Strategies for Coaching Sharon Walpole, Ph.D. University of Delaware Michael C. McKenna, Ph.D....
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Transcript of Strategies for Coaching Sharon Walpole, Ph.D. University of Delaware Michael C. McKenna, Ph.D....
Strategies for Coaching
Sharon Walpole, Ph.D.
University of Delaware
Michael C. McKenna, Ph.D.
Georgia Southern University
The RF Conundrum
It has to be SBRR It has to include whole group, needs-
based, and differentiated instruction It has to include extensive, site-based
staff development
But how?
“They call it coaching, but it is teaching. You do not just tell them it is so. You show them
the reasons why it is so." Vince Lombardi
Coaching Models
American’s ChoiceCollaborative Coaching and
LearningLiteracy Collaborative
America’s ChoiceS.M. Poglinco, A.J. Bach, K. Hovde, S. Rosenblum, M. Saunders, and J.A. Supovitz. The Heart of the Matter: The Coaching Model in America’s Choice Schools, Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania, 2003.
Instructional Modeling Joint Planning Co-Teaching Formal Observation and Feedback Informal one-on-one coaching Mentoring
Collaborative Coaching and LearningNeufield, B (2002) Using what we know: Implications for scaling-up implementation of the CCL model, Education Matters, Inc.
Demonstration in the host classroom Reading of professional literature Engagement with colleagues in inquiry
groups Use of observation, practice, and
reflection to improve instruction. (BPE document on CCL, SY2001-2002)
Literacy CollaborativeLesley College web page: http://www.lesley.edu/crr/lc_intro.html
Awareness and Planning Leadership Development and Start-up Intensive In-service Courses for Teacher
Leaders and Classroom Teachers Professional Development and
Refinement Continued and Ongoing Implementation
As long as the literacy content is consistent with the RF legislation, any coaching model is potentially helpful
But what to I actually do and say when coaching teachers?
Here’s what you can do
Schedule and conduct meetings (individual? grade-level?)
Observe and give feedback Plan collaboratively Analyze data with teachers Schedule and conduct study groups or
book clubs
Within these structures, is anyone struggling to manage difficult conversations?
(remember not to lie)
There are some things that you can say to help
Accentuate the Positive
Validate the teacher’s concernDepersonalize the conflictOffer helpAsk for specific examples
Eliminate the Negative
Do not quote research results “Research says…….”
Do not refer to grant requirements “The Grant says……”
Latch on to the Affirmative
Always point out what the teacher is doing well before suggesting changes
Focus on a small step that will show immediate results
Set reasonable goals for long-range achievement
Don’t Mess with Mr. In-Between words by J. Mercer music by H. Arlen, 1945
Work directly with the person who is in conflict
Deescalate potential situations before they become unmanageable.
Let’s try it
You are an RF Literacy Coach. A brand-new first-grade teacher comes to you because she is overwhelmed with professional development “initiatives” at school – RF being only one of them. She simply cannot juggle them all.
Let’s try it
You are an Regional Coach. You are working with a coach who is really struggling. Her principal is pressuring her to provide documentation about a struggling teacher.
Now you try it
Groups of 5 again.We have scenarios linked to the content of the
LC Handbook, and we will assign you a chapter.
Practice your role playShare it with another groupShare it with the whole group?