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WelcomeOregon Scaling-up EBISS

Coaching Makes a Difference Expanding and Refining

the Coaches Role

Scaling-UpOregon

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Kathleen Ryan Jackson, D. Ed.kmj@uoregon.edu

Erin A. Chaparro, Ph.D.echaparr@uoregon.edu

Oregon Scaling-Up EBISS Bloghttp://blogs.uoregon.edu/oregonscalingupebissblog/Please contact Erin Chaparro if you encounter problems accessing the Blog

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Thank You

The National Reading First & Technical Assistance Center

https://www.k12.wa.us/Reading/pubdocs/Dissemination_7ACollectionofOnlineResAboutScientificallyBasedK-

3ReadingInst.pdf

State Implementation and Scaling-up of Evidence Based Practices (SISEP) http://sisep.fpg.unc.edu/

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Knowledge Check

Can you identify some examples of how to assess coaches leadership skills?

Can you give some examples of coaches instructional leadership skills?

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Expanding and Refining the Coaches Role

Purpose:• Understand the Complex Roles of Coaches• Consider Changing Contexts• Understand the importance of Appropriate Time

Allocation for Coaches• Recognize the role of teacher leaders in a

distributed leadership model

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Expanding and Refining the Coaches Role

Learning Objective• Develop a coaches schedule using appropriate time

allocation practices• Analyze the changing context in your district/school and

plan accordingly• Apply effective selection activities to identify teachers

leaders in order to expand the coaches role

Outcome • Walk away with tools and strategies that you can

immediately put into practice

7© Fixsen & Blase, 2009

Competency Organization

Implementation Drivers

Leadership

Coaching

Recruitment & Selection

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Coaching Competency Driver

Purpose:• Ensure implementation occurs• Support implementation fidelity• Develop good judgment among all staff• Provide feedback to inform training driver

objectives

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Recruitment & Selection Driver

Purpose:• Screen for pre-requisites• Select for “teachable” or “trainable”

candidates• Make expectations explicit• Mutual selection

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COACHING% who demonstrate knowledge

% who demonstrate new skills in training setting% who use new skills in the classroom

Training Components

Knowledge SkillDemonstration

Use in the Classroom

Theory and Discussion

10% 5% 0%

Demonstration in Classroom

30% 20% 0%

Practice and Feedback in Training

60% 60% 5%

Coaching in the Classroom

95% 95% 95%

Joyce and Showers (2002)

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From Social Grace toDiscussing the “undiscussables”

Just the Facts!

1. Evidence Based Observation & Feedback (EBO&F)

2. Coaching Communication & The Art of Really Listening

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Expanding and Refining the Coaches Role

The Complex Roles of Coaches• New Contexts–New People, Materials, and Responsibilities

• Appropriate Time Allocation• Distributed Leadership– Sharing leadership across the organization

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Paradigm Shifts

1. Faithful Implementation – To Skillful Practice

2. Practicing the Skill– To ensuring implementation fidelity for ALL

teachers and educational assistants

3. Coach Expertise – And continually identifying the “teachable” to

build coaching capacity

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Complex Roles of Coaches

Coaches are:1. Instructional Leaders2. Assessment Leaders3. Professional Development Leaders4. System Change Leaders

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Coaches as Instructional Leaders

• Provides support, in the skillful implementation of evidence based practices

• Serves as a resource for identifying appropriate instructional strategies and interventions

• Conducts demonstration lessons • Assists teachers in designing and delivering effective

instruction• Collaborates with school leadership teams • Observes instruction• Collaborates with school leadership teams • Prepares reports for school and district leadership

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Coaches as Assessment Leaders• Assists with the planning, training, and administration

of assessments• Guides teachers in the use of assessments• Assists teams in the analysis and use of assessment data• Provides support and assistance in implementing

continuous progress monitoring• Meets regularly with administrators to review data and

assess progress• Analyzes data to make adjustments in implementation

practices and professional development plans

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Effective Coaches Focus on the Data

Teachers, Coaches and Administrators need to know… – What data to bring to each meeting– What format for analysis will be used consistently– How to support staff in analysis, problem solving,

and solution development for delivery and on-going program evaluation• Plan-Do-Study-Act Cycle (PDSA)

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Professional Development Leadership

• Collaborates with teachers, administrators, and specialists to identify professional development needs – Current level of implementation– Training to move to next level– Training to sustain practice

• Organizes, schedules, and/or provides on-site staff development• Stays abreast of current research

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Coaches as Systems Change Agents

Focusing on people is the most effective way to change any organization. In fact, it can be argued that organizations do not change, only individuals change.

It is only when enough of the people within an organization change that an organization can be transformed.

-Michael Fullan

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Time Allocation

Reflect: Consider how your time is allocated across the multiple roles you hold

Turn and Talk: Is it appropriate ? Will the time allocation improve practice?

Next Steps: Quantify how you spend your time

Reflection

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Coaching Time Log

1. Professional Development2. Planning3. Modeling Lessons4. Coaching5. Conferences6. Student Assessment7. Data Reporting8. Data Analysis9. Meetings10. Knowledge Building

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Time Allocation GuidelinesThe majority of time coaching should be in the classroom, school hallways, teacher and team meetings• Time allocations should be flexible to respond to current need.

– Assessing– Planning– Monitoring– Reflecting

General “red flag” guidelines• More than 50% in any area• Consistently little to no time in any areas

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New ContextsConsider your current role…• How has it changed from the beginning until

now?• Are there differences across grade

levels/schools?• What has influenced the changes?• What is in store for the future?

What are the critical features you must hold onto to sustain what you have accomplished as an

organization? Reflection

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New Contexts People, Materials, and Responsibilities

Handout 6.5

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Preparing for Changing Contexts

Reflect: What are the changing contexts your school/district will face this or next year?

Turn and Talk: Share your reflection with a partner.

Next Steps: How can completion of the Refining our Practice handout help you and your school/district leadership team identify and prepare for changing contexts?

Reflection

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Distributed Leadership

Building capacity from day one

• Recruit and select teacher leaders• Develop coaching knowledge and skills

through side-by-side coaching• Transition some coaching responsibilities to

build teacher capacity for coachingSpillane, Halverson, & Diamond (2001)

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Ontario School DistrictMelissa Williams

“We don’t spend ANY money on professional development, if we don’t have a plan to coach it.”

• We send a few key staff to a training – Training must be aligned with our district goals

• Building capacity– Key people return and train/coach more key staff

• We follow-up training with a coaching plan

“Coaching is our primary professional development tool, we don’t train it,

if we don’t have a plan, to coach it.”

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Achieving Improved Results

• Reflect: Can you estimate how much money your district spent on professional development this year?

• Turn and Talk: Did the professional development directly benefit students?

• Next Steps: What are some ways that you can increase your coaching capacity, so students will benefit from 95% of the money and time your district puts into professional development?

Reflection

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Knowledge Check

1. Some examples of assessment leadership are:– Planning, training, and administration of

assessments– analysis and use of assessment data

2. Examples of instructional leadership are:–Organizes the staff schedule–Observes instruction

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Thank You

Kathleen Ryan Jacksonkmj@uoregon.edu

Erin A. Chaparro, Ph.D.echaparr@uoregon.edu