Steps to Success Training for Coaches
for NH Title I Priority and Focus Schools August 27, 2013PSU- COGS, Concord
Welcome!
Purpose of the trainingIntended outcomesAgenda overviewIntroductions: Success
indicators
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Introduce yourself and complete this stem:“This training will be successful for me if . . .”
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The Essence of the Coach’s Role
“An outside school coach, properly prepared and sensitive to individual and
whole-school concerns, can provide a balance of pressure and support to
initiate and sustain school improvement.”
Kostin and Haeger, 2006, Coaching Guide, p. 3
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What does a coach need to know and be able to do?
What is the knowledge coaches need?
What are the skills a coach needs?
What dispositions or attitudes will enable a coach to serve his/ her clients well?
Coaches who can outline plays on a black board
are a dime a dozen. The ones who win get inside
their players and motivate.
Vince Lombardi
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Title I Priority and Focus Schools Activities, Tools and Products ESEA Turnaround Principles The planning cycle: where are you now?
Implement
PlanAssess
Revise
Monitor
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Doing the work: Collaborative Teams Recommended members Responsibilities of members Special role of “process manager” Essential role of “district liaison” Optional: external coach
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Managing the work: Leading teams Steps to Success core values:
Distributed responsibility Best practices in managing
teams Coaching Team Leaders
*VIP* Principal is Team Leader NOT the Coach!
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Finding good players is easy. Getting them to play as a team is another story.
Casey Stengel
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Coach’s Tasks and Team Tasks Improvement Stage Team Tasks Coach’s Tasks
Assess Needs
Examine data --outcome, inputIdentify barriers to success
Probing questions Evidence of current practice
Develop Plan
Clear goals, proven strategies Explicit progress benchmarks
Vision of success; Realistic, reasonableDistributed responsibility
Implement Plan Who does what, when, how
Maintain focus; Encourage
Monitor, Revise What’s working, not Many types of evidence;
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Starting the work: Comprehensive Data Review
Recommended protocol: Data Driven Dialogue Available resources:
SLDS Data Facilitators PerformancePLUS
Products: Summary of Local Achievement Data Optional: classroom profiles of student
performance
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BREAK
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“If we are interested in effecting change, it is crucial
to remember that we are working with these webs of
relations, not with machines.”
(Margaret Wheatley, 1999, Leadership and the New Science, p. 145.)
Starting the Work (cont’d): Recommended Sequence Contracting conversation: principal, super,
coach LT Organizing meeting: norms, roles and
responsibilities Comprehensive Data Review - DDD Critical factors influencing achievement /
Achievement Gaps (e.g. fishbone)
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Factors Contributing to Learning
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Indicators = evidence-based instructional practices and organizational structures that influence student learning
What do we know already? Fishbone graphic organizer
Problem Statement: What is the
achievement gap that must be
remedied?
Rigorous Aligned
Curriculum
Differentiated Instruction
Continuous improvement
Use of Data
Student Supports
Family Engagement
Professional teaching culture
School Climate
Leadership
ASSESS Current Practices Connecting Inputs to Outcomes Recommended Protocol –
YOUR practices compared with “best” practice
Current level – none, partial, full
Priority – influence of practice on outcomes
Opportunity – practical considerations
EVIDENCE – corroborate ratings
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Mt. Adams Leadership Team
Principal/ team leader Process manager ELA lead teacher Math lead teacher District Liaison Parent
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Debrief ASSESS Protocol
Did the Mt. Adams team do a good job assessing its practices for ID10?
What coaching strategies contributed to a rich conversation?
What did members of the team learn from their assessment?
What do they need to do next?
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PLAN (or Revise PLAN) ProtocolSTART with the END in MIND What will look like?
What will teachers/ admin/ students/ others be doing differently?
What evidence (data) will tell you whether actions are having desired impact?
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PLAN (or Revise PLAN) Example PLAN protocol Mt. Adams (or own)
example
Is the description of fully implemented clear and complete? Is the evidence to be collected realistic? appropriate?
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Coaching Comments: Formative Feedback
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(from Grant Wiggins, 7 Keys to Effective Feedback, in Educational Leadership September 2012, Vol. 70, No. 1, ASCD)
Helpful feedback is:Goal–referenced
Tangible and transparentActionableSpecific
PersonalizedTimely
OngoingConsistent
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Coaching Comments: Formative Feedback
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Sample entry from Spring Lake ES:
Indicator: The Leadership Team reviews the principal’s summary reports of classroom observations and takes them into account in planning professional development. (school’s description of current practice) Beginning last year, Spring Lake staff agreed to changes in the professional evaluation process that allows administrators to aggregate observation data at mid-year and end of year. These aggregated reports are reviewed by the Leadership Team to inform decisions about the targets/ focus of instructional coaching. This is the first year of this practice and we intend to implement this year and monitor its impact.
What feedback would you give to this school in the form of a “coaching comment”?
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Coaching Comments: Task and Process Feedback
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(Hattie and Timberly (2007). The power of feedback. Review of Educational Research 77 (1), 81-112.)
Levels of Feedback: Task or product level; process level, self-regulation level; self-levelExamples: ** Hi, Wendy and John -- Looks like you've recruited a representative team to work on the process for your restructuring plan. Call or email and I can help you get started.
** Hi, Michael, . . . .For the 'fully implemented' or not a priority instructional practice indicators, do you have evidence that they are actually happening in every classroom? For instance, are resource teachers following the same curriculum pacing guides, etc. as regular ed teachers?
** Matthew: . . .. Overall, you rate yourself as fully implemented on a lot of indicators -- look at student outcome data to see if that rating is true across all student groups and classrooms. Are you coming to some discoveries about areas needing change?
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Lunchtime Pause and Reflect
“Effective coaching focuses on changing performance. Therefore, the first requirement of any coaching relationship is that the person
receiving the coaching must agree that a change in performance will be useful.
Throwing coaches at teachers and principals who have not first agreed that improved student performance is essential will be a
waste of time and money.”
(Reeves, D. 2009. Leading change in your school: How to conquer myths, build commitment, and get results. Arlington, VA: Association for Supervision and Curriculum Development (ASCD). p. 75)
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The Indistar Tool: TOUR
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1. Navigate to www.indistar.org2. Practice sites –
nhsample/nhsample = includes sample entries for fictitious Mt. Adams School; full access to retrieve, but not editable nhschool/ nhschool = access to materials, can post ‘practice’ entries; PUBLIC – no restrictions; caution on entering real information
3. Passwords – Access LevelsSchool – full editing access for process managers, principals District Liaison – read-only for schools assigned, enter coaching comments School Consultant/ Coach – same as DLDistrict – read-only for schools; full access for District workspaceGuest – read only; team members, staff WITH CAUTIONS
Indistar Tour: The DASHBOARDDASHBOARD for Mt Adams School
My Online Tools-- Support for School Improvement, “Steps to Success” – School Indicators-- Transformation Implementation Indicators (for SIG schools ONLY)-- NH Turnaround Indicators
Document Upload (aka File Cabinet) -- Location to post completed Summary of Local Data-- Four folders set up for you; option to create new folders
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The Indistar DASHBOARD (cont’d.)TABS:
Home – My Online Tool(s) Forms to Complete
September (Oct, Nov) Monthly Reports NH SINI Goals and ObjectivesSIG – Leading Indicators Annual FormSIG – Lagging Indicators Annual FormSIG – Interventions Annual Form
Required ReportsSame list as FORMS, with SUBMIT button
Docs and LinksDocument Upload guidanceSummary of Local Achievement Data Assess, Plan ProtocolASSESS Worksheet
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Reading Minds: Indistar Exploration
Purpose : to explore the features of Indistar and anticipate questions from teams Procedure: 1. Navigate to the assigned area of the Indistar workspace. 2. Explore that area to learn what’s there. 3. Develop at least TWO (2) questions that can be answered by your section of the site.Example 1: Assignment: nhsample/ nhsampleQuestion: Where can I see some examples of indicator assessments or plans that might be posted by a school team?
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Indistar Tour: Main Menu Page
ID Banner – editing options Above the banner:
Resources and Reports Resources -- how to export Reports – *Indicator Checklist Report
Plan Your Meeting Meeting Agenda Setup Worksheets Wise Ways
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Indistar Tour: Main Menu PageSidebar Coaching Comments Where Are We Now? Help – description of items on Main Menu page School Team Demographics - post school profile in File Cabinet Assessment - post Assessment Summary in File
Cabinet
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Indistar Tour: Main Menu PageCycle Links
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What: Document the team’s workWho: Process Manager, PrincipalWhen: After team meetings
Indistar Tour: Main Menu PageASSESS Use ASSESS Worksheet during team meetings; Process
Manager posts summaries (tabs)1. Select Indicator2. Indicators to Assess3. Indicators Assessed4. Assess Indicator
*NEW* FILTERS KEY Turnaround Indicators CORE Turnaround Indicators CHOICE Turnaround Indicators
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Indistar Tour: Main Menu PageCREATE PLAN
Select Indicators to PLAN based on (a) data review for gaps; (b) crosswalk with Turnaround Principles
Use PLAN Protocol during team meetings; Process Manager posts results
*Enhanced focus = #2: “ . . . Describe the information you will need to provide evidence that this objective is fully met”
*New* Feature: 5c – Is this a recurring task?
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Indistar Tour: Main Menu PageMONITOR PLAN “In the Plan” caution Sortable headers *NEW* Progress updates
When? Monthly Where? Update or Complete Task
Status Comments: (example) “September
25 LT Mtg – LT contracted with SLDS Data Coach Nancy Numerical to facilitate our “deep data dive”. We completed our first review on 09/25 and will continue our data analysis on our next LT meeting, October 5.”
Delete This Task -- with care! August 27, 2013 38
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Defining the Coach’s Responsibilities: Contracting Conversation
“A solid coaching relationship begins with a clear working agreement or contract and
follows the same guidelines and principles as contracting for any other
facilitative role. . . Including clarifying the expectations of both parties and
emphasizing mutual design and joint accountability.”
Davidson, Anne and Dale Schwarz. The facilitative coach. (2005). In Roger Schwarz et al, The skilled facilitator fieldbook, pp. 457- 477. San Francisco: Jossey-Bass.
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Next Steps: Crosswalk
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Purpose: Work with plans already in place – “do not reinvent the wheel” Some Process Options:
-Recent Steps to Success Users- Retrieve List of Objectives included in Plan- Identify which Turnaround Indicators already assessed, planned-Review existing content; update; post in Turnaround Indicators workspace
-- Recent Focused Monitoring Participants- Review action plan produced by FM process- Identify Turnaround Indicators most closely aligned with FM plan - Post ASSESS and PLAN in Turnaround Indicators workspace
-- SIG Schools - Examine 2013-2014 Action Plans -Post aligned plan in online workspace
Homework Checklist (for Schools)
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Check login access; wander and explore Recruit or reconvene leadership team (LT); create
schedule; agree on norms; distribute roles Designate a “process manager” Complete comprehensive data review Complete and post Summary of Local
Achievement Data Complete CROSSWALK; identify priority
indicators to be assessed; draft work plan FOCUS Schools: ASSESS or RE-ASSESS and PLAN
(or revise current PLAN) KEY Indicator ID10 Complete and Submit September Monthly Report Register to attend first StS web meeting: Sept 19
Consult with District leaders, respected advisors and appropriate DOE state lead to decide whether to contract with an external coach.
Who ya’ gonna call? For questions about Contact
Data SupportRob Hanson [email protected] 396-8076
Steps to Success Tool and Process
Karen Laba Or Rob Hanson [email protected] 603 969-0988
Title I Priority SchoolsKathryn ‘Joey’ [email protected]
Title I Focus SchoolsDeborah [email protected]
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Coaching Resources Laba, K. 2010. Coaching for School Improvement; A Guide for Coaches and their Supervisors. Lincoln, IL: Center on Innovation and Improvement www.centerii.org)
Garmston, Robert J. and Bruce M. Wellman. 1999. The adaptive school: A sourcebook for developing collaborative groups. Norwood, MA: Christopher-Gordon.
Lipton, Laura and Bruce Wellman. 2011. Groups at work: Strategies and structures for professional learning. Sherman, CT: MiraVia.
National School Reform Faculty. http://www.nsrfharmony.org/ School Reform Initiative http://schoolreforminitiative.org/Schwarz, Roger. 2002. The skilled facilitator: A comprehensive resource for
consultants, facilitators, managers, trainers, and coaches. San Francisco: Jossey-Bass.
Wheatley, Margaret J. 1999. Leadership and the new science: Discovering order in a chaotic world. San Francisco: Berrett-Koehler.
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Thanks for your participation
“We change only if we decide that the change is meaningful to who we are. . . If the work of change
is at the level of an entire organization or community, then
the search for new meaning must be done as a collective
inquiry.”
Wheatley, Margaret J. 1999. Leadership and the new science: Discovering order in a chaotic world. San Francisco: Berrett-Koehler, p148.
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