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10/4/2018 1

LeadershipandCoachingforSystemsChange

SESSION 1 | 2018 ‐ 2019

Heidi LaabsKathy Myles

The Wisconsin RtI Center (CFDA # 84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally‐funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and

support of federal funds when copying all or part of this material.



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Introductions(30 seconds or less)

• Name • District/School and Role• Why are you here?



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AssumptionsAboutYou

• You are a leader

• You work with other leaders

• Your work involves implementing change

• Your ultimate focus/mission is improving schools and learning for students

2



10/4/2018 4

MoreAssumptionsAboutYou…

• Your school/district is in the process of implementing RtI and/or PBIS and/or Educator Effectiveness

• Your leadership team understands and has been trained in Wisconsin’s Equitable, Multi‐Level System of Supports framework

• Your school has completed at least one of the following self‐assessments: SAS, BoQ, TIC, SIR, TFI

• Your school/district engages in a systematic, data‐driven, continuous improvement process



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OurOverarchingGoal

Lead and coach individuals and teams toward the implementation of an equitable, multi‐level system of supports that creates equitable outcomes for students and closes achievement gaps within schools and districts.



10/4/2018 6

You will know and understand…

• The differences between supervising, consulting, mentoring, coaching, and professional learning communities (PLCs)

• The differences between directive, facilitative, and transformational coaching

So that you will be able to…

• Use a continuum of leadership and coaching strategies and styles in your districts and schools in response to staff knowledge, skills and needs, stages of change implementation, and stages of team development

ProgramOutcomes…

3



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• The roles and responsibilities of coaches and principals


• Identify and communicate the respective roles of principals and coaches in your district/school

• Establish routines and systems for communication and collaboration between principals and coaches in your district/school

ProgramOutcomes…



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• The steps/elements in the coaching conversation format


• Follow the steps in the coaching conversation format in your interactions with those whom you coach and lead

ProgramOutcomes…



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• The importance of linked Implementation teams for an equitable, multi‐level system of supports


• Analyze the Leadership teams in your districts/schools, identify strengths and weaknesses, and recommend changes to strengthen your Leadership team structures and processes for the implementation of an equitable, multi‐level system of supports

ProgramOutcomes…

4



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• The importance of “vision” for improved student outcomes


• Identify and communicate your own vision for leadership and/or coaching, and your district/school vision for improved student outcomes

ProgramOutcomes…



10/4/2018 11

OurWorkTogether

• Review knowledge and research base (Resources)

• Learn key coaching and leadership skills and processes

• Interactive, build a network and relationships

• Demonstration

• Deliberate practice

• Make connections to your daily work

• Have fun while learning



10/4/2018 12

Session 1 – Overview, the coaching conversation format, leadership structures and processes, vision, pre‐assessment

Session 2 – Characteristics of effective coaches and coaching relationships, trust, listening and questioning strategies, getting started with coaching clients

Session 3 – Systems change; analyze your goals and action plans through a systems change lens

Session 4 – Powerful questions, appreciative inquiry, roles and activities of instructional coaches, synchronizing coaching practice and client needs

Session 5 – Coaching teams, synchronizing coaching practice and client needs, giving feedback, building a coaching model

Session 6 – Coach and administrative leadership, transforming school culture, post‐assessments

WhatOurSessionsWillCover

5



10/4/2018 13

AttentionSignals

• When I Say… Peace/Quiet, Listen/Up

• 5, 4, 3, 2, 1…

• SHHHHHHHHH! (waterfall)

• 1‐2‐3 Breathe deeply!



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OurNormsPartnersinLearning



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Today’sAgenda

• Overview of Leading and Coaching for Change Implementation

• The Coaching Conversation Format

• Live Coaching Demonstration

• Systemic Implementation of an Equitable, Multi‐level System of Supports

• Team Work Time –Leadership Teams, Vision

Assignment for

Session 2

Assignment for

Session 2

6



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“Intentions create an integrated state of priming, a gearing up of our neural system

to be in the mode of that specific intention: we can be ready to receive, to sense, to focus, to behave in a certain

manner…”

Daniel Siegel, 2007

The Mindful Brain



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PBISPBIS

CCR

CR/Equity RtI / MLSS



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Putting It All Together In Wisconsin…

Equitable,Multi-Level System of Supports

+ EquityRtI (reading/math)

+ PBIS(behavior)

Providingequitableservices,practices,andresourcestoeverylearnerbaseduponresponsivenesstoeffectiveinstructionandintervention

7

Putting It All Together In Wisconsin…

Big picture view: When localized and implemented with fidelity, this framework increases the likelihood Wisconsin schools and districts realize and sustain the best positive outcomes for every learner they serve

KeySystemFeaturesof an Equitable,

Multi‐Level

System of

Supports



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KeySystemFeaturesofanEquitable,Multi‐levelSystemofSupports

• Equity• High Quality Instruction • Strategic Use of Data• Collaboration• Continuum of Supports • Strong Universal Level

of Support

• Systemic implementation• Strong Shared Leadership• Positive Culture • Evidence‐Based Practices• Family and Community

Engagement

8



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“Creating a guaranteed and viable curriculum is the number one factor for increased levels of learning.”

Source: Marzano, What Works in Schools, Translating Research into Action, 2003



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Key System Features of an

Equitable, Multi-Level System of Supports

Structures for Collaboration Strategic Use

of Data

Equity

Continuum of Supports

High Quality Instruction



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• Equity: Culturally‐responsive practices localize your system

• System is responsive to the students and community you serve

EQUITY

Equity means every learner has access to the resources and rigor they

need at the right moment in their education.

It is embedded in the framework to challenge and change equitable access, opportunity, and

outcomes experienced by learners underserved in schools.

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• Multiple tiers

• Multiple layers

• Multiple options

Deliver high quality instruction, formally collaborate, and use multiple assessments

AT EACH AND EVERY LEVEL

ContinuumofSupports



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IncreasingIntensity

Systematically providing differing levels of intensity of supports based upon student responsiveness to instruction and intervention



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Critical Point:

RtI does NOT mean“Refer to Interventionist”

(RtI is not a new name for the old way of doing business)

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• What we do

• How we work together

• How we measure progress

IntegratingInitiatives



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The Educator Effectiveness System is an evaluation system for educators focusing on professional growth and development…that leads to improved student learning.

EducatorEffectiveness



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TeacherStandards

• Know the subjects they are teaching• Know how children grow• Understand that children learn differently• Know how to teach• Know how to manage a classroom• Communicate well• Able to plan different kinds of lessons• Know how to test for student progress• Able to evaluate themselves• Connect with other teachers and the community

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FrameworkforTeaching

Domain 1:Planning and Preparation

Content and Pedagogy, Knowledge of Students, Instructional Outcomes, Resources, Instruction, Assessment

Domain 2:Classroom Environment

Respect and Rapport, Culture for Learning, Classroom Procedures, Managing Student Behavior, Organizing Physical Space

Domain 3: Instruction

Communicating w/Students,Questioning/Discussing/Engagement, Assessment, Responsiveness

Domain 4:Professional Responsibilities

Reflecting on Teaching, Keeping Records, Communication w/Families, PLCs, Professional Development, Professionalism



10/4/2018 32

CESA6/Stronge Model

• Professional Knowledge• Instructional Planning• Instructional Delivery• Assessment of/for Learning• Learning Environment• Professionalism

HQIHQI

Collaboration

AssessmentAssessment

PBIS CRPPBIS CRP



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AdministratorStandardsThe administrator

…has an understanding of/demonstrates competence in the Ten Teacher Standards.

…leads by facilitating the development, articulation, implementation, and stewardship of a vision for learning that is shared by the school community.

…manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.

…ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment.

…models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

…acts with integrity, fairness, and in an ethical manner.

…understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling.

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“Principals must illustrate to staff how this initiative aligns to existing school, district, and state initiatives…

Specifically, administrators must align this initiative to the existing school mission, vision, and improvement plans…”

Teacher Evaluation Process Manual, pg. 7



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What commonalities do you see between Wisconsin’s

Vision for an Equitable, Multi‐Level System of Supports and

Wisconsin’s Educator Effectiveness System?

How might you make the connections visible and explicit to staff?



10/4/2018 36

Equitable, Multi‐Level Systems of Supports

and

Educator Effectiveness are all about improving

student learning!

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In order to improve student learning, we must change and improve schools and schooling!



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School improvement is not new!

What school improvement initiatives can you recall going back 10, 20, or 30 years?



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ObstaclestoSchoolImprovement• Initiative overload

• Changing established habits is hard

• Inadequate purpose‐building

• Lack of fidelity/accountability

• Efforts are often top‐down

• People don’t understand the change process

• Traditional PD is insufficient

• Weakness‐based

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ObstaclestoSchoolImprovement



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EndorMeans?

InitiativeorStrategy?



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“Most strategies for reform focus on structures, formal requirements, and events‐based activities…They do not struggle directly with existing cultures and whether new values and practices may be required…

Restructuring (which can be done by caveat) occurs time and time again, whereas

Reculturing (how teachers come to change their beliefs and habits) is what is needed.”

Fullan, 2007

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• Identify new practices/structures to be implemented

• Provide professional development (training)

• Wait for implementation to happen

TypicalProcessforImplementingChange



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Train

ImplementAttack

Abandon

No change



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WhyImplementCoaching?

Presentation of Theory

+ Lecture, cooperative learning

Modeling+

Modeling, video, simulation

Practice & Feedback+

Practice during learning session

Coaching Where work occurs

Understanding(Explain main concepts)

85%

85%

85%

90%

Skill Attainment(Can demonstrate)

15%

18%

80%

90%

Use with Fidelity

(Uses the skill effectivelyand consistently)

5%‐10%

5%‐10%

10%‐15%

80%‐90%

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MoreAssumptions

• We can make a difference. Our district, school, team, and classroom can be more effective.

• People improvement is the key to school improvement.

• Significant improvement must impact teaching and learning.

• Coaching makes it happen!



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A Coaching Style of Leadership

MLSS Coaching Roles & Activities

Coaching Conversation

Format

Coaching Competencies

The Change Process

Instructional Coaching Roles & Activities

EQUITY



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• Getting started/”Join‐up”

• Determining goals

• Identifying possibilities and obstacles

• Developing a plan

• Getting commitment to action

Coaching Conversation Format

EQUITY

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• Reflective Practice

• Change Facilitation

• Coaching Conversation Facilitation

• Communication Skills

• High‐Leverage Strategic Action

• Relationship Development

• Knowledge Base Development


EQUITY



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EQUITY

The Change Process• Technical vs. Adaptive

• Stages of change implementation

• Responses to change

• Overcoming resistance

• Leading change

• Your Continuous Improvement Plan and change

The Change Process



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EQUITY

Instructional Coaching Roles and Activities• Professional developer

• Resource provider

• Modeling instructional and assessment practices

• Arrange and lead focused classroom observations

• Co‐planning

• Data analysis

• Co‐teaching

• Individuals or teams

• PLCs

Instructional Coaching

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EQUITY

MLSS Coaching Roles and Activities• Framework expert

• Assist in selecting evidence‐based curriculum, interventions, assessment tools, instructional strategies, and collaborative practices/structures

• Support and facilitate e‐MLSS teams

• Lead and/or support data collection analysis, and decision‐making for improved student learning

• Share leadership of the implementation of the e‐MLSS framework with other leaders

MLSS Coaching



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EQUITY

A Coaching Style of Leadership• Collaborative

• Trusting relationships

• Shared decision‐making

• Shared leadership

• Shared vision, values, beliefs and commitments

• Asks instead of tells

• Understands the systems change process




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WhatDoCoachesDo?

• Work with teams and individuals to change culture, beliefs, vision, structures, and practices as part of change

• Employ aspects of multiple coaching models

• Support the implementation of all aspects of the desired change with fidelity

• Build capacity in others

• Use data from multiple sources to guide their coaching efforts

• Work in partnership with other leaders

• Improve schools and student learning

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Coachingis…

• Done by someone with credibility and experience

• Done on‐site, in real time, job‐embedded

• The capstone of PD scope and sequence

• Strengths‐based

• Allowing people to create their own paths or solutions

• Differentiated

• A way of being/style of leadership

• Complex and non‐linear



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Coachingisnot…

• Giving answers

• Directing

• Judgmental

• Therapy

•Weakness‐based

• “Fixing” people

• Hierarchical

• One‐sided



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HowCoachingWorks

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What makes sense so far?

What are you wondering about?

What makes sense so far?

What are you wondering about?



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TakeaBreak!



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CompareandContrast

Supervising/Consulting/Mentoring/Coaching/PLCs

• Who?

• What?

• Relationships?

• Outcomes/purpose?

• What stage of the change process?

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StagesofChangeImplementation

Purpose Building/Exploration

Infrastructure

Initial Implementation

Full Implementation

(Fixsen, 2009)



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Supervising

• Accountability, evaluation, and judgment

• Not specifically related to the change process

• Focus on weaknesses

• Observes and tells; and then leaves

• Uses incentives to improve performance

• Hierarchical relationship



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Consulting

• Occurs at any point in the change process

• Outside expert

• Points out mistakes/suggests what to do

• May provide training

• Encourages risk‐taking

• Stays on the side and then leaves

• “Talking people off the ledge”

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Mentoring

• Occurs during purpose‐building, infrastructure, and initial implementation of a new process, procedure, practice, or structure

• Involves teaching, telling, guiding, and advising

• Typically suggests a novice/expert relationship

• Speeds up the learning process



10/4/2018 65

Coaching• Partnership

• Strengths‐based…good to great

• Lets the client find the answers

• Encourages risk‐taking

• Is no‐fault and non‐judgmental

• Develops skills and practices

• Takes place during all stages of the implementation of new skills, strategies, processes, and structures

• Takes place with individuals or teams



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ProfessionalLearningCommunities

• Initial or full implementation

• Data driven

• Focused on student outcomes

• Risk‐taking

• Reciprocity and equality

• Shared leadership and responsibility

• Action oriented

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ProfessionalLearningCommunities

“Once the capacity of teachers reaches a certain level, peer culture becomes the source of innovation and energy.

Thus, peers become change agents. This is good news for coaches, because developing peer cultures – and linking them to bigger systems – is the work they should do.”

Tschannen‐Moran & Tschannen‐Moran, 2011



10/4/2018 68

TraditionalLeadershipStyle

• Top down

• Leader has the answers

• Lone Ranger

• Directs and tells

• Supervises and judges

• Makes decisions

• Little understanding of systems change



10/4/2018 69

CoachingStyleofLeadership


• Collaborative

• Asks questions

• Shares decisions

• Builds commitment and capacity

• Deep understanding of systems change

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TheMentoring– CoachingContinuumforSystemsChange

Mentoring/

ConsultingCoaching Peer Coaching/PLC

Purpose Building/ Exploration

Infrastructure Initial Implementation

Full Implementation

Teaching/ Telling

Teaching/ Telling

Asking/ SupportingAsking/

SupportingParticipatingParticipating DelegatingDelegating



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Exploration Installation InitialImplementation

Full Implementation

Student Achievement

Webinar: Closing the Implementation Gap ‐ Doug Reeves

LinearImplementation



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Exploration Installation InitialImplementation

Full Implementation

Student Achievement

Non‐linearImplementationReality

Webinar: Closing the Implementation Gap ‐ Doug Reeves

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PossibleCoachingModels

Directive

Facilitative

Transformational



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DirectiveCoaching

• Changing behaviors

• Coach is expert in a content or strategy

• Instructional, literacy, or math coaches

• Implement new strategies or practices

• Used alone, may not lead to lasting change



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• New ways of thinking and being

• Reflection, analysis, observations, experimentation

• Zone of Proximal Development (Lev Vygotsky)

• Scaffolding/gradual release of responsibility

• Cognitive Coaching (Garmston and Costa)

FacilitativeCoaching

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TransformationalCoaching

• Draws from ontology, the science of being: Peter Senge, Margaret Wheatley, Robert Hargrove

• Individuals and their behaviors, beliefs, and being

• Institutions and systems and those that work in them

• Broader educational and social systems

• Grounded in systems thinking



10/4/2018 77

Behavior

Beliefs

Being

TransformationalCoaching



10/4/2018 78

Mentoring/

ConsultingCoaching Peer Coaching/PLC

Purpose Building/ Exploration

Infrastructure Initial Implementation

Full Implementation

Teaching/ Telling

Teaching/ Telling

Asking/ SupportingAsking/

SupportingParticipatingParticipating DelegatingDelegating

Directive Facilitative Transformational

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SystemsThinking• A conceptual framework for seeing interrelationships and patterns of change rather than isolated events

• Everything is interconnected

• Looks beyond superficial causes to systemic causes

• The system is set up to make things happen as they are

• Helps to identify the structures that underlie complex situations and discern high and low leverage changes

• The Big Picture



10/4/2018 80

IssueSuperficialCause

SystemicCauses

Too many invalid referrals to the school’s Student Study Team

Teachers aren’t following guidelines for SST referrals

• No communication system between General Ed and Special Ed teachers

• Staff lack academicand behavioral interventions

• School culture views ‐struggling students viewed as “not my responsibility”



10/4/2018 81

WhoCanandShouldCoach?

• District Leaders

• School Leaders

• Principal

• Teachers and Teacher Leaders

• External Personnel/Consultants

28



10/4/2018 82

PossibleCoachingStaffingModels

• District‐based, full or part time

• School‐based, full or part time

• Modify existing roles or positions

• Add positions

• Coaching style leadership



10/4/2018 83

FactorsThatMatterSchool

• Limited initiatives

• Administrative support

• Shared vision, beliefs, and goals for improved student learning

• Clear role for coaches

• Adequate time for coaching

• Continuous learning for coaches

Individual coaches

• Coaches’ skills/knowledge base + communication + interpersonal relationships

• Coaches don’t tell teachers what to do

• Confidential

• Job‐embedded

• Ongoing relationships

• Coaching vision

(Knight, 2009)



10/4/2018 84

Coaches’FocusandSphereofInfluence:

CoachingVision

• Vision, goals, action plan for improved student learning?

• Values and beliefs?

• Individuals or teams?

• HQI, data/continuous improvement, or collaboration?

• Framework and processes or classroom practices?

• Technical or adaptive change?

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ToEnsureCoachingSuccess…

• Make the goal(s) of your coaching program clear

• Give coaches the right work

• Train your coaches

(Knight and Fullan, 2011)



10/4/2018 86

“Next to the principal, coaches are the most crucial change agent in a school.”

Fullan & Knight, 2011



10/4/2018 87

Coach/PrincipalCommonResponsibilities

• Develop relationships

• Observe teachers

• Analyze data

• Set goals

• Provide resources

• Lead/facilitate change

• Strengthen collaboration

Building Teachers’ Capacity for Success, Hall & Simeral

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Coach/PrincipalDistinctResponsibilities

Coach/Principal

Peer/Supervisor

Not an administrator/Is an administrator

Provides formative feedback/Provides summative feedback

Models classroom practice/Evaluates classroom practice



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Coach/PrincipalComplementaryResponsibilities

Coach/Principal

Servant leadership/Visible leadership

Collaborative goal setting/Directive goal setting

Provides PD/Coordinates PD

Advises teachers/Directs teachers

Motivation/Inspiration

(Hall & Simeral, 2008)



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ReadandReflect

• Handout 1.7

• What key points in the reading align with your thinking at this point in time?

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10/4/2018 91

In which aspect(s) of your work could you best use coaching or a coaching style of leadership?

How could coaching support your work?

Which coaching model(s) might be the best fit for you in your role?

FiveMinuteTeamTalk



10/4/2018 92

WhatDoesaCoachDo?

A coach or coaching leader helps individuals or teams to…

• Develop a shared vision, beliefs, and values• Identify a goal or need for change based on data• Identify possibilities and obstacles• Make decisions• Develop a plan of action• Commit to action for change• Evaluate progress• Achieve desired change



10/4/2018 93

ContinuousImprovementProcess

PLAN

DO

STUDY

ACT

32



10/4/2018 94

Collectand UseData

Develop Hypothesis

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem SolvingMeeting Foundations

TeamInitiatedProblemSolving(TIPS)Model

Identify Problems

Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving

(TIPS) Training Manual. Educational and Community Supports



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TheCoachingConversation

Collectand UseData

DeterminingGoals

Identifying Possibilities

and Obstacles

Developing a

Plan

Getting Commitment

to Action

Problem SolvingMeeting Foundations

Getting started/

“Join-up”



10/4/2018 96

Coaching Format & Process

Coaching Conversation Format

EQUITY

• Getting started/”Join‐up”

• Determining goals

• Identifying possibilities and obstacles

• Developing a plan

• Getting commitment to action

33



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Handout#1.8

TheCoachingFormat



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QuickWrite

Describe a dilemma you have that relates to what we have learned/discussed/reflected on this morning…



10/4/2018 99

LiveCoachingDemonstration

What did you observe about the coach?

What did you observe about the client?

What parts of the coaching format were evident? What did they look like/sound like?

What do you wonder about? What questions do you have?

34



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Lunch‐ 30minutes



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TeamPre‐Assessment

http://ready1819.questionpro.com/



10/4/2018 102

How does what you’ve heard and seen this morning align with what you read in “Personal Best?”

How does the author’s experience with coaching reflect what you’d like coaching to be like in your work setting?

What do you agree with/disagree with in this article?

AskYourself

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EQUITY

• Collaborative

• Trusting relationships

• Shared decision‐making


• Shared vision, values, beliefs and commitments

• Asks instead of tells

• Understands the systems change process



10/4/2018 104

KeySystemFeaturesofanEquitable,Multi‐levelSystemofSupports

• Equity• High Quality Instruction • Strategic Use of Data• Collaboration• Continuum of Supports • Strong Universal Level

of Support

• Systemic implementation• Strong Shared Leadership• Positive Culture • Evidence‐Based Practices• Family and Community

Engagement



10/4/2018 105

ImplementationBlueprint

Funding VisibilityPolitical Support

TrainingCapacity

CoachingCapacity

Evaluation

Policy

Expertise

Leadership Team (Coordination)

Local School/District Implementation Demonstrations

36



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Leadership Components for an Equitable, Multi‐level System of Supports

District

Leadership Team

School

Leadership Team

Grade Level/

Course Team

Classroom

District

Leadership Team

School

Leadership Team

Grade Level/

Course Team

Classroom

District

Vision

School

Vision

Grade Level/

Course Vision

Classroom

Vision

District

Vision

School

Vision

Grade Level/

Course Vision

Classroom

Vision

District

Non‐Negotiables

School

Non‐Negotiables

Grade Level/

Course Non‐

Negotiables

Classroom

Non‐

Negotiables

District

Non‐Negotiables

School

Non‐Negotiables

Grade Level/

Course Non‐

Negotiables

Classroom

Non‐

Negotiables

District Goals/

Action Plan

School

Goals/Action Plan

Grade Level/

Course Goals/

Action Plan

Classroom

Goals/Action

Plan

District Goals/

Action Plan

School

Goals/Action Plan

Grade Level/

Course Goals/

Action Plan

Classroom

Goals/Action

Plan



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WhatDoesItTake?

• It Takes Time

• It Takes Teams

• It Takes Supports

• It Takes Communication



10/4/2018 108

Letting “it” happen

ImplementationTeams

Program occurs without direction or intervention

Based on Hall & Hord (1987); Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou (2004); Fixsen, Blase, Duda, Naoom, & Van Dyke (2010)

37



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Helping “it” happen

Interested schools or employers figure it out on their own

ImplementationTeams




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Helping “it” happen

Making “it” happen• Active use of strategies to support the adoption

of the program or practice• Active installation of supports for implementation

of the program or practice• Implementation teams are accountable for change

and progress

ImplementationTeams




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Implementation TeamNo Implementation Team

80%3 Years

14%17

Years

To “Making it Happen”From “Letting it Happen”

Sources: Fixsen, Blase, Timbers, & Wolf, 2001; Balas & Boren, 2000; Green & Seifert, 2005; Saldana & Chamberlain, 2012

Improvement in Intervention Outcomes

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Implementation teams provide an accountable and sustainable structure to move a practice through stages of implementation with fidelity.

ImplementationTeams



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Implementation Leadership

Team

Data‐basedContinuousImprovement



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PuttingthePiecesTogether

• Purpose Building: We are going to have a competition to see who can make the most progress putting a puzzle together in 10 minutes. When the puzzle is completed, you will see a clear, beautiful picture!

• Infrastructure: All the pieces that you need are in your bag!

• Initial Implementation: ???????

• Full Implementation: ????????

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Was this easy, hard, or in‐between?

What made it hard?

What would have made it easier?

WhatdoyouThink?



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Whatis“Vision?”



10/4/2018 117

“A picture of the future – where do we want to be?” (Barkley, 2010)

“What we must become in order to accomplish our fundamental purpose.” (DuFour, DuFour, Eaker and Many, 2006)

“A picture of what you want to look like, clear and powerful.” (Graham and Ferriter, 2010)

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BMW



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QualityTeachinginaCultureofCoaching

“Probably the most important aspect of a coaching program is the opportunity it provides to rekindle the vision of educators – to release them from the BMW Club – and empower them to once again teach with their vision, allowing their mission, beliefs, and values to drive every decision.”

(Barkley, 2001)



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VISION isCritical…

• It is what we lead and coach toward!

• It drives our work!

• Without it, we don’t know where we’re going!

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“Withoutvision,thepeopleperish.”

Proverbs



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WisconsinAdministratorStandardA2:

“The administrator leads by facilitating the development, articulation, implementation, and stewardship of a VISION of learning that is shared by the school community.”



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Coaching for an equitable, multi‐level system of supports implementation is coaching toward achieving our vision for our district or our school.

When we coach a team, we coach toward the team’s vision, as well as the district and school vision.

When we coach individuals, we coach toward that individual’s vision, as well as the district, school, and team vision.

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• Our vision is for all students in our district to achieve at high levels of literacy and math. Achievement gaps for subgroups of students will be eliminated.

• Our vision is for all teachers in our school to implement our literacy framework with mastery and fidelity at the Universal Level. All students in all classrooms will receive the high‐quality literacy instruction that is non‐negotiable in our school.



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• Our goal is for 80% of all first grade students to be at grade level in reading as measured by the MAPS assessment by May 2020

• Our goal is for African‐American students in grades 6‐8 to improve their math performance by 30% by May 2020, as measured by district common assessments

• Our goal is for all K‐5 teachers to be using the Daily 5 with fidelity by the end of the first semester of the 2020‐2021 school year as measured by data from principal and literacy coach observations

• Our goal is for office referrals of students with EBD to be reduced by 25% by the end of this school year



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Vision – the preferred future, the dream, the Big Picture.

Describes what it will look like when you get “there.” Includes who will benefit. May be student and/or staff focused.

Goals – Specific, measurable, achievable, results‐oriented, time‐bound (SMART).

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WI RtI Center Vision: All Wisconsin students will learn and be successful in life.

PutWisconsin’sVisionofCollegeandCareerReadinessINTOACTIONbyImplementinganEquitable,Multi‐levelSystemofSupports

KNOWLEDGE: Students receive equitable access to the academic content

KNOWLEDGE: Students receive equitable access to the academic content

SKILLS: School‐ and classroom‐wide behavioral expectations promote the application of these skills

SKILLS: School‐ and classroom‐wide behavioral expectations promote the application of these skills

HABITS: Positive behavioral habits lead to responsibility, perseverance, adaptability, and leadership

HABITS: Positive behavioral habits lead to responsibility, perseverance, adaptability, and leadership



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Believe!Learn!Plan!Achieve!

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In the School district of Superior, instructional coaches are lead learners in educational best practices.

They support colleagues in a process which builds professional relationships that are based upon open communication, transparency, and trust.

Superior’s instructional coaches are professional developers who continually build capacity in all of our staff members to increase student learning, to enrich professional learning communities, and to become reflective practitioners.

InstructionalCoachingVision



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Heidi’sLeadershipandCoachingVision

I will be a confident, competent, caring, and empowering coach and teacher of leadership and coaching for RtI Implementation.

Through my work, principals, coaches, teachers, and other school leaders will be able to use coaching skills and dispositions to achieve systems change and implement an equitable, multi‐level systems of supports in their schools.

When this occurs, each school’s or district’s vision will be achieved, resulting in improved learning and behavior for all students.



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Kathy’sLeadershipandCoachingVision

We create our own destiny.

I hold that each person has the innate ability to transform education and be a leader in facilitating a positive future for our children.

I coach educators in the implementation of equitable, multi‐level systems of supports to find that power, harness it, and utilize it by developing a partnership that motivates and facilitates your journey to achieve the best learning environment for the students you serve.

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YourTurn

• Write a draft of your Leadership/Coaching Vision on Handout 1.11

• Meet with your Vision Buddy and share your Leadership/Coaching Vision



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Leadership/Vision Reflection and Planning – Handout #1.12

Be ready to share out your strengths and areas for growth.

TeamWorkTime



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AssignmentforSession2

Reading:TheArtofCoaching;EffectiveStrategiesforSchoolTransformation

• Chapters 1‐3 • Chapter 8 (pp. 147‐157 only)• Chapter 5

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• Complete your Leadership Team Reflection and Planning forms

• Fill in any gaps that exist at the district, school, and department/grade levels




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• Complete your Vision reflection and planning

• Choose activities from handout #1.13 to engage staff in developing your school vision if it’s not crystal clear

• Be ready to share your Vision Statement(s) at our next session




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