ITQ Grant

Facilitating PLCs.

*Math Leadership December 1,2014

*Purpose:

*The purpose is to build strong collaborative work cultures that will develop the long term capacity for change

*Outline the principles pertaining to coaching

*Highlight tools that can be used to facilitate cognitive growth

*Participates will

• Define the roles of a coach as they relate to implementing Effective Teaching Strategies and effective models for coaching.

• Practice coaching behaviors that influence best practices.

• Experience planning, reflecting, and problem solving conversations as an instructional coach

*Essential Questions

• What are the characteristics of an effective coach, what do they need to know and be able to do?

• How do coaches build teacher capacity for selecting, implementing, evaluating the impact of Effective Teaching Strategies and foster teacher reflection?

• How does an effective instructional coach help teachers use effective teaching strategies based on student data?

*How are you feeling now

On a scale of 1 – 5 (1-very uncomfortable, 5-very comfortable), how would you rate yourself in coaching/ facilitating to help teachers grow professionally?

*Remember the Why?

*Research Based Benefits

1. Coaching is linked with higher test scores

2. Teachers who are coached report higher teacher efficacy

3. Teachers who are coached demonstrate more reflective, complex thinking about their practice

4. Coached teachers report higher job satisfaction

5. Coaching schools have higher self-ratings for professionalism

6. Coaching schools have more collaboration

7. Coached teachers report feeling more supported professional and personally

*Requirements for Coaching

*Trust

*Communication Awareness

*Appropriate Responses

*Knowledge

*Structure

*Questioning

Costa, A. & Garmston, R.(2002). Cognitive Coaching: a Foundation for Renaissance Schools. Norwood, Massachusetts: Christopher-Gordon, Inc., 398-399.

* Ten Roles of a Coach/Leader

• Resource Provider• Data Coach• Curriculum Specialist• Instructional

Specialist• Mentor

• Classroom Supporter• Learning Facilitator• School Leader• Catalyst for Change• Learner

*Essential Question Reflection

What are the characteristics of an effective coach, what do they need to know and be able to do?   What's the Big Idea?    

* A Snapshot of Cognitive Coaching

“Self development of personal efficacy requires mastery of knowledge and skills, attainable only through long hours of arduous work.”

-A. Bandura (p. 126)

Efficacy

5 States of Mind: Tools for disciplined choice making

* “Destiny is as destiny does. If you believe that you have no control, then you have no control.”

-W. Roberts. (p. 129)

Flexibility

* “Learn to do uncommon things in an uncommon manner. Learn to do things so thoroughly that no one can improve upon what has been done.”

-B. T. Washington (p. 132)

Craftsmanship

* “The White people think the whole body is controlled by the brain. We have a word, umbelini (the whole intestines): that is what controls the body. My umbelini tells me what is going to happen: have you never experienced it?” -M. Tiso (Xhosa Tribe, South Africa)

Consciousness

* “We’ve each been invited to this present moment by design. Our lives are joined together like the tiles of a mosaic; none of us contributes the whole of the picture, but each of us is necessary for its completion.” -K. Casey & M.Vanceberg (p. 138)

Interdependence

* “We all have the extraordinary coded within us, waiting to be released.” -J. Houston (p. 124)

“Within you right now is the power to do things you never dreamed possible. This power becomes available to you just as you can change your beliefs.” -M. Malts (p. 142)

*Goals of Cognitive Coaching

Colleagues are encouraged to:

* Inquire

* Speculate

* Construct Meanings

* Self-evaluate

* Self-prescribe

*The Mediator’s Toolkit

*Paralanguage

*Response Behaviors

*Structuring

*Mediative Questioning

*Paralanguage

*Nonverbal & Verbal Cues*Posture

*Gesture

*Inflection

*Pitch

*Volume

*Rate of Speech

*Language Choices

*Breathing

*Response Behaviors

*Silence (wait longer than you think you need to)*Communicates respect

*Results in positive effect on cognitive processing

*Acknowledging (give verbal & nonverbal cues)*Communicates that ideas have been heard

*Paraphrasing (stems)*Acknowledge & Clarify

*Summarize & Organize

*Shift Focus

*Clarifying*Providing Data & Resources

* 

How do coaches build teacher capacity for selecting, implementing, evaluating the impact of Effective Teaching Strategies, and fostering teacher reflection?

Essential Question 2

*Coaching through PLC’s

*PLC Support System

*Essential PLC Questions

1. What do we want our teachers to know and be able to do?

2. How will we know if they know it and/or can do it?

3. What will we do if they don’t know it and/or can’t do it?

4. What will we do if they do know it and/or can do it?

* What do we want our teachers to know and be able to do?

*Understand the philosophical and pedagogical changes of the core.

*Understand the mathematics of the Content Standards.

*Understand and implement the Practice Standards in mathematics instruction.

*Access provided resources.

* The One Thing You Need To Know

T. R. U. S. T.TimeRelationshipsUnity of PurposeSupportTeam: Accountable PLC

Honor the TIME it takes to implement

change.

*Time: Trust the Process

*Teacher Buy-in: Administration Clarity

*Start with the Singers

*Go Slow to Go Fast

*Focus on one element

*10% change/year

*Start where they are: survey, identify & build choices

*Time: Share & Reflect

"We must not, in trying to think about how we can make a big difference, ignore the small daily differences we can make which, over time, add up to big differences that we often cannot foresee."

– Marian Wright Edelman

1. Where will you start?2. How will you strengthen your trust in the

process so that you can persevere with patience?

3. How will you measure the long-term change?

*Relationships begin and develop through Trust

Build relationships for collaboration and growth.

“Teachers need to know you care before they care what you know.”

*We Trust the Known

“

Remember Who You Are

*Teacher’s Coach fix-it person evaluator

*Define your sandbox. Who decides what?

*Beware the precedent: establish a role you can live with

*You wear two hats: coaching behaviors and PLC facilitator. Neither is sufficient.

What do you need to do to make your role clearer to yourself and those you work with?

*Build the team with Trust

“Few things help an individual more than to place responsibility on him, and let him know that you trust him.”

-Booker T. Washington

*Identify the leaders and your future replacement; begin by building a deep foundation with a few.

*Develop relationships with district, school administration and support staff.

* Relationships: Trust develops Respect

"Leadership is getting someone to do what they don't want to do, to achieve what they want

to achieve." – Tom Landry

*Protocols must be taught: Norms*Safety in Structure

*The Seven Norms of Collaboration

1. Pausing

2. Paraphrasing

3. Probing for specificity

4. Putting ideas on the table

5. Paying attention to self and others

6. Presuming positive intentions

7. Pursuing a balance between advocacy and inquiry

How will the team choose a norm to focus on?

*Support: We’re better together.

"We could all use a little coaching. When you're playing the game, it's

hard to think of everything."

-Jim Rohn

*Support: Trust your Partners

Build your support team:

*Brainstorm Buddy

*Resource Guru

*Substitute Sage

*Empathetic Ear / Safe place to vent Friend

*Communication Coach

*Publishing Partner

*Laugh Lender

Next to each role, put the name of someone you trust to support you.

*Team: Trust the PLC

No one of us alone is as smart as all of us together.

Teachers and leaders/coach team together to incorporate daily high quality teaching through lesson design and pedagogical content knowledge conversations. They hold each other accountable with goals that focus on and measure student learning.

*Team: Trust & Build

“Build for your team a feeling of oneness, of dependence on one another and of strength to be derived by unity.”

-Vince Lombardy

How Cohesive Teams Behave:

*They TRUST one another

*They ENGAGE IN UNFILTERED CONFLICT around ideas.

*They COMMIT to decisions and plans of action.

*They HOLD ONE ANOTHER ACCOUNTABLE for delivering against the plans.

*They FOCUS on the achievement of the collective goals.

*Teams Trust the Data

“Human beings, who are almost unique in having the ability to learn from the

experience of others, are also remarkable for their apparent disinclination to do so.”

-Douglas Adams

*Let the data speak

*Team accountability motivates professional growth

* The One Thing You Need To Know

T. R. U. S. T.Time

Relationships

Unity of Purpose

Support

Team: Accountable PLC