NSDC Coaches Academy

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NSDC Coaches Academy
Memphis City Public Schools Heather
Clifton Presenter
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Participant Outcomes

• Develop teacher leaders to serve as instructional
  coaches in schools.
• Develop an understanding of the roles and
  responsibilities of instructional coaches.
• Build the individual capabilities of
  instructional coaches so that they can work
  comfortably in a variety of roles and with a
  variety of teachers.
• Understand the CBAM (Concerns-Based Adoption
  Model) and develop skills to manage change and
  handle resistance.
• Develop the communication/relationship skills of
  instructional coaches so that they can influence
  school culture and build trusting and productive
  relationships with their clients.

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Participant Outcomes

• Develop skills to work collaboratively with other
  school resource personnel.
• Create partnership agreements to use with
  principals and with teachers.
• Understand how to facilitate data conversations
  to make instructional decisions.
• Develop questioning skills that promote deep
  thinking and reflection.
• Explore an array of job embedded facilitation
  strategies to use in variety of coaching
  situations.
• Explore professional development learning
  designs.
• Design a 30 day planning guide to begin the role
  of an instructional coach.

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Personal Goals

• After hearing about the content that will be
  addressed this week, consider your own personal
  participation.
• What do you hope to learn?
• How will you contribute to your own learning and
  to the learning of others?

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Working Agreements

• Appreciation for one another.
• Exchange ideas freely.
• Influence what we can.
• Opportunity to reflect.
• Unite in purpose.

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Grounding

• Introduce yourself
• Name
• Location
• School
• Describe your interest in the topic of coaching

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Learning Buddies

• Make learning buddy appointments with 6 other
  people in the room. Connect with people you
  dont work with on a close basis. Write your
  partners names on your sheet on the lines by
• 200 600 1000
• 400 800 1200

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Fears and Hopes

• What worries, troubles, or concerns you about
  taking on this new role as instructional coach?
• What hopes, wishes, or intentions do you have
  about being an instructional coach?
• Share your thoughts with a table mate.

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Coaches Self-Assessment

• Read the list of qualities of effective
  instructional coaches.
• Place a next to the ones you believe are your
  strengths.
• Place a next to those you want to target for
  continued improvement.
• Place a ? next to those you arent sure about.

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With ONE Partner

• Generate and share several strategies for
  developing your knowledge and skills in at least
  one target area.
• Reciprocate.

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Multiple Roles and Responsibilities of
Instructional Coaches
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Essential Questions

• s In what areas do coaches demonstrate expertise?
• s What knowledge, skills, and behaviors do
  effective coaches demonstrate?
• s What attitudes/beliefs do coaches have?
• s How do my current knowledge, skills, attitudes,
  and behaviors stack up?
• s What are the primary roles and responsibilities
  of coaches?
• s How will know if I am successful as a coach?

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Coaches act as

• Resource providers
• Data coaches
• Curriculum specialists
• Instructional specialists
• Mentors
• Classroom supporters
• Learning facilitators
• School leaders
• Catalysts for change

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Data Coach

• Purpose
• To ensure that student achievement data is used
  to drive decisions at the classroom and school
  level

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Classroom Supporter

• Purpose
• To increase the quality and effectiveness of
  classroom instruction

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Resource Provider

• Purpose
• To expand teachers use of a variety of resources
  to improve instruction.

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Mentor

• Purpose
• To increase the instructional skills of the
  novice teacher and support school-wide induction
  activities

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Learning Facilitator

• Purpose
• To design collaborative, job embedded, standards
  based professional learning

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School Leader

• Purpose
• To work collaboratively (formal and informal
  leaders) to plan, implement, and assess school
  change initiatives to ensure alignment and focus
  on intended results

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Instructional Specialist

• Purpose
• To align instruction with curriculum to meet the
  needs of ALL students

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Curriculum Specialist

• Purpose
• To ensure implementation of adopted curriculum

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Change Catalyst

• Purpose
• To create disequilibrium with the current state
  as an impetus to explore alternatives to current
  practice

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Examining the Roles and Responsibilities

• Meet with your assigned team to explore the roles
  you have been assigned.
• For each role, identify its core function, the
  knowledge and skills needed to be successful in
  this role, and the challenges associated with
  this role. Complete the chart on p. 7-8.
• Prepare to share what you
• have learned with others.

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Group Assignments

• Chapter 2 yellow
• Chapter 3 pink
• Chapter 4 orange
• Chapter 5 purple
• Chapter 6 teal
• Chapter 7 lime green
• Chapter 8 salmon
• Chapter 9 lime green circle
• Chapter 10 lime green check mark

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Roles and Responsibilities of Coaches
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Your Work

• Make a pie chart that indicates how your time is
  divided among the various roles.
• Be ready to explain your chart to a partner.

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200 Learning Buddy Task

• Consider the nine roles of coaches.
• Compare and contrast the 9 roles with your
  responsibilities. (Share your pie chart.)
• Discuss which roles might
• Gain entree more quickly
• Be best at the beginning of the year
• Be more appropriate for a novice teacher
• Be more appropriate for an experienced teacher
• Hasten improvement in instruction
• Others. . .

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Essential Questions

• What are the types of change?
• What is the process of teacher change?
• What are the stages of concern?
• How will I recognize and respond to various
  stages of concern?
• How will I recognize and respond to resistance at
  its earliest stages?
• What stage(s) of concern am I demonstrating now
  about my role as an instructional coach?

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Change in Your Role and Responsibilities

• Write a few sentences about how you feel about
  being an instructional coach. Be specific. Write
  in complete sentences. Be honest.

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Concerns-Based Adoption Model -- Definitions

• Concerns Feelings, reactions, attitudes--NOT
  necessarily anxiety, worry, or fear
• Innovation Any program, product, or process new
  to an individual
• Intervention Actions or event(s) which influence
  the use of an innovation

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CBAM Assumptions

• Change is a process, not an event.
• An organization does not change until the
  individuals within it change.
• Innovations come in different sizes.
• Interventions are the actions and events that are
  key to the success of the change process.
• Facilitating change is a team effort.
• The context of the school or organization
  influences the process of change.

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Recognizing the Stages of Concern
IMPACT
TASK
SELF
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Stages of Concern Jigsaw

• Read the descriptions of the stages you have been
  assigned. Together with your team, complete the
  table on page 16 about your stages. Disregard the
  last column on Strategies/Actions for now. Well
  come back to it.
• Prepare to share what you have learned with
  others. Each team member will be responsible for
  sharing all of your information.
• Regroup as directed to share and learn about all
  the Stages of Concern.

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Recognizing the Stages of Concern
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Interviewing to Determine Stages of Concern

• What do you know about the innovation?
• To what degree are you using it?
• What problems or concerns do you have about it?

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Carousel Brainstorm

• Identify strategies/interventions that might be
  useful for you to use when teachers express
  concerns at each stage. Write them on the charts.
  
• When you get to a new chart, review what has been
  written and add additional ideas.

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Factors in Managing Complex Change
Adapted from Ambrose, D. (1987). Managing Complex
Change. Pittsburgh, Pa. The Enterprise Group,
Ltd.
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Causes of Resistance

• Form level-alike teams.
• Think about people you know who resist change.
  Describe ways people exhibit resistance. What
  does it look like and sound like?
• Use p. 18 to record some notes.
• Identify what you think are some of the causes of
  their resistance.
• Consider possible ways to handle their resistance.

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Resistance
People in Groups 8 will be innovators. 17 will
be leaders. 29 will be early adopters. 29 will
be late adopters. 17 will be resisters. (E.
Rodgers)
What are the implications for instructional
coaches?
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Fullan Resource

• Review the 12 causes of resistance Michael Fullan
  identifies (see pp. 20-21).
• Find one that parallels with one of your causes
  of resistance.
• Review the strategies Fullan recommends for that
  cause.
• Identify which ones you might use as an
  instructional coach.

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Tips for Coaches3 Step Process for Responding
to Resisters

• Acknowledge the resistance (honor it).
• Understand or seek to understand the cause of it.
• Coach rather than advise.

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Exit Slip 3-2-1

• On an index card write
• 3 ideas you can use immediately
• 2 comments about the days design
• 1 question you have