Instructional Coaching Mod1 Organizing the...

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Instructional CoachingModule 1: Getting Organized in the

Coaching Role



Improvement

Improvement equals…increased quality and

performance over time.”

Richard F. Elmore



The ContextThe Context

Context & Content

Instructional Pacing

& Engagement

Structures

Classroom

Management

System

The Content

Preparation &

Planning

The Lesson &

Outcomes



Impact of Coaching on Teacher Skill

Training Outcomes

Training Components and

Combinations

Knowledge Skill Transfer of

Training

Information .63 .35 .00

Theory .15 .50 .00

Demonstration 1.65 .26 .00

Theory Demonstration .66 .86 .00

Theory Practice 1.15 .00

Theory Demonstration Practice .72 .00

Theory Demonstration Practice

Feedback1.31 1.18 .39

Theory Demonstration Practice

Feedback Coaching2.71 1.25 1.68



Technical Coaching

Technical coaching is based upon the idea that if a

teacher’s technical skills are directly related to his/her

effectiveness, then by honing and refining that

teacher’s technical teaching skills and abilities we will

support the transformation of his/her instructional

delivery and effectiveness, therefore significantly

increasing the students’ achievement in the short and

long term.



Five Categories of Coaches

11 Data-oriented coaches

22 Student-oriented coaches

33 Managerial coaches

44 Teacher-oriented coaches (group-focused)

55 Teacher-oriented coaches (individual-focused)

National Center for Education Evaluation and Regional Assistance, 2007



Major Purpose of Coaching

Joyce and Showers,

Student Achievement Through Staff Development

The major purpose of peer coaching is

implementation of innovations to the

extent that determination of effects on

students is possible.



Why Traditional PD Isn’t Effective

11 There are always other tasks with “pressing immediacy” and

struggles with resilience

22 Sheer number of competing reforms in the district

44 Complexity of change

55 Difficulty in changing habits

Jim Knight

33 Too much training, too poorly delivered



Principle of Reciprocity

For each unit of performance I demand of you, I have

an equal and reciprocal responsibility to provide you

with a unit of capacity to produce that performance if

you do not have that capacity.”

Richard F. Elmore



Principle of Reciprocity

Performance Capacity



The Context of Coaching



Setting the Stage for Coaching

What is your rationale for this role?

What is your understanding of the coaching process?

How should we describe the process of coaching?

What experience does your administrator have in supervising

someone in this role or one similar? Were his/her experiences

positive? Negative?

What tasks do you envision that I will do as coach, and how would

you like to see me spending my time during the school day?

Hasbrouck and Denton



Preparing for the Change in Practice

� Vividly outline/model what the “new future” will look like

� Determine the types of decisions that will need to be made and

who will make them

� Work with a core team to determine what will need to take

place and what will be inside the scope of your coaching and

what will fall outside the scope of your coaching

� Develop a two to three-minute speech that all involved can use

to define coaching, provide rationales for its importance, define

success and summarize how the others can support your efforts

� Get others into the classrooms to see the reality of why

coaching is so critical

� Have a plan for viability and sustainability



The Essential Trio

CoachCoach



As a coach, if you don’t have a goal or

focus, you don’t have much.



Problem of Practice

• Focuses on the instructional core

• Is directly observable

• Is “actionable” (within the school’s control and can be

improved in real time)

• Connects to a broader strategy of improvement (school

and system level)

• Is high-leverage (if acted upon it would make a

significant difference for student learning

The problem of practice is something that you

care about that would make a difference for

student learning if you improved it.



Identifying a Problem of Practice

The problem of practice comes from data, dialogue

and current work and is grounded in some kind of

shareable evidence. It’s something the teachers are

already working on or think they might need to work

on. Prior professional development or school

initiatives are good starting-points for determining the

Problem of Practice.



An Example of a Problem of Practice

“Our students often aren’t getting opportunities

to practice thinking, working with one another, or

engaging in problem solving through different

types of engagement strategies. As a results, our

students are often unmotivated, unfocused and

off-task. Lessons aren’t consistently meeting the

motivational and learning needs of students.”



Where Can I Begin to Focus?

1. Behavior

2. Content Knowledge

3. Direction Instruction

4. Formative Assessments

The Big 4

Jim Knight



So How Do I Gather Information to Begin

Open-ended Concern

Statements

•Coach generates open

question

•Asks teacher to be specific in

their responses

•Teachers respond briefly in

writing

•Coach lifts “themes” from

answers and categorizes into

stages of concern

One-legged Interview

•Informal

•Coach asks open questions

•Avoid jumping to conclusion

•Communicate care/support

•Quick, focused, reflective

•Not in problem-solving mode

•The main element in

implementation

vs.vs.



Coaching

Coaching is not a quick fix,

but it can be a real fix - -

a powerful way to help teachers and

students be more successful.



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Instructional Coaching Mod1 Organizing the...

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