Inst

ructi

onal

Lea

ders

hip

PD b

y S

choo

l Tra

nsfo

rmati

on C

oach

es

Lau

ra D

avis

and

Dr.

Lynn

Ful

ton

Growing Your Garden Through Coaching

In April, we did a Professional Development workshop on

Student Engagement. Part of that workshop included how to coach teachers using the

One Minute Manager technique. On our

evaluations, we had many requests for further training in this aspect of your work.

Since schools are particularly

dynamic organizations and your role as the Instructional

Leader requires you to help teachers through positive

changes, today’s workshop will delve deeper into simple

techniques for School Improvement using regular

intentional feedback to create a state of positive,

stable change for improvement.

StarterBrain Dump: On the front of your index card (in your packet) summarize what you already know/do with regards to coaching your teachers for improvement. On the back, write a number from 1-10 rating yourself in this skill with 1 being very low and 10 being very high.

School Improvement = People Improvement = School Improvement

What Should It Look Like?

How Can you Improve?

Why Do It?

Learning Targets for Today:

“I can explain the benefits of coaching.”“I can analyze aspects of positive and negative coaching.”“I can apply the SBIN technique to teaching scenarios.”

In your packet you will find a section of an article entitled “Personal Best.” Please use the next five minutes to read it carefully and answer the prompts in the blue button at the top of the page. Use highlighters to draw attention to significant quotes. Make connections to what you already know/do from your index card.

.

Assemble in a group of 3 or 4 by matching the plant on the label of your job description.

Take turns sharing your responses to the blue button prompts. If timeallows, share your index card responses.

As a group, help the recorder create either a graphic, a kinesthetic activity, or a written summary to share with others.

The whole group will present their product as a means of teaching others.Reporters will present out any other key points of the discussion to the rest of the room.

Like Roy Williams demonstrates, coaching starts with knowing your people and diagnosing their needs. Like everything else in schools, it is mainly about relationships. It helps to know your people and spend casual or social time

with them so that every conversation is not so intense. Note, we are not talking today about FORMAL evaluations or NCTEP.

Coaching is about growth, and growth creates change. Change is difficult for most people.

Two Root Systems

There are two things that you must grow to anchor your coaching conversations.

1.Best Instructional Practices2.Self-Reflection

Psychologists who study change tell us there are

four “rooms” that people find themselves

in when dealing with change. They are:

•Confusion•Denial

•Contentment•Renewal

We are going to use the analogy of a gardener tending four gardens in today’s training.

Effective Coaching requires a commitment to change and a strong sense of vision and focus as well as the ability of the leader to have courageous

conversations. You also must truly KNOW the people you are coaching.

Garden of ConfusionTalk with a partner about behaviors you would observe that would tell you a teacher was in this stage. Give examples from your own experience.

What You might hear…

How

wou

ld y

ou s

uper

vise

this

per

son

effec

tivel

y? G

ive

stra

tegi

es to

hel

p th

em.

Garden of Denial

Talk with a partner about behaviors you would observe that would tell you a teacher was in this stage. (Give examples from your own experience)

What You might hear…

How

wou

ld y

ou s

uper

vise

this

per

son

effec

tivel

y? G

ive

stra

tegi

es to

hel

p th

em.

Garden of ContentmentTalk with a partner about behaviors you would observe that would tell you a teacher was in this stage. Remember, to share examples.

What You might hear…

How

wou

ld y

ou s

uper

vise

this

per

son

effec

tivel

y? G

ive

stra

tegi

es to

hel

p th

em.

Garden of RenewalTalk with a partner about behaviors you would observe that would tell you a teacher was in this stage. When have you personally experienced renewal? How can this self knowledge help you in your work with teachers?

What You might hear…

How

wou

ld y

ou s

uper

vise

this

per

son

effec

tivel

y? G

ive

stra

tegi

es to

hel

p th

em.

Knowing which garden teachers are in is interesting, but what are you going to DO with this knowledge??

How will you differentiate your coaching for them like Roy Williams did for his players?

Line up using your self-assessment score from the index card with 1’s on the left and 10s on the right. Take your stuff with you as you will be forming new groups in new seats for the next part of the session.

Coaching is not just encouraging!

Coaching is not berating!

We want to gather and use data in our discussions.

Whether positive or negative, we don’t want to just go around giving our opinions all the time! Neither cheerleading nor berating is helpful to teachers.

What evidence do we gather in Walkthrough Observations?

Imagine this is a 2nd period Civics class you visited today.. Diagnose which “garden” this teacher is in to help you form your comments. Also, as an anchor, your staff has been doing PD on alignment to common core objectives. You checked, and his objectives are okay, but you don’t feel students are learning well or enough. Discuss with your group what feedback you would give this teacher based on data as well as when and where you would deliver it.

Some feedback is tooooooo soooffffftttttt.

Transcript of principal feedback:“Hi Mr. Stein, I really enjoyed your lesson today, especially the fact that you tried to ask every kid in that room for feedback. That was a great way to engage them all. You know, this common core requires that we engage all our students in the learning that is going on in the classroom and I think you made great strides in trying to accomplish that today.

I really enjoyed the lesson. I thought you covered recent history, in terms of my life, pretty well. Making it connect with students’ lives is also important. That voo doo economics comment was really good. I guess they would understand a lot about that and would think it was pretty unique that we would tie that to history.

Didn’t you say your mother in law is one of the board members for the public schools? Yeah. I thought as much. I’ll have to let her know that I visited your class and thought it was really good. I think your kids are going to do well on the next assessment. I do appreciate the work that you’re doing here at our school. And again, thank you for such a wonderful lesson.”

Suppose the walkthrough occurred yesterday, but you just got around to talking about it. How would the teacher remember which part of which lesson you observed?

What has been the focus of PD at the school this month?How well was the teacher reaching those goals?What did the teacher take away from all this?What are the next steps for this coaching relationship?

OTHER FEEDBACK IS TOOOOOO HAAAARRRRRDDDDD!!!

Transcript of second feedback:“Mr. Stein, come on. Are you kidding me? “Anyone? Anyone?” What the heck is that? You’re an embarrassment. You’re an absolute embarrassment to this school. You’re an embarrassment to me because I hired you. You’re an embarrassment. You’ve got to go, Mr. Stein. You have got to go. Your class is a joke.”

What did the principal say that inspired self-reflection?What could she have said?When did the principal address what the students knew and could do in the lesson?What did the teacher take away from all this?What are the next steps for this coaching relationship?What is the impact of this conversation?

Clearly, we need a method that focuses on how the teacher is impacting student learning.

Quickly, work with your group to identify each component in the video of Ferris Bueller’s boring economics teacher.

So, how DO I coach my teachers?

Now, take a second look at what you decided. Does any of it need to be reframed to focus on student learning? Did you fall into the trap

of talking only about teacher actions?

This video is a middle school class learning rules and protocols to be followed all year. The teacher is training them in the “Power

Learning” method on the first day of school. You visited 10 minutes into first period as you were walking around the building.

What evidence do we gather in Walkthrough Observations?

Identify the components of the needed coaching conversation using SBIN. Share.

Iden

tify

the

gard

en o

f thi

s te

ache

r an

d ho

w to

app

roac

h th

e co

nver

satio

n yo

u w

ant t

o ha

ve.

Level 1: “I Don’t Get It” (Reluctance to Change)

Level 2: “I Don’t Like It!”(Resistance to Change)

Level 3:“I Don’t Like YOU!”(Open Defiance)

Discerning these responses will also help you identify at which level the teacher is and also help you reflect on your leadership.

As you watch this video of a college French class, focus on two questions: 1.What is the evidence that students are learning the objectives?

2. What is the evidence that students are learning enough? Remember to write down the S, B, I, and N, but stay focused on student learning.

If she is resistant to change, how can you help the teacher self-reflect?

One member of your trio plays the teacher, one plays the principal. The third person takes notes and then afterward, gives feedback to the “principal” on how well he/she coached the teacher using SBIN.

Role Play!

This teacher has been working on giving formative feedback to her 4 year olds. Use the Four Quadrant sheet to script evidence toward that goal. Afterward, role play again, but switch roles. Keep your

feedback focused on the impact of the teacher’s actions on student achievement within the stated goal.

This teacher has been working on student engagement. He teaches Physics in your high school and is very popular. However, students

can’t seem to pass the A.P. exam. Imagine he is openly defiant to your suggestions on a regular basis. Prepare and then role play needed

feedback.

Up to this point, we have considered walkthrough observations, and how to

give regular formative feedback to teachers about their practice through

one minute coaching.

Another very important source of information/data about teaching and

learning in your school is student work.

Imagine you visit a PLC of 9th grade teachers and they are looking at the student work in your packet. Take a

few minutes to look over the scenario and the work. Then, discuss with your trio, how you could use SBIN to coach

them. When would you do this?

Sometimes, evidence of the type of activities

going on in our school comes to us through

unintended means.

Assume this is a generally good teacher

that you would like to keep on staff, and this video is the first time

you have received evidence that concerns

you about this class. How could you use SBIN

in this situation?

School Improvement = People Improvement = School Improvement

What Should It Look Like?

How Can you Improve?

Why Do It?

Learning Targets for Today:

“I can explain the benefits of coaching.”“I can analyze aspects of positive and negative coaching.”“I can apply the SBIN technique to teaching scenarios.”

Sometimes, you may just have to give yourself daily affirmations, but remember to coach each other and also to seek feedback from your central office and DPI coaches so you can continue to build your own capacity!

Who

will

coa

ch a

nd

enco

urag

e yo

u?

Presentation, videos, handouts,

and other resources available at

www.psrcprincipals.webs.com