Coaching the Technical Coaching the Technical Teacher to Be the Engaging Teacher to Be the Engaging

InstructorInstructorDan Perna, Ed. D. Dan Perna, Ed. D.

James Daniel & Associates, LLC, Shamokin Dam, PAJames Daniel & Associates, LLC, Shamokin Dam, PA

Alice M. Davis, Ph.D. Alice M. Davis, Ph.D. Susquehanna County Career and Technology Center, Dimock, PASusquehanna County Career and Technology Center, Dimock, PA

Andy Tommelleo, Andy Tommelleo, Lawrence County Career and Technology Center, New Castle, PA Lawrence County Career and Technology Center, New Castle, PA

Questions For The DayQuestions For The Day

1.1. What is the difference between supervising and What is the difference between supervising and coaching?coaching?

2.2. What is coaching?What is coaching?3.3. What is your focus for your school?What is your focus for your school?4.4. Why and when is a coach the answer?Why and when is a coach the answer?5.5. What are coaching models?What are coaching models?6.6. How does the coach function?How does the coach function?7.7. What are What are reflective questionsreflective questions??8.8. What is the supervisor’s role with the coach?What is the supervisor’s role with the coach?9.9. How do we implement a coaching model?How do we implement a coaching model?10.10. What questions do you have?What questions do you have?

What is the difference between What is the difference between supervising and coaching?supervising and coaching?

Supervision vs CoachingSupervision vs Coaching

SupervisingSupervising

The supervisor’s first line The supervisor’s first line responsibility is the responsibility is the school and the students. school and the students. A supervisor needs to A supervisor needs to draw defined boundaries draw defined boundaries and lines of demarcation and lines of demarcation for the teachers. The for the teachers. The supervisor must then act supervisor must then act in accordance to the first in accordance to the first line of responsibility.line of responsibility.

CoachingCoaching

The coach’s first line of The coach’s first line of responsibility is to the responsibility is to the teacher. A coach needs teacher. A coach needs to create trust so that an to create trust so that an open dialogue about open dialogue about wants and fears of wants and fears of teaching can occur. The teaching can occur. The coach must mentor the coach must mentor the teacher by acting on both teacher by acting on both desires and fears. desires and fears.

What is coaching?What is coaching?

Coaching Requires Leadership Coaching Requires Leadership VisionVision

Lawrence County VisionLawrence County Vision Have a game planHave a game plan

EvaluateEvaluate

Allow for inputAllow for input

Reflective discussionReflective discussion

The Vision Must Be FocusedThe Vision Must Be Focused

Susquehanna County CTC’s VisionSusquehanna County CTC’s Vision Used data to prove need.Used data to prove need.

Assessed the root cause for student lack Assessed the root cause for student lack of achievement.of achievement.

Started with: Where do I want my teachers Started with: Where do I want my teachers to be?to be?

I

Schools do not need instructional Schools do not need instructional leaders-they need leaders who leaders-they need leaders who focus on evidence of student focus on evidence of student

learning.learning.

WHAT DOES THIS MEAN?WHAT DOES THIS MEAN?

DuFour and Marzano. (February, 2009). High Level Strategies for Principal Leadership. Educational Leadership

Dan

We need to create a Jim Collins’s We need to create a Jim Collins’s growth community.growth community.

Create a culture wherein people have a Create a culture wherein people have a tremendous opportunity to be heard.tremendous opportunity to be heard.

Determine the truth of the current situation Determine the truth of the current situation and reality.and reality.

Hit the realities of the situation head-on.Hit the realities of the situation head-on. Respond to adversity in a way that builds Respond to adversity in a way that builds

strength.strength.

Collins (2001) Good to Great

Our focus must ultimately be stated Our focus must ultimately be stated in terms of in terms of student performancestudent performance

and and teacher change.teacher change.

What Results are Wanted?What Results are Wanted?

What Must Be Coached?What Must Be Coached?

Why and when is a coach the Why and when is a coach the answer?answer?

Professional development lasting Professional development lasting 14 or fewer hours showed no 14 or fewer hours showed no effects on learning. The largest effects on learning. The largest effects were for programs offering effects were for programs offering 30-100 hours spread out over 6-12 30-100 hours spread out over 6-12 months.months.

Darling-Hammond and Richardson. (February, 2009). Teacher, Learning: What Matters? Educational Leadership.

No Model for the No Model for the New One New One Room SchoolRoom School: The Career and : The Career and

Technology CenterTechnology Center

What do the Susquehanna and What do the Susquehanna and Lawrence County coaching Lawrence County coaching models do to assure time?models do to assure time?

Susquehanna CCTC modelSusquehanna CCTC model

AdministratorAdministrator Vision based on data driven concerns.Vision based on data driven concerns. Curriculum aligned with anchors and task Curriculum aligned with anchors and task

lists.lists. Wednesday meetings for numeracy and Wednesday meetings for numeracy and

literacy.literacy. Individual sessions with new teachers.Individual sessions with new teachers.

Lawrence County ModelLawrence County Model First Year Teacher MentorFirst Year Teacher Mentor Special Education CoachSpecial Education Coach

Pull-out support (one-on-one)Pull-out support (one-on-one) Regular educ. Classroom Regular educ. Classroom

supportsupport Vocational Theory/Math SupportVocational Theory/Math Support Math Teacher in Vocational Math Teacher in Vocational

ProgramProgram Shop SpecificShop Specific Auto Tech Auto Tech

Director’s SupportDirector’s Support InputInput reflectionreflection

Exposing novice/experienced Exposing novice/experienced teacher to new strategiesteacher to new strategies

Promote higher levels of student Promote higher levels of student engagementengagement

Liaison between LS/Reg. Ed. Liaison between LS/Reg. Ed. staff to improve curriculum, staff to improve curriculum, assessments, PSSA/NOCTI assessments, PSSA/NOCTI scoresscores

Mentor teacher to all levels of Mentor teacher to all levels of experienceexperience

Assist teachers with classroom Assist teachers with classroom management/discipline issuesmanagement/discipline issues

Assist students with problem Assist students with problem solving skills to improve solving skills to improve employment opportunitiesemployment opportunities

Make teaching more enjoyableMake teaching more enjoyable

How does the coach function?How does the coach function?

Coaching includes several principles from Coaching includes several principles from sports coaching like teamwork, meeting sports coaching like teamwork, meeting and exceeding potential in order to be and exceeding potential in order to be one's best. Unlike sports coaching, the one's best. Unlike sports coaching, the results are not win or lose based. Coaches results are not win or lose based. Coaches focus on strengthening their clients' skills focus on strengthening their clients' skills from the first session forward. Any amount from the first session forward. Any amount of coaching will benefit a client from this of coaching will benefit a client from this perspective. perspective.

http://www.findacoach.com/Page/What-Is-Coaching.html

Facilitator of Reflective PracticeFacilitator of Reflective Practice

Someone who: Someone who: is inherently curious;is inherently curious; doesn’t have all the answers and isn’t afraid to admit doesn’t have all the answers and isn’t afraid to admit

it;it; is confident enough in his or her ability to be able to is confident enough in his or her ability to be able to

accept challenges in a non-defensive manner;accept challenges in a non-defensive manner; secure enough to make his or her own thinking public secure enough to make his or her own thinking public

and therefore subject to discussion;and therefore subject to discussion; is a good listener;is a good listener; likes and trusts other people to make the right likes and trusts other people to make the right

decisions if given the opportunity;decisions if given the opportunity; is able to see things from another’s perspective and is is able to see things from another’s perspective and is

sensitive to the needs and feelings of others; sensitive to the needs and feelings of others; is able to let others assume the responsibility for their is able to let others assume the responsibility for their

own learning.own learning.

.. Osterman & Kottkamp. (1993). Reflective practice for administrators.Blase & Blase. (1998). Handbook of instructional leadership

The The reflective questionreflective question coachcoach

QuestioningQuestioning

At the core, a coach provides support “to At the core, a coach provides support “to enhance the skills, resources, and enhance the skills, resources, and creativity that the client already has.” In creativity that the client already has.” In other words, other words, true coaches don’t provide true coaches don’t provide the answers; they provide the the answers; they provide the questions and the framework to elicit questions and the framework to elicit answers from the client. answers from the client.

From the Complete Lawyer http://www.thecompletelawyer.com/

The three-minute classroom walk-throughThe three-minute classroom walk-through

  By Carolyn J. Downey, Fenwick W. English, Betty E. Steffy, William K. By Carolyn J. Downey, Fenwick W. English, Betty E. Steffy, William K.

Poston, Jr., Larry E. FrasePoston, Jr., Larry E. Frase

Different questions for beginning teachers and Different questions for beginning teachers and veteran teachersveteran teachers

Reflective questions entail two dimensions:Reflective questions entail two dimensions: Anchor the question in the teacher’s comfort zone Anchor the question in the teacher’s comfort zone

and professional repertoire.and professional repertoire. The question should move the teacher out of the The question should move the teacher out of the

comfort zone and into an expanded context. comfort zone and into an expanded context. (cognitive dissonance)(cognitive dissonance)

The three-minute classroom walk-throughThe three-minute classroom walk-through

  By Carolyn J. Downey, Fenwick W. English, Betty E. Steffy, William K. By Carolyn J. Downey, Fenwick W. English, Betty E. Steffy, William K.

Poston, Jr., Larry E. FrasePoston, Jr., Larry E. Frase

How do we create the reflective question?How do we create the reflective question? Pose the situation and instructional Pose the situation and instructional

planningplanning

““When you plan lessons that require lecture, When you plan lessons that require lecture, how do you determine the details that you will how do you determine the details that you will tell the students?” tell the students?”

Our approach to reflectionOur approach to reflection

The question can supply a message and The question can supply a message and lead to conversationlead to conversation ““After a theory lesson, do you ever have a After a theory lesson, do you ever have a

stand alone station in the lab that requires stand alone station in the lab that requires students to show you what they have students to show you what they have learned?” learned?”

““When you asked students to read, have you When you asked students to read, have you started by asking students to look at the started by asking students to look at the pictures, close the book, and then write two pictures, close the book, and then write two questions about the pictures?”questions about the pictures?”

What is the supervisor’s role What is the supervisor’s role with the coach?with the coach?

SCCTC evidence of success.SCCTC evidence of success.

NOCTI NOCTI

Score ReviewScore Review

YearYear PercentPercent

AdvancedAdvanced

20062006 43.443.4

20072007 33.933.9

20082008 37.537.5

20092009 68.568.5

Lawrence County evidence of Lawrence County evidence of success.success.

B. Clever (Electronics)-”His personal B. Clever (Electronics)-”His personal character and people skills make him an character and people skills make him an invaluable asset. He is honest and direct, invaluable asset. He is honest and direct, easy to communicate with. He works easy to communicate with. He works easily with students of all ages. I would easily with students of all ages. I would feel lucky to be considered half the feel lucky to be considered half the teacher he is.” teacher he is.”

Lawrence County evidence of Lawrence County evidence of success.success.

J. Goebel (Auto Tech) –”Ray has taken J. Goebel (Auto Tech) –”Ray has taken information from the text and myself to information from the text and myself to specialize the math taught to be specific for the specialize the math taught to be specific for the area we are working in. He has worked to gain area we are working in. He has worked to gain the trust of the students, and shown them a the trust of the students, and shown them a thought process to help them figure out thought process to help them figure out problems on their own. I have seen better problems on their own. I have seen better readings on the micrometers, rulers and readings on the micrometers, rulers and addition /subtraction of readings to get the addition /subtraction of readings to get the values needed for comparison to the book values needed for comparison to the book specifications.”specifications.”

Lawrence County evidence of Lawrence County evidence of success.success.

J. Servick (Math)-”Having Ray in the room J. Servick (Math)-”Having Ray in the room during my second year of teaching gave during my second year of teaching gave me the extra confidence and support I me the extra confidence and support I needed early in my teaching career.  It needed early in my teaching career.  It was nice to have someone that presented was nice to have someone that presented his ideas and suggestions without making his ideas and suggestions without making me feel obligated to use them, but to add me feel obligated to use them, but to add them and adjust them to fit into my them and adjust them to fit into my teaching style and comfort level.”teaching style and comfort level.”

Lawrence County evidence of Lawrence County evidence of success.success.

R. Young (Learning Support)-”I’m sure most R. Young (Learning Support)-”I’m sure most that most adults can reflect back to their that most adults can reflect back to their childhood and name a teacher and/or coach childhood and name a teacher and/or coach who has made a positive impact on their lives who has made a positive impact on their lives and whom they will never forget. Well for me, and whom they will never forget. Well for me, that teacher/coach did not come into my life as that teacher/coach did not come into my life as a young adolescent, but rather at the age of 38 a young adolescent, but rather at the age of 38 and as an experienced teacher of 14 years. I and as an experienced teacher of 14 years. I had no idea of the enormity of rewards that my had no idea of the enormity of rewards that my students and I would receive by his presence.”students and I would receive by his presence.”

How do we implement a How do we implement a coaching model?coaching model?

The Susquehanna County ModelThe Susquehanna County Model

The Lawrence County ModelThe Lawrence County Model

It does not always work.It does not always work.

Coaching objectivesCoaching objectives

Continuous school objectives.Continuous school objectives. Strategies that teacher know.Strategies that teacher know. Actions to achieve: what must teachers Actions to achieve: what must teachers

do.do. Focus on all staff coming out at same Focus on all staff coming out at same

point.point.

What are your questions?What are your questions?

The effective coachThe effective coach

Highly self-reflectiveHighly self-reflective Builds and maintains trustBuilds and maintains trust Recognizes others strengths, abilities, and Recognizes others strengths, abilities, and

beliefsbeliefs A servant leaderA servant leader PatientPatient Considers the “bus question”Considers the “bus question”

Alice M. Davis, Ph. D.Alice M. Davis, Ph. D.alice.davis@elklakeschool.orgalice.davis@elklakeschool.org

570 278 9229 Ext. 783570 278 9229 Ext. 783

Andrew TommelleoAndrew Tommelleoatommelleo@lcvt.tec.pa.us atommelleo@lcvt.tec.pa.us

Dan Perna, Ed. D.Dan Perna, Ed. D.dperna@jamesdanielassociates.comdperna@jamesdanielassociates.com