefs rigor of the challenges faced and overcome by the team than their coach. - What Does a School Improvement Coach Do?School improvement requires many hands, minds, and- the desired goal of improved learning. The coach of a school improvement team supports the development of Phil Jackson assessment of student learning In the short term, the coach changes approach in re- - school policies and procedures that promote stu-taining precise focus on the long-range goal of improv-dent achievement monitoring impact of change strategieswell as controversial ones. Enthusiasm, respect, goodschool improvement coach.8 11. What Is a School Improvement Coachthe needs of the team leader, who is the primarysupports are put in place for the leader as well as theteam out of its school improvement mode and engage - Assess Plan-supports their learning as well as their leading. The coach builds the capacity of the team to doimprovement process ReviseImplement- -straight line progression. Monitor School Improvement StageTeam TasksCoaching Tasks Clarify the purposes and desired out- - comes of the school improvement team -- Establish School Improvement Team team Reach consensus on protocols that guide Examine current data and evidence onGuide a thorough analysis of student achievement to the individual student climate/culture level and curriculum standard if possible Examine available data on school climate Conduct comprehensive assessment ofUse research-based indicators to guide Improvement Stage 1: Assess Current school leadership, curriculum alignment, the comprehensive assessment process Status development - and desired outcomes Research change strategies to improve student outcomes Lead team members through priority- student learning Ensure regular and meaningful commu- - 9 12. Coaching for School Improvement School Improvement Stage Team Tasks Coaching Tasksneedsresponsibility techniques for teachers and leaders Improvement Stage 2: Develop a Plan for Change Provide examples of types of evidence- Recommend strategies for gatheringfor the improvement plan input and reaching consensusProvide or arrange for training from Improvement Stage 3: Implement the peers, local experts, or other high- of professional development providers Plan quality providersCommunicate regularly with Support the use of various media to wider community-Meet regularly to document plan imple- norms and protocols As appropriate, provide technical sup- port in use of technology tools to allow Improvement Stage 4: Monitor monitor culture and climate-Conduct periodic assessments ofProvide examples and training in the usestudent achievement and professional Improvement Stage 5: Monitor the Impact of the Plan plan-Meet regularly to review new data and Improvement Stage 6: Review New Data-10 13. What Is a School Improvement Coach School Improvement Stage Team TasksCoaching TasksBased on analysis of new data, adjust Provide team members resources in-the plan to address needed changescluding recent research on strategies toaddress improvement needsprocesses - Planof the improvement plan-Implement Revised Plan Monitor ImpactReview and Reviseof goals. Some have described the stages of group de-view forming, storming, norming, performing, and ad- Establish the School Improvement Team- a recurring series of concerns, at some points focusingthe team is recruited, selected, and oriented to thethe way a soccer or baseball team is put together. More -ment, and adult learning and development. At the end-school improvement coach. For school improvementtoire of team building strategies.coaches, the only power is that of persuasion. Groups that are already in place when coaching begins-not yet been established, the coach collaborates withcommit to serve as members of the team. As CaseyStengel points out, the challenge for the coach and thechange have proposed a wealth of guidance on bringingindividuals together in support of a common goal or set11 14. Coaching for School Improvement PAUSE AND REFLECT 1-2:each member of the team can express his or her preferences for the way the group conducts its business. Sample group norms: We commit to . . . Whether the school improvement team is already instudents and teachers, students and families, familiesand community, community and school. A comprehen--student learning.nurture development of the school improvement team The use of research-based indicators, such as thoseare included in theResources of a comprehensive self-assessment of school-basedImprovement Worka school improvement team using Indistar. Launching a school improvement process begins witha plan can be developed to move the school towardexcellence, the team must examine what the school isdoing compared against research-based standards ofexcellence. Student achievement scores represent theoutcome12 15. What Is a School Improvement CoachPAUSE AND REFLECT 1-3: rather than blame or disapproval? sample script a team leader might use to lead discussion and analysis of the evidence that will helpSample data:1.- rooms on state reading assessments.2. teachers on his team.3.-4. explain what was expected of them during the lesson.- Improvement Stage 2: Develop a Plan forChangefor change includes several layers of decision. To orga-nize the many factors to be considered, many organiza- -Where do we want to go? Developing a plan to reachthe short- and long-term targets for student achieve-ment is a complex, demanding process that builds onhonest, clear answers from the assessment of currentterm or long term and are most useful when stated-- Yogi Berra13 16. Coaching for School ImprovementInputs/ResourcesStrategies Short termLong Term 1. Coaching Guide1. Present an overview School improvement 2.productsteams rate that thepresenters in the school im- -coaching strategies. strategies used by their provement planning- process. pants report intent to2.apply strategies to fu- and strategies rec-improvement teams. ommended in the guide.3. by sharing personal experiences and session.Objective: What does our plan intend students (or teachers) to know and beable to do?OUTCOMES (short OUTCOMES (long INPUT/ RESOURCESSTRATEGIESOUTPUTSterm) term) Resources If you have theIf your strategies If you accomplish If these benefits to needed to carry necessaryare fullyyour plannedclients are out the strategiesresources, then youimplemented and of strategies, thenachieved, then effectively and can use them tohigh quality, then students (orcertain changes in efficiently implement thethese /products will teachers) willorganizations, strategies be producedbenefit in certaincommunities or wayssystems will occur14 17. What Is a School Improvement Coach A logic model is just one of many structures for school -coaches should be alert to the preferred model re- supplement the physical energy demanded of thosequired by the state, district, or other sponsoring agencyoverseeing the improvement planning process. Teams and coaches using the Indistar system to struc-the cycle, the coach serves the team best by remind-planning tools, resources, and report templates builtthe ways these features can be used as the team devel-ops its plan for change. build the capacity of team members to communicateto picture themselves in their new and improved others in seeing the vision emerging from the school improvement process.PAUSE AND REFLECT 1-4: regular points during the process. -1. What will you see in the classroom/in the school?3. What materials will be there?Team members can do this for each indicator they include as part of the plan development process. -15 18. Coaching for School Improvement Improvement Stage 3: Implement the PlanThe mindset of inquiry is a feature of professional Sadly, in too many school improvement planningis typed up and sent to the state, district, or other--progress toward longer term goals, a plan for change - - toring stages. Teachers typically monitor student learn- team well by guiding them to build into their plans the - gies are being implemented and what their impact on student achievement might be. PAUSE AND REFLECT 1-5: ?-Teacher self-reports tween classroom and specials ? ? requests ? minutes.16 19. What Is a School Improvement Coachin place before observers can be sure their presence -most is what the evidence tells the school and howresponse to the evidence. Improvement Stage 4: Monitor the- -team leader.and districts. In the logic model, teacher and leaderbehaviors are the new inputs to the system designed toelicit student learning outcomes - inputs and improvedclimate as the outcomes.PAUSE AND REFLECT 1-6: The visioning exercise described earlier, during which team members lead ownership of the monitoring process and of the plan itself.a record of the results. 17 20. Coaching for School Improvement - - exercises wisdom by recognizing that he/she cannotcapacity by guiding team members to engage with their of the school and its leader allows him/her to access -ous school improvement. Improvement Stage 5: Monitor the ImpactImprovement Stage 6: Review New Dataof the Plan The coach of the school improvement team can nur-monitoring will occur in close succession if not simulta-neously. Monitoring the impact of the school improve-team members as they consider emerging evidencehave that these strategies resulted in in the plan. In contrast to factual statements or yes-no improved student learning? - enhanced culture and climate? learning?of the changes in a school that contribute to changes inof tools to collect and connect data about schooldemographics, student learning, school processes, andto yearly state assessment results. Some commercial-gies. The coach can bring samples of tools for teams toconsider that show clear alignment to the individualschool context and student needs. The coach might18 21. What Is a School Improvement Coach PAUSE AND REFLECT 1-7: Did you ever use the 5 whys exercise? To probe deeply toward the root-the old program. In this example, the respondent has accurately answered the 5 whys? and the process has elicitedseveral possible root causes of the observed evidence. A team that pushes its analysis of new data us-discourage the conclusion that the new program is the problem and instead reveals that underlying Examples: : Discipline referrals for 7th and 8th grade students are increasing.Eventthan in grades 4 and 5.ConsiderBloom and his colleagues, the taxonomy describes a.many educators. Appendix B, adapted from the Idaho Plancoaches or team leaders can use to structure discus- - -19 22. Coaching for School Improvementdirect involvement from the coach. The team begins to-the team leader, and the improvement team. The school improvement coach monitors team func- can model for the school team. See the sample feed-.20 23. Section 2:Coaching withIndicators 24. Coaching for School Improvement22 25. Coaching with IndicatorsWhat are Indicators? In everyday use, the term indicator refers to an ob- -commonly use indicators as a gauge of progress to-team may or may not target the behaviors that con-tribute most directly to student learning. Using a set of---plar of the trait. As it applies to school improvement, an indicatorof indicators, ensuring that agreements within theteam and across the school address a similar vision of -educators can employ to ensure their students achievesuccess. In the Indistar system, the success indicatorsdetailing the research base for each indicator and-- -indicators used in the Indistar system can be found inThe Mega Systemteam capacity for change. A coach can serve the school by helping the teamreach agreement on the meaning of each indicator, -for change, implement change, monitor the results ofchange, and revise strategies to address gaps in imple- So how do indicators support the school improvementcoaching process? Coaching with indicators, such asof the coach, the team leader, and the school improve-ment team beyond student test scores. Rather thanthat contribute to student learning. The coach usesthe indicators as a touch point and supports the teamleader in guiding the team through an honest assess-- 23 26. Coaching for School ImprovementPAUSE AND REFLECT 2-1: -- understanding across the team.IndicatorUsing Indicators Across the School and useful, the coach must have established a trust- Indicators form the guideposts for the school improve- school context among team members are ways coachesand monitoring. Throughout the school improvementcan build and sustain the trust that will allow them tocycle, the coach will be helping the team leader guide exert the pressure needed to ensure a high-performingthe team through the steps in the process. school. A special feature of the Indistar system is the ability The structure established in the Indistar system paral- lels the stages of the school improvement cycle:Indistar StepStep 3: Form Team Stage 1: Assess Current Status Step 4: Assess Indicators Stage 2: Plan for Change Step 5: Create Plan Stage 3: Implement PlanStep 6: Monitor Plan Stage 5: Monitor Impact24 27. Coaching with Indicators The coach of a school improvement team using Indis- the learner -A coach can consider whether the intent of the feed- - A core responsibility of the coach is to provide feed-- -such as curricula, families, teachers, and school traits - improvement toward desired goals. - support for the process that suits the resources andthe school improvement team. personnel involved. In contrast, coaches serving school teams required to adopt a rapid improvement trajec- - tory will need to provide more pressure throughout the process cycle to meet rapid improvement targets. - - stood or performed - goals of improved student learning. PAUSE AND REFLECT 2-2: Below are some examples of coaching comments.1. self level?2. Examples: as you move through this process. Challenge:change? 25 28. Coaching for School Improvement-teachers from grade-level teams or high school depart-and context that comes along with in-person commu-- -ments to be provided remotely, but coaches are wise toschool. Some schools have adopted a structure wherein text only from those same comments presented in-the improvement process to put together a team andusefulness of the coaching comments throughout theimprovement process. The coach can invite the team to - remember, character comes.Coaching with Indistar Indicators1Step 3: Establish the Team:Improvement Cycle Stage I: Assess current status/Indis-- tar Step 4: Assess indicatorsproject, including a process using the Indistar indica-steps are required for each indicator: 1. Using the Wise Ways to guide the team on thefor an Indistar coach. meaning of the indicator. 2.members to commit to the improvement process. Inindicator bymost schools, a leadership team or improvement teamsary. recommended by the team, and 1 Note: This guide is not intended to be a comprehensive trainingon the use of the Indistar system. Coaches contracted to providesupport to school improvement teams using Indistar can accesstechnical training through their sponsor agency or through CII 3. priority of the indicator in the contextand are familiar with the resources available through the system. 4. Assigning an opportunity score to the indicator -by the team and by the sponsoring agency.includes the process for the assessment of each indica-visioning exercise in of this guidesource. to help the team reach agreement on the meaning of26 29. Coaching with Indicatorsindicator. Middleton Elementary School Date: Category: Curriculum, Assessment, and Instructional Planning Section:Engaging teachers in differentiating and aligning learning activities IIC01 - Units of instruction include specific learning activities aligned to objectives. (96) 1. Choose your level of development or implementation for this indicatorNo development or implementation (if you choose this, move on to 1 - A)Limited development or implementation (if you choose this, move on to 2)Full implementation (if you choose this, move on to 2 - C) 1 - A. IF "No development or implementation" is selected choose oneNot a priority or interest (if you choose this, move on to 2 - C)Will include in plan (if you choose this, move on to 2) 2. Priority Score: (after selecting a Priority Score, move on to 3)3 - highest priority2 - medium priority1 - lowest priority 3. Opportunity Score: (after selecting an Opportunity Score, move on to 4)3 - relatively easy to address2 - accomplished within current policy and budget conditions1 - requires changes in current policy and budget conditions 2 - C. If "Not a priority or interest" - Please explain why this indicator is not a priority or interest. 2 - C. If "Full implementation" - Please provide evidence that this indicator has been fully and effectively implemented. Also, describe the continued work that will be necessary to sustain your efforts. 4. Please describe the current level of development or implementation.27 30. Coaching for School Improvementthat 85% of teachers were observed using theevidence do we have? and, What evidence might webecomes helping the other 15% get there. Theneed to collect?--the Indistar indicators are grounded in the most -vantage of the school improvement process to broadenthe team leader conduct an exercise to judge whatfor improving student achievement. - -ing agreement on the criteria for judging currentPAUSE AND REFLECT 2-3: Indicator:Is this evidence clearly described/explained?Does the evidence persuade the reader that the indicator is fully implemented?28 31. Section:Engaging teachers in differentiating and aligning learning activities IIC01 - Units of instruction include specific learning activities aligned to objectives. (96) with Indicators CoachingHow can a coach guide a team to reach consensus on 1. Choose your level of development or implementation for this indicator Agreement on the meaning of the indicatorchoose this, move on to 1 - A) No development or implementation (if you and con-Limited development or implementation (if you choose this, move on to 2)closer to a decision about how to plan for improve-Full implementation (if you choose this, move on to 2 - C) - 1 - A. IF "No development or implementation" is selected choose one quirements.the contextpriority or interest (if you choose this, move on to 2 - C) The team can go through the 5 whys exerciseNot a of the school culture.Will include in plan (if you choose this, move on to 2) root cause probes familiar to them to 2. Priority Score: (after selecting a Priority Score, move on to 3) decide which priority best describes each3 - highest priority indicator. The Wise Ways in Indistar can2 - medium priority -1 - lowest priority - 3. Opportunity Score: (after selecting an Opportunity Score, move on to 4)3 - relatively easy to address2 - accomplished within current policy and budget conditions1 - requires changes in current policy and budget conditions 2 - C. If "Not a priority or interest" - Please explain why this indicator is not a priority or interest. 2 - C. If "Full implementation" - Please provide evidence that this indicator has been fully and effectively implemented. Also, describe the continued work that will be necessary to PAUSE AND REFLECT 2-4:- sustain your efforts.1.2.3. 4. Please describe the current level of development or implementation.4. their recommended value of the criteria. the far right would indicate a high value for that criterion.5. CriteriaLowSomewhatDirect impact on studentlearning 29 32. Coaching for School ImprovementAssessing Indistar indicators can be thought of as a spiral endeavor, just as is aof each indicator when it has agreed on a priority for spiral curriculum. Concepts are introduced and consid--ered at one point, then other concepts are brought toindicator on the opportunity to address the changescoach leading a team through the Indistar process of team to consider gaps between 3. Opportunity Score: (after selecting an Opportunity Score, move on to 4)3 - relatively easy to address2 - accomplished within current policy and budget conditions consider the opportunity for1 - requires changes in current policy and budget conditions - cators assessed later in the improvement planning process may result in agreement to revisit earlier assessments and lead to adjustment in priority or opportunity scores. New developments will trigger review and possible revision of assessednever easy, nor is changing beliefs, values, and -easy- - sources. The coach can serve the team well by main- taining enthusiasm for the learning that comes fromtheir adherence to curriculum guidelines, is thatconsidered a policy? the Indistar indicators or other research-based frame-We may need to research possible strategies for -ing whether current budgets can accommodatethe needed training, materials, or technology toapproach.30 33. Coaching with Indicators PAUSE AND REFLECT 2-5: A coach can prepare for the complex step of guiding a team to apply an op-discussion. Try this exercise.1.2.3. choosing the most appropriate opportunity score.4.- Sample Indicators: -comes.Professional Development: Professional development of individual teachers includes an emphasis on Improvement Cycle Stage 2: Plan for Change/IndistarStep 5: Create School Plan- -sional development plan, a district improvement plan, -and a school improvement plan with NCLB elements forand addressed as part of the improvement planning- -mitment in pursuing meaningful improvement. for the group.31 34. Coaching for School Improvement Step 5: Create School PlanMiddleton Elementary SchoolDate:Category School Leadership and Decision Making:Section:Aligning classroom observations with evaluation criteria and professional developmentIF08 - Professional development for the whole faculty includes assessment of strengthsand areas in need of improvement from classroom observations of indicators of effectiveteaching. (72)Plan1. Assign a team member to manage and monitor your work toward this objective. ____________________2. Describe how it will look when this objective is being fully met.3. Establish a date by which your description above will be a reality. ____ / _____ / _________TasksT-1. Create task(s) for this objective.T-1a. Assign a person to be responsible for this task. ____________________T-1b. Establish a date this task will be completed. ____ / _____ / _________T-1c. Record notes from your discussion that will be helpful to the person responsible for this task.32 35. Coaching with Indicators- A school improvement coach may be familiar with thening with the long-term outcome in mind, namely what- describe a scenario in which the indicator is fully imple-Whichever process the coach and team leader select,Indistar system should become familiar with thevariety of reports available for review.Login to Indistar for one of your schools.yellow Resources and Reports box in the upperright.Select Reports.evident as a result.PAUSE AND REFLECT 2-6: In the absence of another preferred approach, the coach can opt to use the If you recall, the components of the logic model include, in reverse order,strategiesStrategiesstrategy 33 36. Middleton Elementary School School Improvement TeamCoaching for School ImprovementIndistar Worksheet: in Plan Report, Key Indicators are shown in RedObjectives Included Step 5: Create the Plan November 23, 2010 School Leadership and Decision Making Aligning classroom observations with evaluation criteria and professional development IF04 - Professional development for teachers includes observations by peers related toindicators of effective teaching and classroom management. (68) Index:6(Priority Score x Opportunity Score) Plan: Assigned to:Lead Teacher Target Date:06/07/2010 How it will look when fully met: When this objective is fully met, the school will have a process inplace where staff members will cover for each other so others canobserve a peer teaching. Teachers/Teacher Assistants fill out a BRSrubric about what they saw and how this information can beincorporated in their classroom. Also, information from the rubric willbe distributed to the observed teacher as feedback to improve theteaching process. The observations will allow all staff to improveteaching techniques to benefit our children. Tasks: 1. 1. A format will be developed and a schedule of when peer observations can occur. The format will include a place for both parties to reflect on the visit.Assigned to: Grade Level TeamsTarget Completion Date: 05/28/2010Comments:Collegial Coaching a. Strengthen an environment of trust by understanding ourselvesot and each other. b. Increase interdependency c. recognize and learn to practice coaching qualities d. Develop communication guidelines/shared expectations e. Identify a time for reflection and discussion of observations Implement: Percent Task Complete: 0%shown above, developed for a professional develop-ment indicator, would include:-ence. In the case shown here, the team chose to use-room management their sponsoring agency. Developing a plan for the Indistar indicators theschool chooses to include can follow a logic modeloutline or other planning approach familiar to the teamschedules of teachers available to provide cover- or prescribed by the agency. The Indistar planningage for otherslist of procedures for teachers to invite others to the team uses to develop its plan for change.observeImprovement Cycle Stage 3: Implement the Plan/Indistar Step 5: Create School Plan and Step 6: MonitorSchool Planprocess for teachers to cover for each other tocan occur as concurrent events. Assessing an indicatorhow to monitor whether the strategies in the plan are34 37. Coaching with Indicatorsthat includes measurable, observable outcomes clear-est, and energy in becoming integrally involved in thechange.improvement team.-ing the plan. Ideally, the coach and team leader haveserved the team well throughout the planning process - - Bob Nelson,- PAUSE AND REFLECT 2-7:-they face.mix of restricted response and open response items allows the team to collect data that can be easily Please indicate your level of agreement with eachStrongly Disagree Agree Strongly statement. DisagreeAgree 1. My use of [ 2. [Strategy, e.g. peer coaching impact on [select appropriate: my teaching prac 3. The resources available to help me implement [- tory- 35 38. Coaching for School Improvement Improvement Cycle Stages 4 and 5: Monitor Plan The coach will want to encourage the team to moni-School Plan The school improvement team reaches an intermedi--ate milestone when it begins the process of monitor- sented in the previousexercise caning its plan. Those teams using a spiral approach will be used to monitor these two aspects of plan imple-cycles. The coach can support the team by model-ing project management techniques, including use of -technology where available. Excel spreadsheets and provement cycle: assessing the current level of imple-databases are some basic, easy-to-learn tools that can -culture survey responses from parents, students, and coach can assist the team leader by helping focus the Coaches of teams using Indistar have built-in tools outcomes and how to collect and interpret that data.Because Indistar is available online, principals and pro- Previous exercises presented in this guide may be help-schedules allow. Reports provided by Indistar can beprocess will lead to the desired targets. - PAUSE AND REFLECT 2-8:-36 39. Middleton Elementary School School Improvement TeamObjectives Included in Plan Report, Key Indicators are shown in Red November 23, 2010 Coaching with IndicatorsSchool Leadership and Decision MakingExample I: Indistar Worksheet Step 5: Create the PlanEstablishing a team structure with specific duties and time for instructional planning ID10 - The schools Leadership Team regularly looks at school performance data and aggregatedclassroom observation data and uses that data to make decisions about schoolimprovement and professional development needs. (45)Index:3 (Priority Score x Opportunity Score)Plan: Assigned to:Lead TeacherTarget Date:06/30/2011 How it will look when fully met: We will have a fully implemented leadership team. Members willmeet bi-monthly to review data, student achievement, and PBISinformation to determine any necessary revisions to the organizationof the school both academically and socially. Professionaldevelopment, site visits, and curriculum reviews will be determinedMiddleton Elementary School by the leadership team with input from the staff.Tasks: Comprehensive Plan Report Key1. First task shown in RED.Indicators areSchool Improvement Team1. Assigned to: Michael Brickey2. Target Completion Date: 06/02/2010 Comments:Notes for first taskExample 2: Indistar Worksheet Step 6: Monitor the Plan Task Completed:06/03/2010Classroom Instruction- added after first completion. 2. Second taskIndicator Assigned to: teachers explain directly and thoroughly. (122)IIIA13 - AllMichael Brickey Target Completion Date: 06/04/2010(Priority Score x Opportunity Score) Index: 6Plan Comments: Assigned to: School Principal second task notes for Task Completed: How it will look 06/05/2010Teacher lessons will include the following phases during each lesson: when fully met:1. Introduces new lesson connecting it to the previous lesson and prior learningImplement: Percent Task Complete: 100%by clearly delineating what will be learned and what is expected of them.Objective Met:2. The teacher develops interest in the new topic by using interest stimulators05/12/2010 05/12/2010such as illustrations, demonstration, modeling and cues.Experience: 5/12/20103. The teacher directly teaches the new lesson with clarity, enthusiasm, usingxboth verbal explanations and physical demonstrations. Target Date:5/12/201004/08/2010y Tasks:Sustain:5/12/20101. 1. At team meetings have a discussion about how we can work on meeting this goal.x Assigned to: School Principal5/12/2010 Target 04/08/2010 Completion y Date: Comments:The introduction of new lessons is connected to the previous lesson by doingmath boxes. The reading program also has built in ways for topics to be relatedback to previously taught skills. Students are made aware of goals and what isexpected of them. The staff develops interest in new topic by using intereststimulators such as our interactive white boards, illustrations, anddemonstrations. The teacher teaches lessons with clarity, using both verbalexplanations and physical demonstrations. Task 04/12/2010 Completed:Implement Percent Task100%Complete: Objective Met: 11/22/2010 1/1/0001 Experience:11/22/2010The staff worked together at finding ways to implement this objective into theirdaily lessons Sustain: 11/22/2010Staff will continue to put this objective into their daily lessons.37 Page: 1 of 2 40. Coaching for School Improvementof impact will be monitored to assess whether the 1. How could this team monitor whether what theybelieve they have accomplished has, in fact, beenput into place? been intently focused on student achievement mea- 2. --ploring diverse measures of change beyond the typical 3. academic tests. - Monitoring the impact of improvement strategiesprovide ideas for the type of evidence to be collected tolong term, the goal of school change is to improvestudent learning. But what changes in learning will beIndistar that are evident in high-achieving schools? Foraddress climate and culture changes, what measuresPAUSE AND REFLECT 2-9: -for examples that might not have occurred to you to expand your repertoire.1.2.3.4.5. and other methods of assessment.6.7. level.8. teaching and classroom management.9. Reminder:and the research on its impact on school improvement.38 41. Coaching with Indicators -agencies sponsoring the Indistar process such as:.-has been implemented fully? In the example from state agencies who have served as Indistar pioneers.claim?Are there agreed-upon standards for declaring an 39 42. Coaching for School Improvement40 43. SECTION 3: Selecting and Supporting SchoolImprovement Coaches 44. Coaching for School Improvement42 45. T- cies and other sponsors of school improvementpeople to serve as school improvement coaches, andcompetencies of the coach but also the willingness ofcoaches are advised to establish agreement with the -how can we support their success? Those who aremonitoring school improvement coaches owe a debtagreement with the intended recipients on the needwho documented their strategies for engaging schoolimprovement coaches as part of their state system oftrust of the school team becomes more challenging.support.school improvement teams generally falls within three- -- Regulatory rules or contractual agreements may restrictthe pool of applicants eligible to serve as coaches ormay generate a pool of individuals without the requisiteother sources are included in the- are a factor when considering the pool of interestedand available candidates, an experience not unfamiliarthe resources to fund coaching support to schools is be-yond the scope of this guide, but the reader is advised-training school improvement coaches, andcessful sponsors of coaching services to learn how theyexpanding needs for support.school or district would be challenged to carry them out-ing process. The recent emergence of coaching as a-ing role of state agencies and other sponsors towardassure the best outcomes for all students. The selec-assigning individuals to carry out both a complianceimprovement.coaches to support school improvement: The challenge for the sponsoring agency is to selectof desired outcomes across the corps of coaches andthe schools they serve.43 46. Coaching for School Improvementrole. Examine this list of requirements developed by--a PASS Assist building level principals in focusing on cru- teams monitor for team progress Analyze assessment data for the purpose ofadd coaching comments where and when ap- -- - Provide job embedded professional develop- collaborate with other coaches to brainstorm on available resources, share ideas, and discuss issues Meet at least twice per month with the building Coordinator. --ment/resources/pass/index.shtml the team. In the ule Session 3the coach must bring to the role. Note that several ofthe requirements reference the need for the coach toplans and the state professional development plan.-needed.44 47. casual exchanges whether a candidate has the compe- -when the agency chooses to use external providersyears when only a few coaches were needed to serve -- Caring-couragement, empathizing with challenges, and-ment where all learning feels safe and professional -growth is the outcome. -around leaders for intensive school change interven-collegial.-3, p. 38, www.centerii.org.PAUSE AND REFLECT 3-1: --A well developed EBI protocol would bring members of the interview team together to discuss theWhat challenges are there to using an EBI protocol?45 48. Coaching for School Improvement When agencies sponsoring school improvement coach- for the school improvement process. New sponsors of- their role by exploring the materials on Indistar andthe training materials produced by the pioneer states,providers to deploy to their schools and districts. Agen-cies with fewer resources and greater constraints may websites where materials are posted are included in theneed to focus more intently on providing meaningfuland worthwhile training for the personnel they have this guide.on hand in order to ensure the quality of the coachingneeded to move schools toward their highest levels of each agency is unique in its requirements for coaches.Idaho provides guidance to its coaches for the earli-est stages of the coaching process. The importance ofTraining School Improvement Coaches-provement coaches includes discussion of the contentof this guide, and Idaho prepares its capacity buildersable to do, when training is provided, and how coachesreveals as much about the culture and values of the Each of the states who were early users of Indistar sponsoring agency as it does about the goals of schooland its research-based indicators have developed toolsimprovement coaching.and procedures on the process of school improvement-on the role of the coach and the desired outcomesIdaho Capaci - purpose is. one and use it, or a t-shirt, etc. This demonstrates your sincere intent and purpose to understand this school. -46 49. as he/she addresses issues and concerns. Your role is only as an observer, and you want to enhance your un---nity or commute from other towns?build the capacity of the school and/or district to improve the learning for all of its students. A subtle, butimportant indicator of how others may perceive your role is in the way you dress. Generally, be casual in yourlonger involved as a Capacity Builder. Will the strategies for improvement be sustained?focus on changes and related strategies and methodologies.--sourceBinderprehensive, including topics to be addressed early in -the enterprise as well as reminder of points to be madePlanningProcessGuidetheory of change Idaho is conveying in its focus oncoaches and their teams will engage in school improve---port for its struggling schools comes through clearly inthis list of reminders. praise from school teams and coaches for merging arange of required forms and plans into a common web- -school improvement teams and their coaches:federal funds.47 50. Coaching for School ImprovementNorth Dakota Department of Public InstructionDr. Wayne G. Sanstead, State Superintendent 600 East Boulevard Avenue Dept 201, Bismarck, ND 58505-0440 Technical Assistance Providers (TAPs) and Capacity Builders (CBs) July 12, 13 and 14, 2010 Brynhild Haugland Room AGENDA Day One: Monday, July 12, 2010 Content1. Activities to ensure that NDMILE TAPs and CBs are grounded in their understanding of the NDMILE indicators and the direct relationship the indicators have to the Standards Based Teaching and Learning Cycle and the needs of 21st Century learners. 2. Skills that NDMILE TAPs and CBs need for leading the change process, and informationand discussion on why schools and educators need to change to meet the needs of 21stCentury learners. Day Two: Tuesday, July 13, 2010 Content1. Background information for NDMILE TAPs and CBs in the Standards Based Teaching and Learning Cyclea. What do we teach?b. How do we teach it?c. How do we know if students learned it?d. What do we do if students know it already and what do we do if students do notget it? Day Three: Wednesday, July 14, 2010 Content1. Bringing It All Together a. NDMILE TAPs and CBs will examine real case scenarios from districts using theNDMILE process. Indicators will be reviewed, indicator themes will be identifiedand participants will be coached on how to assist schools as they use the NDMILEindicators to address the needs of the 21st Century learners.48 51. developed by CII, provides text and video demonstra- -Indistar indicators in actual classrooms and teamthe school term begins. Idaho brings coaches togetherat the start of the school year. States with restricted school improvement, including rapid improvement forresources who use coaches for schools and districts in-lease of student achievement results and accountability- -convene coaches and other support providers involvedas early and as frequently as resources allow.student outcomes.--the success of its coaching with the Indistar indicatorsteam leaders, team members, and the school commu-nity.day of the retreat to ensure deep and comprehensive factor in that success.New Hampshire, and Idaho listed a requirement for -complishing many of our best-laid plans is TIME. Time-agenda to ensuring broad understanding of this majorronment of school improvement. For sponsors of schoolsustained support to school improvement coaches issponsors of school improvement coaching allocateresources for training according to their means. Condi-approaches to providing the training needed to ensureat least parallel and consistent services to schools from ongoing training for coaches via monthly web-basedlearn from one another, to problem solve together, andto enable the sponsoring agency to develop its rela-to be informed and alert to adjustments in the needssponsoring agency and coach begin to earn each oth-Adhering to agreed-upon norms, following through on to reduce demand and improve outcomes. Two fea--vene the sessions. As golfers, tennis players, and highly Where face-to-face training is not feasible, online49 52. Coaching for School ImprovementMissed commitments diminish trust, and poorly execut- lem-solving experiences in either online or face-to-face-ment to high quality, meaningful, worthwhile, regular or dilemma faced by the presenter and minimizes the -success of schools. -ment coaches will appreciate the support provided by - the most -protocols such as the consultancy protocol described in- PAUSE AND REFLECT 3-2: Coaches can engage face-to-face or remotely to address common issuespreliminarythe structure of the process. -who become the consultancy group. The session follows this outline:roles as members of the consultancy group as described in the protocol and engage in a discussion of50 53. and calendars as reminders of coaching responsibili- and encourage good habits of advance planning by school teams. coaches and their teams of the required components of- WISE Tool School Improvement Plan Compliance Checklistschool improvement plan designed to impact student learning and achievement. Complete the School Improvement Supplemental Plan, on the WISE Tool Dashboard.Assess all indicatorsPlan for a minimum of 3 indicatorsAssess all indicatorsPlan for a minimum of 2 indicators Assess all indicatorsPlan for a minimum of 3 indicators Indicators Related To: AssessmentAssess and Plan for a minimum of 5 indicatorsmet AYPAssess and Plan for a minimum of 7 indicators AYP in core academic subjects has not yet been achieved District will Submit Copies of Assurance Pages by April 1, 2010Updated%202-26-10.pdf51 54. Coaching for School Improvementfor the important deadlines coaches and their teamsmust meet to comply with state and federal regula-outlines a calen-by the schools involved in the improvement planningricher, more complex process leading to improvement-schools and limit their impact. Sponsors who provideand due dates are to be expected, so state agencies and- Approximate DateApril status - the end of the school - turing status structuring school- turing team school - provement process for restructuring schools status Rapid Improvement processSummer/Fall School conducts a comprehensive needs as- leadersessmentDistrict provides personnel and data for needs assessmentFall - - sistance to restructuring school teams use of the online Rapid Improvement toolFall/Winter- Indicators Self AssessmentWinter - ing teamsProvide guidance on components of the restruc- restructuring plan turing plan and sample formatsSpringSchool submits restructuring plan by agreed upon dateSchool revises restructuring plan if indicatedApril Release AYP Results- -52 55. - human endeavors, coaching quality varies and can -School improvement guided by a comprehensive setguide is intended to give coaches and their supervisorsof research-based indicators, such as Indistar, andsupported by high-quality coaches has been shown to services possible to lead schools to achieve the goalsresult in improvements, not just in the planning pro- they value for all their students. 53 56. Coaching for School Improvement54 57. SECTION 4:Monitoring Coaching 58. Coaching for School Improvement56 59. OAs coaches move through the cycle with their teams assessing current status and planning for change, super- school improvement coaching services are com- of the strategies and protocols that are central to thewill improve the ability of schools to help all students for monitoring the coaching process are embedded inachieve academic success. How can sponsors of school the online system. Supplemented with reports submit- ted to address unique needs, the system allows conve-will survey the strategies used by agencies leading theway in establishing a structured program of coaching.from the coach to the team by way of coaching com- - ments.-swered, a research agenda of sorts, that can guide new monitor the coaching process. State agencies or dis-adopters of an indicator-based improvement process to -plan for, collect, and assess evidence of both implemen- the state has responsibility for monitoring the coaching process, the state log-in password allows the agency or-- - tricts and schools and the exchanges between coachesstages of the improvement cycle, so too will supervision- -coaches in the improvement process structured aroundresearch-based indicators, and establishing norms and the number of schools and coaches per district, and incoach is advised to begin his/her engagement with thethe number of schools, coaches, and districts under thewell as the improvement process advances, agenciessponsoring a coaching program will be well served in across each of the layers.Division/District/LEACoach 1 Coach 2 Coach 3School Team A School Team B School Team CSchool Team DSchool Team E School Team FDistrict/Division/LEA 1District/Division/LEA 2District/Division/LEA 3Coach A Coach BCoach C Coach DCoach E Coach FSchool School School School School School School School School School School School 1 2 34 5 6 78 9 1011 12 57 60. Coaching for School Improvement to engage coaches in exercises to enhance their prob-when assigning coaches to their school is the most ba-sic level of monitoring for supervisors. A snippet of the - schools engaged in an improvement process. Supportcommitment of state agen-cies to school success. In general, using Indistarand supplemental reports, -quency of contact betweencoaches and teams, thenumber of indicators as-sessed, and the contentthe agendas and minutes.of monitoring the quality ofof coaching on schools andtheir students. Monitoring impactcan be framed by the ques-school teams and their coaches by accessing Indis- opening of this guide, sponsors of school improve-coaches to submit monthly reports detailing their ac- demands on school personnel that require support to ensure their success. The school improvement coach - is one support system that serves as a response to theforward for coaches and their supervisors to monitor teams are expected to monitor whether their improve- ment strategies are leading to the desired outcomes,sponsors of school improvement planning processessponsors of coaching services are expected to monitor -from coaches can be established using any number of - There is no need for mees such as Moodle and SharePoint. Ideally, the choice -visors or other agency sponsors to monitor coachingperformance and document school progress.58 61. whether their choice of coaching as a strategy is, in fact,leading to school improvement.with coaches, and coaches themselves can report their What is the impact a coach is expected to have on the-recipients of their services? Recall that Idaho and North cess. Using surveys, sponsors can have personnel rate-primary goal of coaching, namely, the enhanced ability--pact to be assessed, then, is whether coaching is raising -overseeing coaching services will have more data onschool improvement is stronger student achievement. which to determine whether and which coaching prac-Even more challenging than measuring changes in ca- A second goal of school improvement coaching, to cre-to changes in student achievement.achievement, is not easily measured directly. However, - more things if we did not think-- Vince Lombardiwarning status drop from 132 in 2007-2008 to 72 in At this stage of the development and implementa-few examples of common measures of school capacitythat are suitable across the broad spectrum of schoolsschool improvement are invited to collect and shareschool improvement coaching projects can contribute --worthy measures of changing school capacity. Some of the measures of change suggested for -of schools in need of coaching services. In this way,adapted by supervisors to monitor change in school-capacity. For example, visualizing the desired impact -self-assessment surveys can be developed to solicit per-Appendix,-fer templates for self-report surveys adaptable for this59 62. Coaching for School ImprovementNext Steps --ber of ideas emerged for maintaining, reinforcing, andfor discussion between presenters and audience,sustaining a coaching program and achieving maximum these exchanges can expand the range of ideasimpact in building school capacity for student success.These ideas are listed here for those considering spon- at a regional or state level.soring coaching support for schools. Readers are invited supervisors:The power of professional learning in communi-- similar needs has been demonstrated in many ar- and learn from one another. Agencies which em- ploy several coaching supervisors can adapt the improvement can establish local or regional con-CII model and bring the supervisors together to problem solving. - with neighboring states can be helpful. Contactment teams: than bringing individuals together, but teams can- values.- to enable them to meet challenging targets for student achievement. She guided the design of systems that coach to school improvement teams in New Hampshire. career as a 7th and 8th grade science teacher, then taught high school biology, and was an adjunct instructor60 63. Appendix,References, andOther Resources61 64. Coaching for School Improvement62 65. Evidence Review: Maintain high visibility and involvement---Sam Redding. Evidence Review:--tal curricula. Evidence Review:--The Charles A. Dana Center.. Unpublished doctoral dis-63 66. Coaching for School ImprovementKnowledge/Understanding: -cate, label, list, memorize, name, order, recognize,relate, recall, repeat, reproduce, state.- What is. . .?How is . . .? In 1956, Benjamin Bloom and his colleagues proposedWhere is . . .?When did . . .happen?useful reference for describing the complexity of humanideas. The Idaho Improvement Planning Process Guide How did . . . happen?How would you explain . . .?Why did . . .?levels of complexity.How would you show. . .?Can you select. . . ?Can you list. . .?Which one . . .? Comprehension: classify, describe, discuss, explain,hierarchy:restate, review, select, translate. UnderstandingHow would you classify the type of. . .?ComprehensionWill you state in your own words. . .? Analysis How would you rephrase the meaning. . . ?SynthesisWhat facts or ideas show. . .? More recent discussions of the taxonomy propose aWhat is the main idea of. . .?few changes in terminology and a switch in the se-quence of the last two categories:Can you explain what is happening. . . what is RememberingRetrieval meant. . .? UnderstandingComprehension What can you say about. . .? Applying AnalysisHow would you summarize. . .? Analyzing-How would you use. . .? -How would you solve using what you have learned. . .?ing with the team in person, the coach can review theHow would you organize. . . to show. . . ?How would you show your understanding/yourthe highest levels. reasons for . . . ?What approach would you use to . . .?What other way would you plan to . . .?What would result if. . . ?What elements would you choose to change inorder to. . .?64 67. learn . . .? the outcomes. . .? analyze, appraise, calculate, categorize, What is your opinion of. . .? How would you prove. . .? disprove. . .?How would you compare. . .? contrast. . .?What are the relevant parts or features of. . .? What would you recommend. . .?How is . . . related to . . .? How would you rate the. . .? How would you evaluate. . .?What is a theme. . .? How could you determine. . .? What choice would you have made. . . ?Can you list the parts. . .? What would you select. . .? and why?What conclusions can you draw. . .?How would you categorize. . .? view. . .? How would you compare the ideas. . .?arrange, assemble, collect, compose,A taxconstruct, create, design, develop, formulate, manage,organize, plan, prepare, propose, set up, write.-How can you improve. . .?What would happen if. . .?Can you elaborate on the reason. . .? Corwin Press.How could you change/modify the plot /plan . . .?What can be done to minimize/maximize. . .?What way would you design. . .?Suppose you could. . . what would you do . . .?How would you test. . .?Can you predict the outcome if. . .?Can you construct a model that would change. . .?select, support, value, evaluate.65 68. Coaching for School ImprovementAppendix C: Selected Coaching Commentscoaching comment are yet to be developed, but Indistar users are invited to submit their ideas to the Indistar blog Coach DATE Step NAME 6 can now show that some of those indicators have been completed.minutes part of the plan - I can help you start that. Coach DATE Step NAME 6- -issues that pertain to our overall school improvement. Minutes will -was a 20% pass rate in one 6th grade math class. We speculated as tothat the teacher had already missed 10 days from school. CoachDATEStep -NAME5 School DATEPrincipal Step -5name.66 69. Coach DATEStepNAME6 -Coach DATEStepNAME6Coach DATE StepIF07 NAME0-ing teachers to observe and implement? What professional de-velopment will be needed to support this? What is your schoolCoach DATE StepIIIA33 NAME0to meet this indicator?Coach DATE StepIID07 NAME5Coach DATE StepIIIA06 NAME5 - 67 70. Coaching for School Improvement Who has which privileges? State: -a school team. This person sees and coaches the schools to which he/she is assigned. Cannot see the Rapid This person sees and coaches the school teams to which he/she is assigned. Cannot see -District Liaison, School Consultant, or District. For example, RtI Team, School Community Council, Special Ed. - Can see and coach the principals in the RIL tool for which the Mentor has been assigned. If the prin- The guest login can be shared with anyone that the principal or superintendentuser can run the Comprehensive Plan Report and Where Are We Now report, without having access to the school68 71. and coaches -. Larchmont, NY: Eye on Educa- groups. - - .. Alexan-. Nor-wood, MA: Christopher-Gordon Publishers. General: Coaching for School Improvement Joining together: Group . Needham Heights, MA: Allyn andBacon..sustain improvement.-Joining together: Groupharmony.org/Founded to promote the establishment. Needham Heights, MA: Allyn and Bacon.and facilitator guidance. sustain improvement.- - . Lincoln, IL: Academic. Lincoln, IL: Academic. Ar- . Ar-Guiding school change: The- lege Press. Guiding school change: The -lege Press.69 72. Coaching for School Improvement CoachesSchool%20Improvement%20Planning%20Guide%20-%202009-2010%20-%20Updated%202-26-10.pdf groups.-sourceBinder - . Alexan-pass/index.shtml Team Building - part16.22.10/index.htm - harmony.org/Founded to promote the establishment and facilitator guidance. and coaches Planning for Change . Larchmont, NY: Eye on Educa- - -70 73. Indistar, Coaching, or other SchoolImprovement topicsplease visit our website at www.centerii.org 74. Center onInnovation &ImprovementTwin paths to better schools. www.centerii.org