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UP MTSS Conference
Supporting Coaching Across the Cascade: Systems and Practices
October 27, 2015 Northern Michigan University
Participant Workbook* Name:__________________________
*This workbook is intended for use by schools participating with MiBLSi during core training.
Mission Statement:
To develop support systems and sustained implementation
of a data-driven, problem-solving model in schools
to help students become better readers with
social skills necessary for success.
h"p://miblsi.cenmi.org2
h"p://miblsi.cenmi.org2
U.P
. MTS
S C
onfe
renc
e S
uppo
rting
Coa
chin
g A
cros
s th
e C
asca
de:
Sys
tem
s an
d P
ract
ices
Gue
st P
rese
nter
: Tan
ya Ih
lo, P
h.D
.
Oct
ober
27,
201
5
2 2
Toda
y’s
Age
nda
• S
ettin
g th
e S
tage
•
Coa
chin
g –
Wha
t it i
s
– R
atio
nale
– R
esea
rch
• Tr
ansl
atin
g R
esea
rch
into
Pra
ctic
e
• B
uild
ing
an In
frast
ruct
ure
for C
oach
ing
• N
ext S
teps
3 3
Inte
nded
Out
com
es
By
the
end
of th
e da
y, p
artic
ipan
ts w
ill b
e ab
le to
: •
Dis
tingu
ish
betw
een
syst
em le
vel c
oach
ing
and
prac
tice
leve
l (in
stru
ctio
nal)
coac
hing
•
Und
erst
and
the
uniq
ue fa
ctor
s th
at im
pact
co
achi
ng in
rura
l set
tings
and
way
s to
max
imiz
e av
aila
ble
reso
urce
s •
Rec
ogni
ze th
e ke
y fe
atur
es a
nd c
ompo
nent
s in
bu
ildin
g th
e in
frast
ruct
ure
for i
nstru
ctio
nal
coac
hing
•
Iden
tify
next
ste
ps in
the
deve
lopm
ent o
f a
coac
hing
pla
n m
atch
ed to
the
(dis
trict
or b
uild
ing)
st
ages
of i
mpl
emen
tatio
n 4 4
Set
ting
the
Sta
ge
5 5
Mic
higa
n’s
Inte
grat
ed B
ehav
ior a
nd
Lear
ning
Sup
port
Initi
ativ
e (M
iBLS
i) pr
ovid
es a
sta
tew
ide
stru
ctur
e to
cre
ate
loca
l cap
acity
for a
n in
tegr
ated
beh
avio
r an
d re
adin
g M
ulti-
Tier
Sys
tem
of S
uppo
rt (M
TSS
) tha
t can
be
impl
emen
ted
with
fid
elity
, is
dura
ble
over
tim
e an
d ut
ilize
s da
ta-b
ased
dec
isio
n m
akin
g at
all
leve
ls o
f im
plem
enta
tion
supp
ort.
MiB
LSi
6 6
7 7
Mul
ti-Ti
er S
yste
m o
f Sup
ports
(MTS
S)
Inte
nsity
of i
nter
vent
ion
base
d on
stu
dent
nee
d
All
stud
ents
in s
choo
l
Uni
vers
al P
reve
ntio
n Fo
r all
stud
ents
Targ
eted
Inte
rven
tion
For s
ome
stud
ents
Inte
nsiv
e In
terv
entio
n Fo
r few
stu
dent
s
8 8
Key
Ele
men
ts o
f MTS
S
• U
nive
rsal
Scr
eeni
ng
• D
ata-
Bas
ed D
ecis
ion
Mak
ing
and
Pro
blem
Sol
ving
•
Con
tinuo
us P
rogr
ess
Mon
itorin
g •
Con
tinuu
m o
f Evi
denc
e-B
ased
P
ract
ices
•
Focu
s on
Fid
elity
of I
mpl
emen
tatio
n
Geo
rge
Sug
ai, 2
008
9 9
Sta
ges
of Im
plem
enta
tion
Focu
s St
age
Des
crip
tion
Exp
lora
tion/
Ado
ptio
n D
ecis
ion
rega
rdin
g co
mm
itmen
t to
adop
ting
the
prog
ram
/pra
ctic
es a
nd
supp
ortin
g su
cces
sful
im
plem
enta
tion.
Inst
alla
tion
Set
up
infra
stru
ctur
e so
that
suc
cess
ful
impl
emen
tatio
n ca
n ta
ke p
lace
and
be
supp
orte
d. E
stab
lish
team
and
dat
a sy
stem
s, c
ondu
ct a
udit,
dev
elop
pla
n.
Initi
al
Impl
emen
tatio
n Tr
y ou
t the
pra
ctic
es, w
ork
out d
etai
ls,
lear
n an
d im
prov
e be
fore
exp
andi
ng to
ot
her c
onte
xts.
E
labo
ratio
n E
xpan
d th
e pr
ogra
m/p
ract
ices
to o
ther
lo
catio
ns, i
ndiv
idua
ls, t
imes
- adj
ust f
rom
le
arni
ng in
initi
al im
plem
enta
tion.
C
ontin
uous
Im
prov
emen
t/R
egen
erat
ion
Mak
e it
easi
er, m
ore
effic
ient
. Em
bed
with
in c
urre
nt p
ract
ices
.
Wor
k to
do
it rig
ht!
Wor
k to
do
it be
tter!
Sho
uld
we
do it
?
10
10
Trai
ning
: P
rese
nt m
ater
ial t
o de
velo
p ne
w
know
ledg
e an
d sk
ills
Coa
chin
g: P
rovi
de s
uppo
rt on
-site
[to
team
s]
for u
sing
the
new
kno
wle
dge
and
skill
s un
der
typi
cal c
ondi
tions
Firs
t Dis
tinct
ion:
Tra
inin
g vs
. Coa
chin
g Tw
o D
iffer
ent F
unct
ions
Rob
Hor
ner,
2014
11
11
Just
say
�N
o� to
�Tr
ain
and
Hop
e�
Rea
ct to
a
prob
lem
Sele
ct a
nd
add
a pr
actic
e
Hire
an
expe
rt
to tr
ain
Hop
e fo
r im
plem
enta
tion
Wai
t for
a n
ew
prob
lem
12
12
• S
yste
ms
Leve
l Coa
chin
g •
Wor
k w
ith a
team
to b
uild
loca
l cap
acity
fo
r pro
blem
sol
ving
•
Hel
p to
bui
ld th
e in
frast
ruct
ure
• P
ract
ice
Leve
l Coa
chin
g •
Wor
k to
impr
ove
inst
ruct
ion
with
“firs
t re
spon
ders
” •
Focu
s on
bui
ldin
g kn
owle
dge
and
skill
s
Wha
t Typ
e of
Coa
chin
g?
13
13
• C
omm
unic
atio
n •
Rei
nfor
cem
ent
• O
rgan
izat
ion
• Te
chni
cal A
ssis
tanc
e •
Par
ticip
atio
n in
Lea
ders
hip
Team
A
ctiv
ities
•
Dee
peni
ng P
erso
nal K
now
ledg
e of
M
ulti-
Tier
Sys
tem
of S
uppo
rts (M
TSS
)
Crit
ical
Fea
ture
s of
S
yste
ms
Leve
l Coa
chin
g
14
14
Bui
ld lo
cal c
apac
ity
– B
ecom
e irr
elev
ant…
but r
emai
n av
aila
ble
Max
imiz
e cu
rren
t com
pete
nce
– N
ever
cha
nge
thin
gs th
at a
re w
orki
ng
– A
lway
s m
ake
the
smal
lest
cha
nge
that
will
hav
e th
e bi
gges
t im
pact
Fo
cus
on v
alue
d ou
tcom
es
– Ti
e al
l effo
rts to
the
bene
fits
for
child
ren
Gui
ding
Prin
cipl
es fo
r Effe
ctiv
e C
oach
ing
14#
Supporting*Coaching*
Across*the*Cascade:*
Systems*and*Practices*
Tanya#Ihlo,#PhD
#University
#of##Neb
raska:Lincoln#
15#
Today’s*focus*
• What#is#c
oaching?#
• RaB
onale#for#coaching#
• Research#on
#coaching#–#vario
us#coaching#mod
els#
• A#coaching#stud
y#in#ru
ral#seH
ngs:#Project#
READ
ERS#
• TranslaBn
g#research#into#pracBce:#Lessons#
learne
d#and#suggested#consideraB
ons#for#
coaching#
• Building#an#infrastructure#fo
r#coaching#
16#
What*is*coaching?*
17#
What*is*instructional*coaching?*
• Co
aching#aim
s#to#reinforce#teache
rs’#develop
men
t#of#e
vide
nce:based#
instrucBon
al#strategies#and
#app
ly#th
ese#de
sired
#skills#in#relevant#
instrucBon
al#con
texts##
(Fixsen#et##al.,#2005)#
• “A#strategy#fo
r#implem
enBn
g#a#professio
nal#sup
port#sy
stem
#for#teachers,#
a#system
#that#includ
es#re
search#or#the
ory,#dem
onstraBo
n,#pracBce,#and
#feed
back”##
#(McKen
na#&#W
alpo
le,#2008)# #
• InstrucBon
al#coaching#is#a#research:based
,#job
:embe
dded
#app
roach#to#
instrucBon
al#interven
Bon#that#provide
s#the
#assistance#and
#en
couragem
ent#n
ecessary#to
#implem
ent#schoo
l#improvem
ent#p
rogram
s.##
(Knight,#2008)# #
• InstrucBon
al#coaching#is#a#system
aBc#approach#to
#providing#su
pport#for#
teache
rs#with
#the#focus#o
n#directly#im
proving#skills/qu
ality
#of#instrucBo
n#and#in#tu
rn,#results#fo
r#stude
nts#
18#
Coaching*assumptions*
1. Teache
rs,#prin
cipals,#all#adults#in#sc
hools#a
s#capable#of#
changing#pracBces#–
#peo
ple#can#learn,#change,#and
#im
prove##
2. The#instrucBon
al#m
etho
ds#te
ache
rs#employ#influ
ence#
stud
ent#a
chievemen
t#3. There#is#considerable#variaBo
n#in#th
e#metho
ds#te
ache
rs#
use#and#in#th
e#qu
ality
#of#teacher#im
plem
entaBo
n#4. Co
nsisten
t#implem
entaBo
n#of#empirically:validated
#instrucBon
al#m
etho
ds#is#key#
5. Co
aching#can#help#teache
rs#im
plem
ent#spe
cific#m
etho
ds#
and#abando
n#othe
rs;#coaching#can#he
lp#te
ache
rs#im
prove#
the#qu
ality
#of#the
ir#work#
6. The#eff
ects#of#coaching#can#be
#gauged#by#changes#in#
stud
ent#a
chievemen
t#as#a
#result#of#th
is#altered#pracBce#
Adapted#from
#McKen
na#&#W
alpo
le,#2008###
19#
Rationale*for*
coaching*
20#
21#
Ada
pted
from
Fix
sen
& B
lase
, 200
8
Sel
ectio
n D
ecis
ion
Sup
port
Dat
a S
yste
m
Faci
litat
ive
Adm
inis
tratio
n
Feed
back
Trai
ning
Coa
chin
g
Info
rmat
ion
Visi
on R
esou
rces
Inte
grat
ed
and
C
ompe
nsat
ory
Man
agem
ent/
Coo
rdin
atio
n
Suc
cess
ful S
tude
nt O
utco
mes
Pro
gram
/ In
itiat
ive
Set
of p
ract
ices
that
are
impl
emen
ted
with
fide
lity
Tr
aini
ng O
utco
mes
Rel
ated
to
Trai
ning
Com
pone
nts
Tr
aini
ng O
utco
mes
Trai
ning
C
ompo
nent
s
Kno
wle
dge
of
Con
tent
Sk
ill
Impl
emen
tati
on
Cla
ssro
om
App
licat
ion
Pres
enta
tion
/ Le
ctur
e
Plus
D
emon
stra
tion
Plus
Pr
acti
ce
Plus
Coa
chin
g/
Adm
in S
uppo
rt
Dat
a Fe
edba
ck
1
0%
5%
0%
3
0%
20%
0%
6
0%
60%
5%
9
5%
9
5%
95%
Joyc
e &
Sho
wer
s, 20
02
22#
Some*hypotheses*on*why*professional*
developm
ent*often*fails**
• Lack#of#fo
cus#g
uiding#decision
s#abo
ut#se
lecBon
#of#
professio
nal#develop
men
t#opp
ortuniBe
s#• L
ack#of#quality#of#PD#to#begin#change#in#pracBce#
–#PD
#on#a#program,#strategy,#pracBce#sh
ould#
includ
e#a#majority
#of#B
me#spen
t#on#pracBcing#
and#receiving#feed
back#
• Lack#of#clear#expectaBo
n#and#mon
itorin
g#for#
applicaB
on#of#learning#taken#from
#a#training#or#
worksho
p##
• Lack#of#plan#for#o
n:going#follow:up#supp
ort#
#
23#
Considerations*before*planning*or*attending*
professional*development*opportunity*
• SeH
ng#criteria#fo
r#professional#develop
men
t:#• D
oes#it#a
lign#to#an#iden
Bfied
#need#or#fo
cus?#
• Doe
s#it#p
rovide
s#con
tent#and
#develop
men
t#of#
instrucBon
al#sk
ills#that#h
ave#a#high#likelihoo
d#of#
improving#results#fo
r#stude
nts#(based#on
#research)?#
• Can#we#plan#fo
r/have#th
e#resources#to#provide#
supp
ort#to#lead#to
#deep#im
plem
entaBo
n#that#
includ
es#clear#expectaBo
ns#fo
r#implem
entaBo
n,#
follow:up#supp
ort,#and#mon
itorin
g#of#
implem
entaBo
n#using#clear#ind
icators#o
f#use?#
24#
ThinkBPairBShare*
• How
#are#decision
s#abo
ut#professional#
developm
ent#typically#m
ade#at#you
#site#–#eith
er#
what’s#aje
nded
#or#w
hat’s#provide
d?#
• If#you
#are#ty
pically(a(par*cipan
t,#what#m
ight#
need
#to#change#in#you
r#decision
#making#
process#
• If#you
#are#a#provide
r(of(P
D,#con
sider#how
#you
#de
term
ine#what#to#provide#and#ho
w#you
#can#
assist#p
oten
Bal#parBcipants#in#plann
ing#ahead#
of#Bme#to#increase#th
e#likelihoo
d#of#
implem
entaBo
n##
25#
Research*on*
coaching*
26#
Need*for*m
ore*empirical*
evidence*supporting*coaching*
• Lack#of#ra
ndom
ized#trials#stud
ying#im
pact#of#
coaching#on#stud
ent#o
utcomes#
• Diffi
cult#to#isolate#coaching#effe
cts#
• Most#studies#fo
cus#o
n#teache
r#outcomes#(e
.g.,#
percep
Bons,#kno
wledge,#pracBce)#
• Varying#defi
niBo
ns#of#coaching#and#no
#com
mon
#key#compo
nents#o
f#coaching#iden
Bfied
##
27#
Additional*research*needed*
• Eff
ecBven
ess#o
f#various#coaching#strategies#and
#whe
n#they#sh
ould#be#used
## • Which#coaching#strategies#m
ay#be#eff
ecBve#in#
diffe
rent#m
odes#
• One
:to:on
e#interacBon
,#small,#or#large#grou
ps#
• Distance#
• Do
sage#of#coaching#–#if#freq
uency#and#du
raBo
n#of#
interacBon
#has#an#im
pact##
• De
velopm
ent#a
nd#validaB
on#of#too
ls#to#m
easure#
coaching#effe
cBvene
ss#
28#
Prom
ising*practice*
• Even#with
#con
Bnue
d#ne
ed#fo
r#research,#coaching#
is#a#prom
ising#pracBce#
• Ide
nBfie
d#as#a#key#driv
er#fo
r#building#
compe
tency##
• Research#on
#various#coaching#mod
els#
29#
Some*com
mon*coaching*models*
• New
#teache
r#men
torin
g/coaching#
• CogniBve#coaching#
• Peer#coaching#
• Con
tent:#o
r#sub
ject:spe
cific#coaching#
• InstrucBo
nal#coaching#
30#
New*teacher*m
entoring/coaching*
programs*
Typical#characterisB
cs#
• Districts#provide
#several#days#o
f#iniBa
l#training#for#n
ew#
teache
rs#and
#assign#a#coach/men
tor#to#meet#w
ith#and
#po
ssible#observe#th
e#ne
w#te
ache
r#throu
ghou
t#the
#year#
• Establish
es#a#re
laBo
nship#be
tween#a#ne
w#te
ache
r#and
#a#
season
ed#edu
cator#from#th
e#district#
Impact/issues#with
#men
torin
g#• Ge
nerally#fail#be
cause#they#te
nd#to
#reprod
uce#the#status#quo
#• A#do
wnfall#is#the
#flexibility#
• Do
esn’t#typically#sp
ecify#exactly#how
#the#men
tor#w
ill#provide
#supp
ort#
• Typically#doe
sn’t#involve#use#of#sy
stem
aBc#coaching#strategies#
31#
Cognitive*coaching*
Typical#characterisB
cs#
• Co
ach#meets#with
#teache
r#for#a#plann
ing#conferen
ce#to
:#• Ha
ve#th
e#teache
r#ide
nBfy#goals,##
• Co
llabo
rate#with
#the#teache
r#to#choo
se#evide
nce#that#goals#are#met,#
• Facilitates#disc
ussio
n#of#strategies#th
at#m
ight#help#the#teache
r#achieve#the#goal,##
• Establish
#a#se
lf:assessmen
t#net#
• Co
ach#ob
serves#te
aching#and
#gathe
r#evide
nce#to#docum
ent#u
se#of#
the#strategies#
• Co
ach#and#teache
r#refl
ect##
Impact/issues#with
#cogniBve#coaching:#
• En
courages#re
laBo
nship#bu
ilding#and#refle
cBon
#on#teaching##
• Do
es#not#sp
ecify#anything#abou
t#what#o
r#how
#to#te
ach#–#may#not#
select#app
ropriate#goals#or#re
search:based
#strategies##
• Po
siBve#re
sults#on#teache
rs#kno
wledge,#percepB
ons,#and
#pracBce#
• More#rig
orou
s#research#ne
eded
#to#draw#con
clusions#re
garding#
Impact#on#stud
ent#a
chievemen
t#32#
Peer*coaching*
Typical#characterisB
cs#
• Va
rying#de
finiBon
s#and
#mod
els#o
f#peer#coaching#
• Teache
rs#act#as#c
oaches#fo
r#one
#ano
ther#
• Co
aching#te
ams#m
eet#to#discuss#g
oals,#develop
#specific#lesson
#plans,#
and#ob
serve#on
e#anothe
r#• Teache
r#is#the
#coach#te
aching/m
odeling#the#lesson
,#the
#observer#is#
being#coache
d#by#observing#and
#no#feed
back#is#provide
d#
Impact/issues#with
#peer#coaching#
• Unlikely#to#be#pe
rceived#as#th
reaten
ing,#inexpe
nsive#to#im
plem
ent,#
creates#c
ohesive#relaBo
nships#with
#instrucBon
al#te
am#
• Eviden
ce#of#e
ffecBvene
ss#in#im
pacBng#te
ache
rs’#use#of#strategies##
• More#rig
orou
s#research#ne
eded
#to#draw#con
clusions#of#impact#on#
outcom
es#fo
r#stude
nts#
• Ope
n#relaBvely#few#quality#controls#on
#implem
entaBo
n#of#th
e#strategy:##
• Are#there#meaningful#goals#be
ing#set?#Do#ob
servers#k
now#what#to#look#
for,#know
#if#it's#happ
ening#or#not?#Ho
w#do#you#know
#teache
rs#are#best#
mod
els?#
33#
ContentB*or*subjectBspeciFic*
coaching*
Typical#characterisB
cs#
• Subject#spe
cific#coaching#(e.g.,#Math,#literacy)#
• No#set#o
f#com
mon
#beh
aviors#or#p
racBces#
# Impact/issues#with
#con
tent:#o
r#sub
ject:spe
cific#coaching#
• Some#po
tenB
al#posiBve#re
sults,#how
ever,#research#is#no
t#rig
orou
s#eno
ugh#to#draw#con
clusions#
34#
Instructional*coaching*
Typical#characterisB
cs#
• Focused#on
#instrucBon
##• May#includ
e#exam
inaB
on#of#u
se#of#various#instrucBon
al#
strategies,#plann
ing#and#prep
araB
on,#beh
avior#m
anagem
ent,#use#
of#stud
ent#d
ata,#con
tent#of#instrucBo
n#• Po
pular#clearly:defi
ned#mod
el#–#Jim#Knight#
# Impact/issues#with
#instrucBon
al#coaching#
• Po
siBves#results#fo
und#from
#some#prelim
inary#stud
ies;#m
ost#results#
are#teache
r#related
#• Need#more#research#examining#im
pact#on#stud
ent#a
chievemen
t#• Follows#a
#system
aBc#process#
• Many#pracBB
oners#a
nd#re
searchers#u
se#th
e#term
#instrucBon
al#
coaching,#but#don
’t#use#the#same#processes#o
r#key#characterisB
cs#–#
furthe
r#defi
niBo
n#requ
ired#
35#
Studies*of*coaching*in*practice*
How#coach#Bme#was#sp
ent#
• Time#iden
Bfied
#as#a
#key#challenge#for#coaches#(B
ean#&#
Zigm
ond,#2006;#Schwartz#&#M
cCarthy,#2003)#
• Co
ache
s#from#RF#scho
ols#c
oaches#sp
ent#2
8%#percent#of#
their#B
me#actually#coaching#K–
3#teache
rs#(D
uessen
#et#a
l,#2007)#
• Co
ache
s#in#De
laware#spen
d#on
ly#abo
ut#15%
#of#the
ir#work#
week#working#dire
ctly#with
#teache
rs#(R
oller,#2006)#
• Co
ache
s#in#Tenn
essee#repo
rted
#working#long#hou
rs,#but#
spen
t#the
#majority
#of#the
ir#Bm
e#tutorin
g#children,#
cond
ucBn
g#interven
Bon#grou
ps,#and
#assisB
ng#with
#scho
ol/district#tasks#(T
higpen
)##
36#
Why*was*coach*tim
e*not*spent*
in*coaching?*
Defin
ed#ro
le#&#process#
• Whe
n#the#coach#role#is#vague
#and
#there#is#no
#system
aBc#
coaching#process#
• Focusin
g#on
#work#directly#with
#stud
ents;#allowing#them
selves#
to#get#pulled#into#unrelated
#work;#struggling#with
#resistance;#
# Readiness#
• The#majority
#of#coaches#were#strong#te
ache
rs#who
#dem
onstrated#
mastery#of#con
tent#and
#ped
agogy#
• While#con
tent#and
#ped
agogy#are#foun
daBo
nal#kno
wledge#for#a
#coach,#th
ere#are#many#more#skills#a
nd#capaciBes#re
quire
d#for#
working#with
#adu
lts#
• Most#coaches#re
ceive#lij
le#professional#develop
men
t#37#
5*categories*of*coaches*
• Data:oriented
#
• Stude
nt:orie
nted
#
• Managerial:o
riented
#
• Teacher#orie
nted
#–#Group
#
• Teacher#orie
nted
#–#individu
al#
(Due
ssen
#et#a
l.,#2007)#
38#
ThinkBPairBShare*
Scho
ol/district#teams#&
#individu
als#
• If#you#curren
tly#have#coaching#in#you
r#district/
scho
ol,#w
hich#categories#d
o#your#coaches#m
ost#
typically#fall#into#and
#why#do#you#think#that#is?#
• If#most#o
f#the
#coaching#is#no
t#teacher:orie
nted
#(in
dividu
al),#why#do#you#think#that#m
ay#be#the#
case?#
# ISD##
• Which#categories#d
o#you#curren
tly#su
pport#in#
scho
ols#a
nd#why#do#you#think#that#is?#
#
39#
Project*READERS*
40#
Research*Questions*
• What#is#the
#impact#of#p
rofessional#develop
men
t#with
#web
:based
#coaching#on
#teache
r/(
interven
*onist(kno
wledge,(percep*
ons,(and
(prac*ce?(
• What#is#the
#impact#of#p
rofessional#develop
men
t#with
#web
:based
#coaching#for#teachers#o
n#stud
ents’(early(re
ading(skill(perform
ance?(
# #
41#
Research*Design*
• Rando
mize
d#expe
rimen
tal#design,#with
#scho
ols#
assig
ned#to:#
• PD#with
#coaching##
• Business#a
s#usual#(con
trol)##
#
42#
Procedure*
• Teache
rs#and
#interven
Bonists#in#PD
#scho
ols#p
arBcipated
#in#
onsite#insBtute:based
#trainings#a
nd#ongoing#web
:facilitated
#coaching#from
#one
#of#six#RTI#coaches#
• Professio
nal#develop
men
t#focuses#on:#
• using#data#to
#iden
Bfy#stud
ents#with
#reading#difficulBes#and
#to#plan#
and#evaluate#interven
Bons#
• im
plem
enBn
g#eff
ecBve#instrucBon
al#pracBces#a
nd#sp
ecific#reading#
interven
Bons##
#
• Distance#coaching#occurred
#outsid
e#of#class#Bme#(teachers)#
or#during#interven
Bon#de
livery#via#a#“bug:in
:the
:ear”#
approach#(intervenB
onists)#
• The#im
pact#of#P
D#with
#coaching#on
#teache
r#and
#stud
ent#
outcom
es#was#assessed#via#mulBp
le#m
easures#
##
43#
Teacher/Interventionist*Data*
Collection*&*Outcom
e*Measures*
• Teache
r/Interven
Bonist#Kno
wledge#(pre:post)#
• Da
ta:Based
#Decision
#Making#Kn
owledge#for#R
eading#
(Ihlo,#Parisi,#&
#Glover,#2009)#(33#item
s)#
• Teache
r#Kno
wledge#of#Reading#and
#Reading#PracBces#
(Carlisle,#Joh
nson
,#Phe
lps,#&#Row
an,#2008)#(1
3#ite
ms)#
• Teache
r/Interven
Bonist#PercepB
ons#(rated#1:4;#pre:post)#
• Im
portance#of#D
BDM#and
#reading#instrucBon
al#
compo
nents#
• Skills#related
#to#DBD
M#and
#reading#instrucBon
al#
compo
nents#(self:effi
cacy)#
#• Teache
r#Logs#for#DBD
M#
• Co
ded#based#on
#13:ite
m#DBD
M#ru
bric#
# • Interven
Bon#vide
otaping##
• Co
ded#based#on
#observaBo
nal#rub
ric#
44#
Student*Data*Collection/*
Outcom
e*Measures*
• DIBELS#Next#(Fall,#W
inter,#&#Spring)#
# • Woo
dcock#John
son#Tests#o
f#Achievemen
t#–#
Reading#(Pre:Post)#
• Rando
mly#se
lected
#4#interven
Bon#stud
ents/
classroo
m#
#
45#
Project*READERS**
Professional*
Developm
ent*Institutes*
46#
Training*for*Teachers*&*
Interventionists*
• Teache
r#insBtutes#includ
ed#didacBc#training#and
#acBve#
parBcipaBo
n#through#the#use#of#sc
enarios#a
nd#re
al#stud
ents#
data#and
#provide
d#conten
t#aroun
d:#
• Eff
ecBve#instrucBon
al#pracBces#a
nd#con
tent#fo
r#core#
reading#instrucBon
#• Ra
Bonale#and
#“ho
w#to
”#of#data:based#de
cisio
n#making#for#
stud
ents#struggling#with
#reading#
• Interven
Bon#trainings#p
rovide
d#supp
ort#in#eff
ecBve#de
livery#
of#re
ading#interven
Bons#
• Includ
ed#training#on#eff
ecBve#teaching#pracBces#a
s#well#as#
training#on#specific#interven
Bon#protocols#
• Includ
ed#m
odeling#and#op
portun
ity#fo
r#pracBce#of#
interven
Bon#de
livery#with
#feed
back#
#
47#
Characteristics*of*Intervention*
Programs*Used*in*Project*READERS*
• Empirically:sup
ported
#program
s#
• Com
preh
ensiv
e,#sy
stem
aBc#scop
e#&#se
quen
ce,#
scrip
ted#
• Explicit#instrucBon
al#delivery#metho
ds#
• Emph
asis#on
#mastery#
• Include
d#in:program
#assessm
ents#
• System#fo
r#managing#sm
all:group
#beh
avior#
48#
Suggested*Guidelines*for**
Intervention*Delivery*
• Deliver#5#days#p
er#week#for#a
t#least#30#minutes#
• Group
s#of#3
:5#stud
ents#
• Com
plete#self#assessmen
t#of#fi
delity#
• Com
plete#interven
Bon#do
cumen
taBo
n#(le
sson
#progress,#stude
nt#aje
ndance,#intervenB
on#
duraBo
n,#stud
ent#a
ccuracy#&#engagem
ent#in#
interven
Bon)#
49#
Explicit*Instruction*
• Clear#o
bjecBve#
• Mod
eling#
• Am
ple#op
portun
iBes#fo
r#stude
nt#re
spon
ding#
• Im
med
iate#correcBve#fe
edback:#
• Mod
eling#the#correct#a
nswer#
• Leading,#if#necessary#
• TesBng#th
e#grou
p#on
#the#missed
#skill,#the
n#alternaB
ng#
betw
een#missed
#skill#and
#other#sk
ills#in#lesson
#• Re
tesBng,#later#in#th
e#lesson
,#ind
ividual#stude
nts#w
ho#
make#an#error#
#• Brisk
#pacing#
#Carnine,#Silbert,#Kame’en
ui,#Tarver# #
50#
Project*READERS*
Coaching*
51#
Training*and*Support*for*Coaches**
• Con
tent#training#
• Protocol#training#
• Protocol#pracBce#
• Coaching#the#coache
s#–#video
#feed
back#
• Coach#group
#meeBn
gs#
• Coach#se
lf#refle
cBon
#and
#peer#feedb
ack#
52#
Project*READERS*Coaching*
DBDM
$visits$
• Co
nducted#with
#gen
eral##
#edu
caBo
n#teache
rs#
• Outsid
e#of#classroom
#instrucBon
#• Protocol#driv
en#
• Walk#teache
rs#th
rough#process#o
f#using#data#to
#inform
#instrucBon
#and#interven
Bon#
# # Coaching
$Calls$$
• Ch
eck#in#with
#teache
rs#and
#interven
Bonists##
• An
swer#que
sBon
s##be
tween#
coaching#se
ssions#
• Give#te
ache
rs#re
minde
rs#abo
ut#
send
ing#in#paperwork#
# # $ Interven
4onist$Im
plem
enta4o
n$visits$
• Observe#interven
Bon#
implem
entaBo
n#live#
• Provide#feed
back#during#
instrucBon
#• De
brief#following#the#session#
# # Outside
$of$coa
ching$sessions$
• Aj
end#training#
• Re
ad#arBcles#
• Re
view
#teache
rs’#data,#logs,#plans,#
vide
os#
• An
swer#emails###
53#
Data*Analysis*&*Results*
• What#is#the
#impact#of#p
rofessional#develop
men
t#with
#web
:based
#coaching#on
#teache
r/(
interven
*onist(kno
wledge,(percep*
ons,(and
(prac*ce?(
• What#is#the
#impact#of#p
rofessional#develop
men
t#with
#web
:based
#coaching#on
#stud
ents’(early(
read
ing(skill(perform
ance?(
# #54#
Data*Analysis*&*Results*–*Knowledge*
&*Beliefs*
* • Teachers#p
arBcipaB
ng#in#coaching#cond
iBon
#had#a#
greater#increase#in:##
o Data:based#de
cisio
n:making#know
ledge##
o Perceived
#skills#p
ertaining#to#data:based#
decisio
n#making#
#• IntervenB
onists#p
arBcipaB
ng#in#coaching#cond
iBon
#had#a#greater#increase#in:#
o Reading#instrucBon
al#kno
wledge#
o Perceived
#skills#p
ertaining#to#re
ading#instrucBon
#55#
Data*Analysis*&*Results*–*Practices*
* • Teachers#p
arBcipaB
ng#in#PD#exhibited#greater#
data:based
#decision
#making#than#con
trol#
teache
rs#(b
ased
#on#code
d#logs)#
#• IntervenB
onists#p
arBcipaB
ng#in#PD#exhibited#
higher#quality#reading#instrucBon
al#pracBces#
(based
#on#code
d#vide
os#of#intervenB
onists’#
instrucBon
)#
56#
Data*Analysis*&*Results*–*Student*
Outcomes*
*• DIBELS:Next#
• Kind
ergarten
#stud
ents#in#PD#scho
ols#w
ith#coaching#
performed
#bej
er#th
an#con
trols#a
t#end
#of#year#o
n#Non
sense#
Word#Flue
ncy:Co
rrect#Lej
er#Sou
nds#
• 1s
t #grade
#stud
ents#in#PD#scho
ols#w
ith#coaching#had#a#
greater#increase#on
#Non
sense#Word#Flue
ncy:Co
rrect#Lej
er#
Soun
ds#
• 2n
d #and
#3rd#grade
#stud
ents#in#PD#scho
ols#w
ith#coaching#had#
a#greater#increase#on
#Oral#Reading#Fluen
cy#:W
ords#Correct#
#• Woo
dcock#John
son#Tests#o
f#Achievemen
t#–#Reading#
• Stud
ents#in#PD#scho
ols#w
ith#coaching#pe
rformed
#bej
er#
than#con
trols#a
t#end
#of#year#o
n#Leje
r/Word#Iden
BficaBo
n#and#Word#Aj
ack#
57#
Participant*Perspectives*
Commen
ts$from
$Tea
chers#
• “Being#able#to#con
verse#on
e#on
#one
#and
#ask#que
sBon
s#and
#get#im
med
iate#
feed
back#was#priceless!”#
• “I#re
ally#liked#geHng#ideas#o
n#what#to#do
#with
#differen
t#group
s#of#kids,#help#on
#ho
w#to
#group
#kids,#what#m
aterials#to#use#fo
r#small#group
s,#and
#having#[m
y#reading#coach]#as#a
#soun
ding#board#fo
r#ide
as!”#
## Commen
ts$from
$Interven
4onists#
• "M
y#coach#listens#to
#my#concerns#and
#helps#m
e#be
come#a#be
jer#
interven
Bonist.“#
• "W
hen#I#have#qu
esBo
ns#[m
y#reading#coach]#is#always#w
illing#to#answer#th
em#
right#away#or#sho
w#m
e#ho
w#to
#do#be
jer#w
ith#th
e#stud
ents.”#
• "H
aving#the#coach#give#m
e#feed
back#on#what#I#was#doing#right#a
nd#what#I#
need
ed#to
#change.”#
• "The
#immed
iate#fe
edback#gave#me#the#op
portun
ity#to
#see#my#coach#mod
el#
certain#skills.”#
58#
Conclusions*
* • Teachers#a
nd#interven
Bonists#w
ho#re
ceived
#PD#with
#coaching#exhibite
d#a#greater#increase#in#kno
wledge,#
perceived#skills,#and
#pracBce#(as#h
ypothe
sized
)## •
Grow
th#and
#end
#of#year#p
erform
ance#was#greater#fo
r#stud
ents#in#PD#scho
ols#w
ith#coaching#than#con
trols,#
espe
cially#on#early
#reading#skills#(i.e.,#ph
onem
ic#awaren
ess,#
phon
ics,#and
#oral#reading#flue
ncy)#th
at#were#the#focus#for#
the#struggling#readers#in#this#stud
y#
• PD
#with
#distance#coaching#appe
ars#to#be
#an#effi
cien
t/eff
ecBve#approach#fo
r#sup
porBng#te
ache
rs#in#im
plem
enBn
g#RT
I#and
#promoB
ng#stud
ent#p
erform
ance#
# • This#distance:m
ediated#approach#m
ay#be#useful#whe
n#local#
expe
rBse#is#not#available#
59#
References*
Al#Otaiba,#S.#&
#Torgesen,#J.#(2
007).#Effe
cts#from#intensive#standardize
d#kind
ergarten
#and
#first#
grade#interven
Bons#fo
r#the
#prevenB
on#of#reading#diffi
culBes.#In#S.#R.#Jim
erson,#M
.#K.#B
urns,#
&#A.#M
.#Van#der#Heyde
n#(Eds.),#The2Han
dboo
k2of2Respo
nse2to2Interven=o
n:2The2Science2and
2Prac=ce2of2Assessm
ent2a
nd2Interven=o
n2(pp.#212
:222
).#New
#York,#NY:#Springer.#
Felto
n,#R.H.,#&#Pep
per,#P.P.#(1
995).#Early#iden
BficaBo
n#and#interven
Bon#of#pho
nological#defi
cits#in#
kind
ergarten
#and
#early#elemen
tary#children#at#risk#fo
r#reading#disa
bility.#Schoo
l#Psychology#
Review
,#24,#405:414.#
Francis,#D.#J.,#Shaywitz,#S.#E.,#Stue
bing,#K.#K.,#Shaywitz,#B
.#A.,#and#Fletcher,#J.#M
.#(1996).#
Developm
ental#lag#versus#d
eficit#m
odels#o
f#reading#disa
bility:#A#longitu
dinal,#individu
al#
grow
th#curves#a
nalysis.#Jou
rnal#of#E
ducaBo
nal#Psychology,#88(1),#3:17.#
Joyce,#B.,#&#Sho
wers,#B.#(2002).#Stud
ent2a
chievement2throu
gh2staff
2develop
ment2(3rd#ed
.).#
Alexandria,#V
A:#AssociaBo
n#for#S
upervisio
n#and#Cu
rriculum
#Develop
men
t.#Juel,#C.#(1988).#Learning#to
#read#and
#write:#A#longitu
dinal#stuffy
#of#5
4#children#form
#first#throu
gh#
fourth#grade
s.#Jo
urnal#of#E
ducaBo
nal#Psychology,#80,#437:447.#
Shaywitz,#S.#E.,#Fletcher,#J.#M
.,#Ho
lahan,#J.#M
.,#Schn
eide
r,#A.#E.,#Marchione
,#K.#E.,#Stue
bing,#K.#K.,#
Francis,#D.#J.,#Pu
gh,#K.#R
.,#and#Shaywitz,#B
.#A.#(1999).#Pe
rsisten
ce#of#d
yslexia:#The
#Co
nnecBcut#longitu
dinal#study#at#a
dolescen
ce.#Ped
iatrics,#104(6),#1351:1359.#
Torgesen
,#J.K.#(2002).#The#preven
Bon#of#re
ading#difficulBes.#Jou
rnal#of#schoo
l#psychology,#40,#
7:26.#
Vaughn
,#S.,#Wanzek,#J.,#&
#Fletche
r,#J.#M.#(2007).#MulBp
le#Bers#o
f#intervenB
on:#A
#fram
ework#for#
preven
Bon#and#iden
BficaBo
n#of#stud
ents#with
#reading/learning#disa
biliB
es.#In#B.#M
.#Taylor#
&#J.#E.#Ysseldyke#(E
ds.),#Effe
c=ve2instruc=on
2for2strug
gling2read
ers,2KF62(pp#17
3:19
5).#N
ew#
York:#Teacher’s#College#Press.#
#60#
Translating*research*
into*practice*
61#
Improving*results*for*students…*
Requ
ires$focusing$eff
orts$on$
improving$instruc4on
$
62#
Key*features*of*instructional*coaching*
• Re
quire
s#focus#–#clearly#defi
ned#pracBce(s),#skills,#program
s#of#which#you
#want#d
eep#im
plem
entaBo
n#• Clearly
#defi
ned#coaching#cycle#or#p
rocess#–#effe
cBve#iniBal#
training#(include
s#~70%#pracBce),#ob
servaB
on,#coaching#
(varying#acBviBe
s#based
#on#iden
Bfied
#need),#con
Bnue
d#ob
servaB
on#and
#coaching##
• Re
lies#o
n#a#system
aBc#process#o
f#usin
g#use#of#data#to#iden
Bfy#
coaching#needs#
• Re
cognize
s#the
re#are#m
any#po
ssible#re
ason
s#why#so
meo
ne#
may#not#be#im
plem
enBn
g#as#desire
d#and#adjust#coaching#
strategies#accordingly#
• UBlize
s#ind
icators#o
f#coaching#eff
ecBven
ess#to#conB
nuou
sly#
improve#the#coaching#sy
stem
#over#B
me#
63#
Key*assum
ptions*an*effective*
coaching*model*
• System
ic#core#be
lief#that#e
veryon
e#can#grow
#and
#im
prove.#So,#coaching#is#no
t#opB
onal#
• Ad
ministrator#p
lays#an#acBve#role#in#th
e#coaching#
process#
• Stud
ent#learning#is#always#a
t#the
#heart#of#the
#work#
• Must#g
o#be
yond
#examinaB
on#of#stude
nt#data#alon
e#and#focus#o
n#instrucBon
al#data#
• De
fined
#coaching#proced
ures#–#th
e#process#a
nd#
strategies#–#sh
ould#be#used
#• Diffe
renB
aBon
#of#sup
ports/strategies#used#for#
teache
rs#sh
ould#be#based#on
#data#
#
64#
A*culture*of*coaching*
• Leaders,#district#a
nd#building,#are#only#as#strong#as#the
#weakest#te
ache
r#• District#sho
uld#iden
Bfy#excellent#instrucBon
#looks#like#and#provide#
necessary#coaching#su
pport#for#all#teache
rs#to
#achieve#it#
• AcBo
ns#create#a#cultu
re#of#coaching#
• District#a
nd#building#administrators#in#classroom
s!#
• Ad
ministrators#learning#alongsid
e#teache
rs#
• De
cisio
ns#clearly#aligne
d#to#th
e#goal#of#improved
#instrucBon
##
• Everyone
#is#fo
cused#on
#the#goal#of#improved
#instrucBon
#• Re
structuring#grou
p#work#with
#a#clear#fo
cus#o
n#instrucBon
#–#less#
discussio
n#of#stud
ent#d
ata#alon
e#and#no
#disc
ussio
n#of#th
ings#over#
which#th
e#scho
ol/teachers#h
ave#no
#con
trol#
• Co
mmun
icaB
ng#th
at#everyon
e#will#parBcipate#in#coaching,#sc
hedu
ling#it,#
and#mon
itorin
g#its#occurrence#
65#
ThinkBPairBShare*
Discuss#the
#key#fe
atures#and
#assum
pBon
s#of#an#eff
ecBve#
coaching#m
odel.###
Scho
ols/districts#&#individu
als#
• Do
#edu
cators#in#you
r#district#share#th
ese#assumpB
ons?##
• What#a
re#so
me#things#you
#cou
ld#do#in#you
r#district#y
ou#begin#
laying#th
e#foun
daBo
n#for#a
#culture#of#coaching?#
ISDs#
• Do
#districts#with
#who
m#you
#work#share#these#assumpB
ons?#
• What#a
re#so
me#things#you
#cou
ld#do#to#ta
lk#with
#you
r#districts#
abou
t#laying#the#foun
daBo
n#for#a
#culture#of#coaching?#
66#
An*instructional*
coaching*model*in*
action*
67#
Instructional*coaching*process*
• Collect#instrucBon
al#data#to#iden
Bfy#ne
eds#
• Group
#coaching#
• Ind
ividual#coaching#
68#
Group*coaching*
Times#to
#con
sider#group
#coaching:#
• Ape
r#new
#learning#fo
r#all#(e.g.,#teache
rs#
parBcipate#in#EI#training)#
• Re:tooling#a#key#pracBce/strategy/program
#you
#want#d
eeply#im
plem
ented,#but#don
’t#have#
deep
ly#im
plem
ented#yet#
• ObservaBo
ns#indicate#an#area#of#n
eed#for#the
#majority
##• W
hen#resources#a
re#limite
d#69#
Group*coaching*process*
• InstrucBo
nal#data#collecBon
#&#need/focus#a
rea#
iden
BficaBo
n#• G
roup
#coaching#strategies#
• e.g.,#De
mon
straBo
n,#instrucBon
al#plann
ing#&#
prep
araB
on#se
ssions,#pracBce#se
ssions#
• InstrucBo
nal#data#collecBon
#–#ta
rgeted
#ob
servaB
ons#in#ne
ed/focus#area#
• Cycle#re
peats#
• Ind
ividual#needs#m
ay#be#iden
Bfied
#during#the#
process#
70#
Individual*coaching*
Times#to
#con
sider#individu
al#coaching:#
• For#new
#hire
s#• F
or#all#as#ongoing#re
finem
ent#a
nd#im
provem
ent#
to#achieve/sustain#deep#im
plem
entaBo
n##
• Following#grou
p#coaching#acBviBe
s#whe
n#targeted
#observaBo
ns#indicate#need#for#a
#few##
• Whe
n#instrucBon
al#and
/or#stude
nt#data#indicate#
need
##
71#
Individual*coaching*process**
• InstrucBon
al#data#collecBon
#&#need/focus#a
rea#
iden
BficaBo
n#• If#an#individu
al#has#an#im
plem
entaBo
n#concern#–#
Analysis#of#why#s/he
#is#not#im
plem
enBn
g#as#expected#
• IniBal#m
eeBn
g#• Individu
al#coaching#strategies#
• e.g.,#D
emon
straBo
n,#instrucBon
al#plann
ing#&#
prep
araB
on#se
ssions,#pracBce#se
ssions,#video
#review
s,#
side:by:side##
• De
briefin
g#and#refle
cBon
#meeBn
g#• InstrucBon
al#data#collecBon
#–#strategic#ob
servaB
ons#in#
need
/focus#area#
• Cycle#repe
ats#
72#
District*A*example*
Focus:#Achieve#deep#im
plem
entaBo
n#of#Explicit#
InstrucBon
al#pracBces#d
uring#core#re
ading#
instrucBon
## Plan:#
• SystemaB
c#roll#ou
t#of#E
xplicit#InstrucBon
#strategies#
• Train#coach#to
#provide
#ongoing#su
pport#
73#
District*focus*
District#e
stablishe
d#and#commun
icated
#clear#expectaBo
ns#fo
r:#• Use#of#core#materials#in#all#classroo
ms#
• Use#of#e
ffecBve#instrucBon
al#pracBces#to#de
liver#criB
cal#
conten
t#(explicit#instrucBon
)#• Maxim
izaBo
n#of#instrucBon
al#Bme#
• ParBcipaBo
n#by#all#in#coaching#
# District#com
mijed
#resources#to#hirin
g#a#coach#
# District#e
liminated
#com
peBn
g#PD
#that#was#re
quire
d#for#a
ll#staff
#(excused
#them
#from
#trainings#that#w
ere#no
t#dire
ctly#re
lated#to#
implem
enBn
g#the#core#program
#usin
g#the#district’s#
instrucBon
al#m
odel)#
# Establish
ed#indicators#of#implem
entaBo
n#(quarterly)#
#
74#
Sample*indicators*
75#
Professional*Development:*
Administrators*
• ParBcipated#in#all#PD
#with
#teache
rs##
• ParBcipated#in#iniBal#training#with
#coaches#
• ParBcipated#in#training#and
#coaching#(gradu
al#re
lease)#on#
use#of#instrucBon
al#data#to#iden
Bfy#ne
eds#
• Training#in#data#collecBon
#(include
d#pracBce#with
#vide
os)#
• Co
:observaBo
ns#with
#traine
r#the
n#traine
r#led
#discussio
n#of#data#and#iden
BficaBo
n#of#need/focus#
area#
• Co
:observaBo
ns#with
#traine
r#and
#adm
inistrator#lead#
iden
BficaBo
n#of#need/focus#a
rea#(##of#sessio
ns#varied#
by#adm
inistrator#b
ased
#on#ne
ed)#
76#
Training:*Teachers*
• ParBcipated
#in#iniBal#Explicit#InstrucBon
#foun
daBo
ns#training#
• ParBcipated
#in#se
ries#o
f#trainings#on#specific#EI#
pracBces#
• E.g.,#AcBve#parBcipaBo
n#–#verbal#re
spon
ding;#
AcBve#parBcipaBo
n#–#acBo
n#&#wrij
en#
respon
ding;#effe
cBve#fe
edback;#explicit#
vocabu
lary#instrucBon
#
77#
Group*coaching*example*
IniBal#observaBo
ns#ape
r#the
#1st#training#indicated#a#ne
ed#
for#sup
port#fo
r#all#on
#cho
ral#respo
nding#
# Coaching#
• Grou
p#meeBn
g#to#re
view
#key#fe
atures#of#cho
ral#
respon
ding,#pracBce,#and
#prepare#fo
r#cho
ral#
respon
ding#with
in#lesson
s#• In:class#dem
onstraBo
ns#(3
#teache
rs#at#a
#Bme)#by#the#
traine
r,#followed
#by#1#teache
r#re:teaching#th
e#de
mon
strated#po
rBon
#of#the
#lesson
## Targeted
#observaBo
ns#ape
r#dem
onstraBo
ns#
• Ad
diBo
nal#pracBce#and
#preparaBo
n#meeBn
gs##
#
78#
Individual*coaching*example*
• Du
ring#strategic#ob
servaB
ons,#individu
al#te
ache
r#was#
iden
Bfied
#for#a
ddiBon
al#su
pport#
• IniBal#m
eeBn
g##
• Shared
#and
#disc
ussed#instrucBon
al#data#–#iden
Bfied
#ne
ed#fo
r#preparaBo
n#• Selected
#coaching#strategies:#co:prep
araB
on#&#############
co:teaching#
• Co
nducted#co:prep.#and
#co:teaching#
• De
briefin
g#&#re
flecBon
##• Discussed#the#lesson
#• Iden
Bfied
#next#steps#fo
r#coach#che
ck:in
s#on#planning#
• Follow:up#strategic#ob
servaB
ons#
79#
Coach*training*
• Aj
ende
d#train:the:traine
r#for#EI#
• Aj
ende
d#instrucBon
al#observaBo
n#training#with
#adm
inistrators#
• Co
ach#training#se
ries#including#con
ducBng#iniBal#m
eeBn
gs,#
implem
enBn
g#vario
us#coaching#strategies,#providing#effe
cBve#
feed
back,#w
orking#with
#resistance,##
• Gradual#release#opp
ortuniBe
s##• traine
r#and
#coach#disc
uss#p
reparaBo
n#of#group
#coaching#
acBvity
#and
#traine
r#led
#iniBal#group
#sessions#and
#de
mon
straBo
ns#and
#some#individu
al#se
ssions#
• traine
r#and
#coach#disc
uss#p
reparaBo
n#of#group
#coaching#
acBvity
#and
#coach#led#grou
p#sessions#and
#dem
onstraBo
ns#
with
#supp
ort#from#th
e#traine
r;#same#for#ind
ividual#sessio
ns#
• Ongoing#su
pport#for#coach#
• Vide
otaped
#coaching#sessions#–#traine
r#provide
d#feed
back#
80#
Coaching*in*rural*settings*
• Sam
e#ne
ed#fo
r#coaching#to#achieve#and
#sustain#
deep
#implem
entaBo
n#of#effe
cBve#instrucBon
al#
pracBces#as#u
rban#or#sub
urban#seHngs#
• Com
mon
#challenges#
• Resou
rces#to
#fund
#coaches#
• App
licant#p
ool#
• Ind
ividuals#with
#mulBp
le#ro
les##
• Access#to#training#
• District#g
eography#–#distance#between#
buildings#
81#
Considerations*for*distance*
coaching*
• Use#of#d
istance#coaching#may#add
ress#so
me#
barriers/challenges#
• LogisB
cs#
• Quality#of#te
chno
logy#re
sources#
• Ind
ividuals’#level#kno
wledge#and#comfort#with
#techno
logy#
82#
ThinkBPairBShare*
• Re
flect#on#the#common
#barrie
rs#ru
ral#schoo
ls/districts#
face#re
garding#im
plem
entaBo
n#of#coaching#
• Ha
ve#you
#iden
Bfied
#any#add
iBon
al#barrie
rs?#
• Discuss#ide
as#fo
r#breaking#do
wn#the#barriers#
• Discuss#y
our#tho
ughts#o
n#the#po
ssibility#of#d
istance#
coaching#as#a
n#op
Bon#for#rural#sc
hools#
• ISDs:#W
hat#a
re#so
me#step
s#you
#cou
ld#ta
ke#to
#explore#
the#po
ssibility#of#p
roviding#coaching#supp
orts#to
#districts#via#distance?#
• Scho
ol/district:#What#a
re#so
me#step
s#you
#cou
ld#ta
ke#to
#explore#the#po
ssibility#uBlizing#distance#coaching?#
83#
Building*the*
infrastructure*for*an*
effective*coaching*
system*
84#
Building*the*infrastructure:*Key*
planning*components*
1. R
aBon
ale#for#coaching#supp
ort#in#your#sc
hool##
or#district#
2. C
ontent#area(s),#program
,#pracBces#to#be
#coache
d##
3. C
oaching#process#
4. R
oles#with
in#th
e#coaching#process#
5. SelecBo
n#of#coaches#
6. P
lann
ing#for#coach#Bme#
7. P
rofessional#develop
men
t#sup
port#fo
r#coaching#
8. M
onito
ring#&#evaluaB
ng#th
e#coaching#sy
stem
#9. P
lan#for#com
mun
icaB
ng#abo
ut#coaching#
#
85#
Building*the*
infrastructure:**
Rationale*for*Coaching*
86#
Why*do*you*want*to*implement*
coaching*in*your*district?*
Common
#aspects#to
#explore#fo
r#raB
onale#statem
ents#
• District#d
ata##
• Do
#any#stud
ent#d
ata#suggest#a
#need#for#improved
#instrucBon
?#• Do
#any#instrucBon
al#data#suggest#a
#need#for#improved
#instrucBon
?##
• Eviden
ce#th
at#coaching#could#be
#effe
cBve#fo
r#improving#
instrucBon
#(tho
ugh#more#research#is#neede
d,#th
ere#is#
eviden
ce#th
at#coaching#is#a#prom
ising#pracBce)#
• Are#you#familiar#with
#any#coaching#research?#
87#
ThinkBPairBShare*
ISDs#&#Highe
r#Ed#
• Providing#coaching#su
pports:#d
iscuss#y
our#raB
onale#for#tho
se#su
pports.##
Have#you
#establishe
d#a#clear,#wrij
en#ra
Bonale#fo
r#sup
ports?##W
hat#
next#step
s#might#you
#take#in#establishing#you
r#raB
onale?#
• AssisBn
g#districts#with
#develop
ing#a#coaching#plan:#How
#can#you
#help#
your#districts#explore#and
#develop
#their#raB
onale#for#coaching?#
• Training#coaches#
# District/scho
ol#te
ams#
• Ha
ve#you
#establishe
d#a#clear,#wrij
en#ra
Bonale#fo
r#sup
ports?##
• Yes,#Any#re
vamping#neede
d?#
• No,#W
hat#n
ext#steps#m
ight#you
#take#in#establishing#you
r#raB
onale?#
# Individu
als#(coache
s,#te
ache
rs,#adm
inistrators)#
• Ha
s#you
r#district#e
stablishe
d#a#clear,#wrij
en#ra
Bonale#fo
r#sup
ports#
• Yes,#Any#re
vamping#neede
d?#
• Ho
w#m
ight#you
#take#th
is#inform
aBon
#back#to#sh
are#with
#others#a
nd#
plan#next#steps#in#establishing#you
r#raB
onale?#
#
88#
Building*the*
infrastructure:**
Content*area(s),*program,*
practices*to*be*coached**
89#
Identifying*what*will*be*coached*
• Describe#the#conten
t#area(s),#pracBces,#
programs,#strategies#to
#be#de
eply#im
plem
ented#
and#arou
nd#which#coaching#will#occur#
• E.g.,#Explicit#instrucBon
al#pracBces,#data:based#
decisio
n#making#processes,#an#interven
Bon#
program,#etc.#
• Com
pone
nts#sho
uld#be
#clearly#outlined
#and
#expe
ctaB
ons#for#im
plem
entaBo
n#shared
#90#
Building*the*
infrastructure:**
Coaching*model/process*
91#
Coaching*model/process*
• If#the
re#will#be#iniBal#professional#develop
men
t#provided
#prio
r#to#be
ginn
ing#coaching,#describe#
the#PD
#(who
,#what,#whe
n,#etc.)#
• How
#will#coaching#be
#iniBated
?#What#d
ata#will#
be#used#to#inform
#the#coaching#process?#
• Describe#the#coaching#m
odel/cycle/process#
• Describe#coaching#strategies#th
at#m
ay#be#used
#as#
part#of#the
#process#
#
92#
ThinkBPairBShare*
• If#you#have#a#iden
Bfied
#or#a
re#alre
ady#using#a#coaching#m
odel/
process,#do#you#have#clear,#w
rijen
#descripBo
n?#Any#upd
ates#
need
ed?#
• If#you#are#just#beginning,#w
hat#a
re#so
me#step
s#you
#might#ta
ke#
to#explore#coaching#mod
els/processes?#
93#
Building*the*
infrastructure:**
DeFining*the*roles*w
ithin*
a*coaching*system*
94#
Describe*the*roles*
Coach#
• What#types#acBviBe
s#will#th
e#coach#be
#engaging#in?#
• What#a
cBviBe
s#will#not#be#part#of#the
#coach’s#ro
le?#
Administrator#
• What#types#of#acBviBe
s#will#th
e#administrator#b
e#en
gaged#in#as#p
art#o
f#the
#coaching#process?#
# Teache
rs#
• What#types#acBviBe
s#will#th
e#teache
rs#be#en
gaging#
in#as#p
art#o
f#the
#coaching#process?#
#95#
Carefully#defi
ning#th
e#roles#o
f#coache
s#is#a
#necessary#first#step#
…#to
#assessin
g#their#impact#on#
teaching#and
#learning##
#(W
alpo
le#&#Blamey,#2008)##
96#
Common*roles*of*a*coach*
! Works#with
#the#administrator#to#establish
#prio
riBes#
for#coaching#
! Prep
ares#and
#provide
s#large:#and
#small:group
#professio
nal#as#n
eede
d#based#on
#data#(m
inim
al#Bme)#
! Provides#individu
al#coaching#supp
ort#following#the#
district#coaching#process#(majority
#of#B
me)#
! Co
nducts#iniBal#coaching#meeBn
gs#with
#teache
rs#to
#discuss#c
oaching#focus#a
nd#plan#in:classroom
#coaching#strategies#
97#
Common*roles*of*a*coach*(cont.)*
• Co
nducts#a#variety#of#in:classroo
m#coaching#acBviBes#
(e.g.,#sid
e:by:side,#dem
onstraBo
n,#observaBo
n)based#
on#te
ache
r#need##
! Co
nducts#deb
riefin
g#and#refle
cBon
#meeBn
gs#with
#teache
rs#fo
llowing#in:classroom
#coaching#acBviBes#
! Establish
es#a#sc
hedu
le/calen
dar#for#coaching#that#
includ
es#ongoing#Bme#for#a
ll#teache
rs#(coaching#
meeBn
gs#and
#in:classroom
#coaching#acBviBes)#
! Ke
eps#a
#log#of#coaching#acBviBes#and
#meets#with
#the#
administraBo
n#to#re
flect#on#the#work#
98#
Common*roles*of*a*coach*(cont.)*
• Work#with
#teache
rs#to
#ensure#that#re
search#based
#programs#a
nd#instrucBon
al#strategies#are#
implem
ented#with
#fide
lity#
! Spen
ds#th
e#majority
#of#B
me#in#th
e#classroo
ms#
! An
alyzes#data#and#stud
ent#w
ork#with
#teache
rs#to
#assist#in#planning#instrucBon
#and
#professional#
developm
ent#
# ! ParBcipate#in#coaching#professio
nal#develop
men
t#to#
aid#in#increasin
g#know
ledge#and#skill#
#
99#
Instructional*Coaches*should*not*
• Pe
rform#adm
inistraBve#funcBo
ns#(such#as#
evaluaBo
n)#th
at#wou
ld#con
fuse#his/he
r#role#for#
teache
rs#
• Spen
d#a#large#po
rBon
#of#B
me#administering#or#
coordinaBn
g#assessmen
ts,#as#the
se#ta
sks#p
rohibit#
the#coach#from
#impacBng#classroom
#instrucBon
#and
#therefore#stud
ent#a
chievemen
t#
• Mod
el#in#a#class#whe
re#th
e#classroo
m#te
ache
r#is#n
ot#
an#acBve#parBcipant#
• Provide#direct#su
pports#fo
r#stude
nts#o
n#a#
perm
anen
t#basis#(not#an#interven
Bonist)#
#
100#
Common*roles*of*adm
inistrators*
in*the*coaching*process*
• Aje
nd#professional#develop
men
t#with
#the#
teache
rs#
• Establish#the#foci#fo
r#improvem
ent#for#th
e#bu
ilding#
• Collect#instrucBon
al#data#to#inform
#coaching#
• Provide
#ongoing#m
onito
ring#of#th
e#coaching#
process#a
nd#m
eet#w
ith#th
e#coach#for#refl
ecBo
n#and#prob
lem#so
lving#
101#
Common*roles*of*adm
inistrators*
in*the*coaching*process*(cont.)*
• Com
mun
icate#the#coaching#process#and
#roles#
with
in#th
e#process#to#staff
#
• Com
mun
icate#abou
t#the
#progress#o
f#the
#coaching#su
pports#and
#celeb
rate#su
ccesses#
• Ensure#protecBo
n#of#coach#Bme#
• Ensure#ne
cessary#resources#a
re#allocated#for#
coaching#
102#
Common*roles*of*teachers*in*the*
coaching*process*
• ParBcipate#in#professional#develop
men
t#as#
iden
Bfied
#by#administrator#
• AcBvely#parBcipate#in#th
e#coaching#process#
• Engage#with
#the#coach#through#coaching#m
eeBn
gs#
and#in:classroom
#supp
orts#
• Refl
ect,#refin
e#and#im
plem
ent#e
ffecBve#
instrucBon
al#pracBces#to#increase#stud
ent#
achievem
ent#b
ased
#on#the#iden
Bfied
#focus#
# • ParBcipate#in#data#conversaBo
ns#th
at#influ
ence#
instrucBon
al#decision
s.##
103#
ThinkBPairBShare*
Refle
ct#on#the#common
#roles#o
f#coaches,#
administrators,#and
#teache
rs#in#th
e#coaching#
process#
# Discuss#a
ny#aha’s#or#a
ddiBon
al#ro
les#y
ou#th
ink#are#
missing#
#
104#
Building*the*
infrastructure:**
Selecting*coaches*
105#
Selection*of*coaches*
• A#crucial#decision
#for#success#th
e#coaching#
process#
• Don
’t#“app
oint”#a#coach#
• Don
’t#igno
re#th
e#“unteachable”#qu
aliBes#
• If#p
rocess#is#not#fo
cused#on
#selecBng#th
e#be
st#
cand
idate,#th
e#bu
rden
#will#be#on
#the#
professio
nal#develop
men
t#sup
ports#for#th
e#coach#
106#
Coach*characteristics*
• Successful#teacher#with
#a#proven#track#record#
of#stud
ent#a
chievemen
t## • U
nderstands#th
e#ne
eds#o
f#struggling#stud
ents#
# • Deep#know
ledge#of#what#the
y#will#be#coaching#
(e.g.,#eff
ecBve#instrucBon
)## • A
bility#to#effe
cBvely#dem
onstrate#what#the
y#are#
coaching#
• Excellent#presenter#familiar#with
#presenB
ng#to
#and/or#leading#grou
ps#of#teachers#
107#
Coach*Characteristics**
• High#expectaBo
ns#fo
r#staff#and#stud
ents#–#believes#
that#everyon
e#can#learn#and#grow
#with
#the#rig
ht#
supp
ort#
• De
ep#interest#in#working#with
#adu
lts#
• Und
erstands#adu
lt#learning#and
#has#th
e#ability#to
#inspire
#and
#moB
vate#adu
lts#
• Strong#com
mun
icaB
on#and
#interpersonal#skills,#
parBcularly
#listen
ing#skills#
• Ab
ility#to
#provide
#dire
ct,#con
strucBve#fe
edback#to
#adults#
108#
Selection*activities*to*consider*
• Scenario
s#–#provide
#the#coach#cand
idate#with
#scen
arios#a
nd#ask#what#she
/he#wou
ld#do#
• Role:play#–#have#the#coach#provide#feed
back#to
#an#interviewer##
• Before#the#interview#process#is#over,#be
#sure#th
e#cand
idate#is#very#clear#abo
ut#th
e#expe
ctaB
ons#o
f#the#coach,#th
e#instrucBon
al#fo
cus#o
f#the
#district/
building,#th
e#coaching#process,#and
#expectaBo
ns#
for#p
rofessional#growth#
109#
Some*sample*questions*
1. What#d
raws#y
ou#to
#coaching?#
2. Ha
ve#you
#parBcipated
#in#any#coach#training?#
3. Ha
ve#you
#ever#b
een#coache
d?##If#yes,#w
hat#w
orked#for#
you?##W
hat#d
idn’t#w
ork?#
4. What#coaching#skills#d
o#you#feel#are#strengths#for#you
?#5. Areas#y
ou#need#to#develop
?#6. What#d
oes#a
#really#goo
d#classroo
m#look#like#to
#you
?#7. Ho
w#wou
ld#you
#measure#th
e#im
pact#of#you
r#coaching?#
8. Ho
w#wou
ld#you
#coach#a#te
ache
r#with
#poo
r#classroom
#managem
ent?#
9. Ho
w#wou
ld#you
#app
roach#a#teache
r#who
#is#re
sistant#to
#coaching?#
110#
Considerations*for*rural*settings*
• Resou
rces#fo
r#full:B
me#coach#
• Part:Bm
e#coach#with
#teaching#re
spon
sibiliBe
s#• A
dministrator#a
s#coach#
• Opp
ortunity#fo
r#distance#coaching#
• Poo
ling#resources#w
ith#other#buildings/districts#
111#
ThinkBPairBShare*
Refle
ct#on#the#selecBon
#of#coaches#
• What#d
o#you#consider#th
e#key#characterisBcs#o
f#eff
ecBve#coache
s?#
• How
#can#you
#have#coaching#with
#limite
d#resources?#
# #
112#
Building*the*
infrastructure:**
Protecting*coach*time*
113#
Planning*time*for*coaching*
• Describe#expe
ctaB
ons#for#Bme#in#classroom
s#and
#coaching#m
eeBn
gs##
• DescripBo
n#of#whe
n#the#coach#is#going#to#be#
available/assig
nmen
t#to#bu
ildings#based
#on#ne
ed#
(if#not#fu
ll:Bm
e#in#you
r#building),#describe#ho
w#
coaching#Bme#will#be#protected)##
• DescripBo
n#of#whe
n/ho
w#outsid
e#class#c
oaching#
meeBn
gs#will#occur##
• Guide
lines#re
garding#coaching#calen
dars#
(ensuring#coaching#su
pport#for#all)#and
#logs#(B
me#
audit)#of#coaching#supp
ort#
114#
Building*the*
infrastructure:*
Professional*learning*for*
coaching*
115#
Training*for*adm
inistrators*
• Describe#the#professio
nal#develop
men
t#and
#on
going#supp
ort#that#w
ill#be#provided
#to#build#
the#capacity#of#the
#adm
inistrator#to#parBcipate#
in#th
e#coaching#process##
• Skills/kno
wledge#coache
s#need#
• Who
#will#provide
#supp
ort,#whe
n,#how
##
116#
Example*of*professional*
developm
ent*for*administrators*
• ParBcipate#in#all#PD
#with
#teache
rs##
• ParBcipate#in#iniBal#training#with
#coaches#
• ParBcipate#in#training#and
#coaching#(gradu
al#re
lease)#on#
use#of#instrucBon
al#data#to#iden
Bfy#ne
eds#
• Training#in#data#collecBon
#(include
d#pracBce#with
#vide
os)#
• Co
:observaBo
ns#with
#traine
r#with
#traine
r#leading#
discussio
n#of#data#and#iden
BficaBo
n#of#need/focus#
area#
• Co
:observaBo
ns#with
#traine
r#and
#adm
inistrator#
leading#iden
BficaBo
n#of#need/focus#a
rea#(##of#sessio
ns#
varie
d#by#adm
inistrator#b
ased
#on#ne
ed)#
117#
Training*for*coaches*
• De
scrib
e#the#professio
nal#develop
men
t#and
#ongoing#
supp
ort#that#w
ill#be#provided
#to#build#th
e#capacity#of#
the#coach##
• Skills/know
ledge#coache
s#need#(in
clud
e#ite
ms#
related#to#program
#con
tent,#delivery,#assessm
ent,#
provision
#of#feedb
ack,#sp
ecific#coaching#m
etho
ds,#
respon
ding#to
#resistance,#etc.)#
• Who
#will#provide
#supp
ort,#whe
n,#how
##
• Plan#fo
r#observaBo
n/supp
ort#o
f#coaches#
• Who
#will#“coach#the#coach?”#
118#
Example*of*training*for*coaches*
Training#re
lated#to:#
• Areas#in#which#s/he
#will#be#providing#coaching#
• InstrucBo
nal#observaBo
n#• C
oaching#mod
el/cycle/process#
• Providing#effe
cBve#fe
edback#
• Gradu
al#re
lease#op
portun
iBes##
• Co:presen
Bng#with
#traine
rs#
• Co:planning#and
#coaching#
#119#
ThinkBPairBShare*
ISDs#
• What#type#of#training#have#your#coaches#
parBcipated#in?###
• Are#th
ere#addiBo
nal#area(s)#of#n
eed#for#P
D#for#
your#coaches?#
Districts/schoo
ls#• A
s#you
#think#abou
t#building#your#coaching#
mod
el,#ide
nBfy#so
me#of#th
e#skills/know
ledge#in#
which#adm
inistrator(s)#and
#coach(es)#in#you
r#district#m
ay#need#PD
#supp
ort#
#
120#
Building*the*
infrastructure:*
Monitoring*&
*evaluating*
your*coaching*system*
121#
Monitoring*&
*evaluating**
• De
scrib
e#the#process#for#evaluaB
ng#th
e#eff
ecBven
ess#o
f#the#coaching#plan#and#making#adjustmen
ts#as#n
eede
d#• Ho
w#will#you
#kno
w#coaching#is#eff
ecBve?##
• What#types#of#d
ata#will#be#collected
#and
#what#a
re#
crite
ria#fo
r#determining#eff
ecBven
ess?##
• Who
#is#re
spon
sible#fo
r#collecBng#th
e#data?#
• Inpu
t#from#all#parBcipaBn
g#–#teache
rs,#coach#–#to
#refle
ct#on#the#process#
#• De
velop#
• Indicators#of#implem
entaBo
n#• Do
cumen
taBo
n#of#coaching#supp
ort#
122#
Documenting*coaching*
Teache
r(Initial*meeting*
date*
Coaching*date*
Coaching*
strategy*
Debrief*date*
Positives*
Area*of*focus*
Eviden
ce#of#
progress#*
123#
Building*the*
infrastructure:*
Communication*plan*
124#
Communication*regarding*
coaching*
• How
#will#th
e#coach#role#be#commun
icated
,#by#
who
m,#w
hen?#
• How
#will#th
e#coaching#process#(collecBon
#and
#use#of#instrucBon
al#data#and#the#type
s#of#
coaching#su
pport#to#be
#provide
d)#be#
commun
icated
,#by#who
m,#w
hen):#
• How
#will#instrucBon
al#data#be
#shared
#with
#staff
,#by#who
m,#w
hen?#
• How
#will#progress#w
ith#coaching#be
#commun
icated
?#125#
126
126
Nex
t Ste
ps
127
127
• C
onsi
der w
heth
er y
our f
ocus
is
syst
ems
leve
l or p
ract
ice
leve
l co
achi
ng.
• R
evie
w th
e ke
y in
frast
ruct
ure
plan
ning
co
mpo
nent
s an
d de
velo
p ne
xt s
teps
.
Act
ivity
Implementation Coaching Protocol Session Debriefing Sessions 2-7 Year 3
(Interventionist)
! Record Start Time: ________
Area(s) of improvement identified from last session: _______________________________________________________ __________________________________________________________________________________________________
Update on progress with items for improvement from the last session ! State area(s) of improvement identified from last session ! Have interventionist discuss implementation in the area(s) identified for improvement from the last session ! Discuss coach feedback on implementation in the area identified for improvement from the last session
Discussion of Today’s Coaching Session: ! Ask interventionist how she/he thinks the intervention session went. Have interventionist discuss her/his implementation
in each area (i.e., modeling, providing corrective feedback, etc.) Notes from interventionist: ___________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
! Provide positive feedback from coaching session o Begins with immediate positive feedback on what went well (~3 positives) o Focus on how interventionist behavior impacted student behavior
Notes: ___________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
! Coach for improvement o Review area(s) for improvement based on side-by-side coaching (i.e., areas in which you interrupted) o Share portions of the video to reinforce area(s) of strength & area(s) for improvement o Review and model suggested change o Review rationale for change or why that item needs to be implemented (focus on impact on students) o Have interventionist practice suggested change o Provide feedback on practice
Notes: __________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ! Identify additional suggestions for areas of improvement
! Check to make sure the interventionist is completing the intervention documentation and fidelity checklists daily (ask to see the logs & fidelity checks)
! Compare fidelity check completed by the coach to those completed by the interventionist
o Highlight areas where coach and interventionist are consistent o Highlight areas where coach and interventionist differ o Provide suggestions for improving fidelity of implementation of the program
! Review lesson progress/pacing guidelines
o Check to make sure the interventionist is on-track with lesson progress o Problem-solve is lesson pacing/progress is behind
! Next steps o Review positives and item(s) for improvement o Give interventionist written copy of plan for improving implementation o Remind interventionist to provide updates to the teacher on a weekly basis (Session durations, Fidelity of
implementation levels, student engagement/attendance/accuracy data, program assessment data, etc.)
! Ensure next meeting date is set. Record date of meeting: ___________ Please record additional notes from this coaching session:
! Record Stop Time: ________
Coach: Interventionist: Date: School:
Coaching Visit Notes
Keep it up!!
Practice
Next Coaching Session: ___________________
Coach: Interventionist: Date: School:
Coaching Plan
1. Rationale for coaching support (provide a brief description of why you are
implementing coaching in your district) 2. Goals of coaching support (In this section provide a brief description of the
purpose/goals of coaching) 3. Content area(s), program, practices to be coached
4. Coaching Process (Description of the coaching process and potential methods/strategies that might be used; description of initiation of coaching process (who initiates and how, how will coaching supports be accessed, what data will be used to begin coaching))
5. Roles in the coaching process a. Coach’s role (describe activities will the coach be engaging in; provide a brief
description of the responsibilities of the coach including a job description; discuss tasks that are not part of the coaches role)
b. Administrator role (describe activities will the administrator will be engaging in related to coaching)
c. Teacher role (describe activities will the teacher will be engaging in related to coaching)
6. Selection of coaches (describe criteria for selecting coaches and the selection process
(include “unteachable” qualities as well as skills & knowledge); who selects the coaches) 7. Planning for coach time (describe expectations for time in classrooms and coaching
meetings; description of when the coach is going to be available/assignment to buildings based on need (if not full-‐time in your building), describe how coaching time will be protected; Description of when/how outside class coaching meetings will occur)
8. Professional development support for coaching (Description of the professional
development and ongoing support that will be provided to build the capacity of the coach and administrator) a. Identify skills/knowledge coaches need (include items related to program
content, delivery, assessment, provision of feedback, specific coaching methods, etc.) and plan for support
b. Plan for observation/support of coaches c. Identify skills/knowledge administrators need related to the coaching process
and plan for support
9. Monitoring and evaluating the coaching process (Process for evaluating the
effectiveness of the coaching plan and making adjustments as needed; how will you know coaching is effective; What types of data will be collected? Who is responsible for collecting the data? How will you document provision of coaching support? How will you know the coaching plan is carried out as planned?)
10. Communication plan: (How will the coach role be communicated, by whom, when?
How will the coaching process (collection and use of instructional data and the types of coaching support to be provided) be communicated, by whom, when? How will instructional data be shared with staff, by whom, when? How will progress with coaching be communicated?)
Sample Coaching Im
plem
entation Indicators
Indicator
End of 1st
Quarter
Goal
End of 2nd
Quarter
Goal
End of 3rd
Quarter
Goal
End of 4th
Quarter
Goal
At least 2 observations (using full walk-‐through) were
conducted for each teacher
100%
of
teachers
100%
of
teachers
100%
of
teachers
100%
of
teachers
Instructional data were summarized and used to identify focus
area (group)
Focus area:
Focus area:
Focus area:
Focus area:
Teachers in need of intensive support, moderate support,
minimal support)
MI
MI
MI
MI
MO
MO
MO
MO
IN
IN
IN
IN
Group coaching was provided
Strategies used:
Strategies used:
Strategies used:
Strategies used:
Strategic observations of focus area were completed for each
teacher following group coaching
100%
of
teachers
100%
of
teachers
100%
of
teachers
100%
of
teachers
Teachers received individual coaching support (2 full coaching
cycles) related to focus area
100%
100%
100%
100%
Coach tim
e spent in activities directly related to teacher support
80%
80%
80%
80%
UP
MTS
S C
onfe
renc
e C
oach
ing
Acr
oss
the
Cas
cade
: Sys
tem
s an
d Pr
actic
es
Act
ion/
Com
mun
icat
ion
Plan
A
ctio
n/C
omm
unic
atio
n Ite
m
Per
son(
s) R
espo
nsib
le
Res
ourc
es N
eede
d Ti
mel
ine
