Principal Support for Effective Coaching Webinar

Principal Support for Effective CoachingWebinar

Developed by ERLC/ARPDC as a result of a grant from Alberta Education to

support implementation

withJoellen Killion

Principal Support for Effective Coaching

February 21, 2012

Joellen Killion

Senior AdvisorLearning Forward

10931 W 71st Place

Arvada, CO 80004-1337

[email protected]

mailto:[email protected]



Introduction

Principal Support for Effective Coaching www.learningforward.org

Which role best describes you?

A. Administrator (Principal, Vice/Assistant Principal)B. Coach C. District Office or Jurisdiction Staff

Principal Support for Effective Coaching


• Identify the keys to principal support of coaches and coaching

• Generate principal practices that support coaches and coaching

Working independently, coaches and principals may encounter limitations in their efforts to support effective teaching and learning for all students.


What are some of the limitations?

Five Keys


Expectations

Five Keys


Expectations

Communication

Five Keys


Expectations

ConfidentialityCommunication

Five Keys


Expectations


Support

Five Keys


Expectations


Support

Feedback

Five Keys


Five Keys

Which of the five keys interests you most?A. ExpectationsB. CommunicationC. ConfidentialityD. SupportE. Feedback



Support

Feedback

Five Keys

Expectations


ExpectationsGoalsDaily workResultsInteractionsEngagementReportingEvidence of

success



GoalsDaily workResultsInteractionsEngagementReportingEvidence of success

Collaboration Room Discussion

Select one of the Expectations that you feel you have accomplished with success. Describe your expectation and how you developed and communicated it. Bring back one good idea.

Expectations


Support

Feedback

Five Keys


Communication

How often do coaches and principals meet?

What do they discuss?

What are the benefits of frequent principal-coach communication?

What gets in the way of principal-coach communication?


Communication

Principals and coaches communicate frequently about• schoolwide, team, and individual goals• their unique contribution to achieving the goals• the coach’s work

• teachers• tasks• topics• support needed


Communication:In role-alike

collaboration rooms 7 Minutes

Share your thoughts about one of these questions.

What are the benefits of frequent principal-coach communication?

What gets in the way of principal-coach communication?

What strategies can be used to alleviate the barriers?


Communication

What ideas did you hear to help you answer this question:

What strategies can be used to alleviate the barriers to frequent coach-principal communication?


Expectations


Support

Feedback

Five Keys


How do you define confidentiality?

Why is is important in the coach-principal relationship?

What agreements exist between the coach and principal about confidentiality?

How have you communicated your agreements to the staff?


How do you define confidentiality? Why is is important in the coach-principal relationship? What agreements exist between the coach and

principal about confidentiality? How have you communicated your agreements to the

staff?


Join your colleagues in a collaboration room to discuss the questions below. Identify one person who will post a chat when you return that summarizes your conversation in 25 words or less.

Expectations


Support

Feedback

Five Keys



SupportWhat support do coaches want?

A. Developing relationshipsB. Prioritizing workC. Solving problemsD. Ongoing learningE. Other

How do principals support coaches?

Expectations


Support

Feedback

Five Keys


1. Incorporate feedback from all staff on access, support provided, and changes made

2. Provide feedback on practices and results

3. Use data focused on clearly delineated criteria

4. Seek reciprocal feedback

5. Use feedback to plan next steps

6. Provide feedback frequently

Feedback


Use neutral language, hold a positive perspective, and focus on specific practices• What helped me the most was . .

. ?• What most prompted me to

examine my practices was when you/the coach (name action) . . . ?

• I feel most supported when you/the coach (name the action) . . . ?

• What I want more of . . . ?• Other ways to help . . . ?

Strategies for Seeking Constructive Feedback from All Staff


Feedback on Practices and Results


Feedback on Practices and Results

• Link practices with results– Principal contributes to coach’s knowledge, skills,

and dispositions– Principal supports coach in implementing new

practices– Principal helps coach collect evidence to

effectiveness– Principal facilitates coach to examine evidence and

form conclusions about the effects of practices on teacher and student learning


Use neutral language, hold a positive perspective, and focus on specific practices • Which of my practices helped you the

most?• What did I do that most prompted

you to examine your practices?• When do you feel most supported by

me? • What are other ways I can help you

feel most efficacious and be most effective?

Seek Reciprocal Feedback


The value of feedback is

measured by the changes it

prompts.

Use Feedback to Plan Next Steps


What is frequently?A. Twice a weekB. Once a weekC. Every two weeksD. MonthlyE. Every two months

Provide feedback frequently


What strategies do you use to make feedback a regular part of the coach and principal relationship?

Provide feedback frequently


Expectations


Support

Feedback

Five Keys


• What do I know now that I didn’t know as clearly before this session?

• What did I do today to contribute to my own learning?

• How will what I learned today influence my practices?

• What are some next steps for me?

Principal Support for Effective Coaching Webinar

Documents

Transcript of Principal Support for Effective Coaching Webinar