LEADERSHIP & COACHING FOR PBIS ACTIVITES Summer Institute July 26-27, 2012.
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Transcript of LEADERSHIP & COACHING FOR PBIS ACTIVITES Summer Institute July 26-27, 2012.
LEADERSHIP & COACHING FOR PBISACTIVITESSummer Institute
July 26-27, 2012
Who are you?
For the next 10 minutes, we will play “In-School Coach Bingo!”
Find people in the room who fit the descriptions on the activity sheet.
Have those people write their names and email addresses on the sheet.
Brand new in-school coach
Drives a car more than 5 years old
Has not been a teacher
Has read all 7 of the Harry Potter books
Was born in North Carolina
Implementing PBIS in a high school
Has more than two siblings
Has traveled to more than one foreign country
Has a pet other than a cat or dog
Speaks another language
Is a vegetarian In-school coach in a middle school
Plays a musical instrument
Plays a team sport
Has helped a team problem solve bus issues
Has met a movie star
Has helped a school during an administration turnover
Takes classes outside of work
Has resided in 3 or more states.
Has been on television
Activity 1: Definitions
Read the definitions of each of the following and discuss with the people at your table: Facilitator In-School Coach Mentor Consultant
What problems have you observed with these definitions as an in-school coach?
Definitions
Coach: one who instructs or trains
Facilitator: one that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision
Mentor: a trusted counselor or guide
Consultant: one who gives professional advice or services
(Merriam -Webster Incorporated, 2012)
Activity 2: Systems of Effective Coaches
Find a partner.Each pair has a scenario to
read.After reading the scenario, try
to resolve the conflict in the scenario.
Activity 3: Practices of Effective Coaches
Find a partner. Each person has been given a
“problem.” Take turns being the coach.
When you are the coach, you are listening to the other person describe the problem, then you are spending 3.5 minutes asking questions about the problem before spending the last 1.5 minutes advocating a solution.
Switch roles.
Activity 4: Data for Effective Coaches
Using the graphs, create a plan for professional development for the staff and a plan for teaching expectations for the students.
Deciding on Training?
What month would you look at retraining?
Deciding on Training?
What expectations would you want to focus on?
Deciding on Training?
Do you need to focus on a specific area?
Activity 5: Effective Coaching Action Plan
Complete the Coach Self-
Assessment.
Thinking about the
expectations for in-school
coaches around data, systems,
and practices, what are your
next steps as a coach?
Write a couple of action plan
steps about additional training
or support needed from your
LEA Coordinator or Regional
Coordinator.
Action Plan
Additional Training or Support Who To Contact?