RUSD Instructional Coaching English Language Arts, English

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RUSDInstructional Coaching

• English Language Arts, English Learners, Math,
  EETT Coaches
• Day 1

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Welcome and Introductions
This year RUSD is fortunate to have instructional
coaches at every site. To have a successful,
effective training, we need to first get to know
each other as individuals, feel comfortable with
each other, and be willing to share our successes
and our challenges. We are here to support each
other and the coaching model.
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So Now Were Coaches What do we do?
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What relevance do you see with this Chinese
proverb and Instructional Coaching?
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Day 1 Objectives

• Participants will leave by the end of the
  session
• knowing what coaching is and what it isnt.
• understanding the expectations for
• coaches.
• with an understanding of the district focus
• and how that fits with a site focus.
• with strategies to build trust and rapport.
• with the schedule for future training and
• support meetings.

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Days 2-4 Overview

• Day 2
• Site Focus
• Rapport and Trust Reflection
• Accountability and coaching logs
• Overview of coaching protocol
• Getting Started
• The Coaching Protocol Pre-conference
• Homework

• Day 3
• Sharing classroom visits
• The Coaching Protocol Observation
• Breakout sessions for content ELA, EL, Math,
  EETT
• Homework

• Day 4
• Reflection and Collaboration
• The Coaching Protocol The Post Conference
• Coaching in Complex Situations
• Breakout sessions for content ELA, EL, Math, EETT

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Meeting Norms

• To ensure productive, effective work sessions
  what norms should be established for all
  meetings?

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RUSD Focus and Expectations

• District
• Site Administration
• Teachers
• Or the who, what, where, when,
• and why of coaching

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The District Perspective

• The District will
• provide training and support meetings for
  coaches.
• act as liaison with site administrators and
  teachers.
• monitor district-wide perspective for coaching.
• identify district areas of focus.
• support coaches in all ways possible.

• Coaches will
• follow an established coaching protocol
  (pre-conference, observation, post-conference).
• attend trainings and support meetings.
• collect evidence/data regarding student
  achievement.
• Communicate progress, challenges, and questions
  regarding instructional coaching.

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The Site Perspective

• The Site Administration will
• provide a location on site for coaches to meet,
  plan, and support teachers.
• meet regularly with coaches to determine site
  needs.
• convey to all teachers the value and commitment
  to coaching.
• support both coaches and teachers without
  betraying issues of confidentiality.
• Articulate suggestions for coaching focus
  participants, skills, content focus.

• The site coaches will
• Schedule sessions of coaching protocols with
  identified teachers.
• Maintain logs of coaching sessions.
• Assess needs and plan strategies, lessons, and
  protocols accordingly.
• Work collaboratively with other support teachers
  (BTSA, EETT, EL, ELA) to provide the most
  effective coaching support for teachers and
  students.
• maintain confidentiality of those coached.
• Participate with site PLC, grade level team
  meetings.
• Help monitor district-wide curriculum
  implementation. (approved materials, pacing
  guides, instructional strategies, CWTs criteria)

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The First Step On the Path
Which will it be?
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Establishing Trust and Rapport

• Reflection
• Think about relationships you have had where
  trust is an important issue. How did you define
  trust?

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Rapport and Its Relationship to Trust

• Trust is about the whole of a relationship
  rapport is about the moment.
• Trust is belief in and reliance on another person
  developed over time rapport is comfort with and
  confidence in someone during a specific
  interaction.
• You cannot manipulate someone into a relationship
  of trust and rapport, but you can draw on
  specific non-verbal and verbal behaviors to
  nurture the relationship.

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Mirroring Non-Verbal Behaviors

• On average, adults find more meaning in
  non-verbal cues than in verbal ones. Nearly
  two-thirds of meaning in any social situation is
  derived from non-verbal cues.
• Mirroring is an effective means of building
  rapport with another person. When several of the
  following processes and communication systems are
  present, people can be said to be in rapport

Posture Gesture Pitch Volume Rate of
speech Language Choices Breathing
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Practice

• Modeling.
• Watch and listen as we practice this technique
  for rapport building. List which elements you
  notice we are mirroring.

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Practice

• With a partner
• Select a situation from the envelope. Envision
  how you would relate the scenario.
• What would your posture be?
• What gestures might you use?
• What inflection, pitch, and volume be under the
  circumstances?
• How fast would you speak?
• What words or language might you use?
• How would you breathing be affected based on the
  situation?
• A relates the scenario first B mirrors A
• Then trade. B relates their situation A mirrors
  Bs non-verbal cues.

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Verbal Cues

• Non-verbal communications may convey much of the
  meaning in an exchange, but the words we choose
  and how we state them also have a strong
  effect.
• The language of coaching is non-judgmental,
  non-evaluative, and open ended. It leads the
  teacher to reflection, clarification, and
  discovery.
• Remember, you are a coach, NOT an evaluator.

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Coaching Conferences Must be Objective When
working with teachers, coaches must remember to
be objective, to deal with evidence as opposed to
opinion., and to keep questions open to encourage
self reflection for the teacher. What is the
relationship?

• Partner Activity
• Review each statement, and determine if it fits
  the criteria for Objective/non-judgmental,
  open-ended or subjective/judgmental or closed.
• How could you revise the statements that
  represent opinions to make them statements of
  evidence.

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Practice Active Listening
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Reflection

• Thinking back to the beginning of this session,
  how has your awareness or understanding of
  coaching changed? What questions do you still
  have about beginning this new phase of your
  career, even if youve been a coach in the past?

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Homework

• Make an formal appointment with your principal to
  collaboratively determine which teachers will be
  coached, for what length of time, and any
  preferences for instructional focus.
• 2. On Tuesday and/or Wednesday, prior to our
  next meeting, find an occasion to simply sit and
  talk with 3 teachers individually. Begin to
  build a professional rapport with them. Practice
  mirroring and active listening. Jot down a few
  notes as to the topic of discussion, how you
  built rapport, and how your interaction was
  received. Be sure to bring your notes with you
  to Wednesdays session.

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Notes