Welcome to the Art of Coaching

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Welcome to the Art of Coaching

• PA High School Coaching Initiative
• August 17, 2005
• Foundations, Inc.

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Oreverything you ever wanted to know about
coaching but were afraid to ask!!!
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PAHSCIGroup Norms

• Respect each others ideas
• Be critical of ideas, not people
• Be good listeners
• Turn off cell phones (or put on vibrate)
• Honor time boundaries
• No sidebar conversations
• Be present in mind, body and soul!

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Goals of the DayAugust 17, 2005

• Participants will take a learning walk through
  the coaching process.
• Participants will learn about the various tools
  needed for the coaching/mentoring process.
• Participants will demonstrate their understanding
  of the Appreciative Inquiry protocol.
• Participants will understand the roles and
  responsibilities of coaches.

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Foundations, Inc.

• Literacy Content Mentors
• Chris Kingsbery
• Ann Ritchie
• Michele Rodgers
• Linda Segal
• Jo Viviani

• Math Content Mentors
• Gen Battisto
• Rich Clancy
• Phyllis Glassman
• Charlotte Samuels

• Leadership Mentors
• Don DAmico
• Dick Gross
• Charlie Territo
• George Schuler
• Tom Sebastian

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What is a coach?

• a teacher
• a friend
• a shoulder
• a colleague
• a collaborator
• a diagnostician
• an advisor
• a guide
• an emergency technician
• a helpful hand

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What is content-focused coaching?

• A professional development model designed to
  promote student learning and achievement by
  having a coach and a teacher work together.

• The coach and teacher work collaboratively to
  plan, enact and reflect on lessons, acting as
  resources for each other.

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Turn and Talk

• Turn to your neighbor and discuss the
  characteristics of an instructional coach
• 1.
• 2.
• 3.
• 4.
• 5.

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How do coaches help?
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Nine Roles of Coaches

• Resource Provider
• Data Coach
• Curriculum Specialist
• Instructional Specialist
• Mentor

• Classroom Supporter
• Learning Facilitator
• School Leader
• Catalyst for Change

Joellen Killion,
Director of Special Projects, NSDC
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The coach as a resource provider

• Assists teachers with materials, tools,
  information, etc. to support instruction
• Is non- intrusive
• Helps to cross the threshold into the room

• But
• What will you give the teacher?
• When will you distribute the resources?
• How will you know if the teacher uses
  the resources?

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The coach as a data coach

• Organizes and analyzes a schools data
• Facilitates data conversations among a schools
  faculty
• Supports teachers in using data to improve
  instruction

• But
• What data should you collect?
• How is the data used?
• Who is the go to person in the
  school for data?

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The coach as a Curriculum Specialist

• The what of teaching
• Helps teachers use the national, state and
  district curriculum standards to plan instruction
  and assessment
• Helps teachers use the curriculum to analyze
  students strengths and target areas

• But
• Coaches must understand how each curriculum is
  structured (e.g., benchmarks, standards, thematic
  approach, etc.)
• Coaches must have access to all curriculum
  frameworks
• Coaches must validate the content teachers
  expertise

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The coach as an instructional specialist

• Is the how of teaching
• Assists teachers in designing instruction to meet
  the needs of all students
• Shares multiple instructional processes/strategies
  
• Coordinates with other specialists in the school
• Helps teachers manage the pacing of instruction
  (e.g., depth vs. breadth)

• But
• Must maintain confidentiality
• Must be responsive to territorial limitations

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The coach as a mentor

• Supports all teachers, novice and experienced
• Provides guidance and structure where needed
• Encourages relationship building among colleagues
• Focuses on teachers strengths

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The coach as a classroom supporter

• Co-planner
• - planning successful instruction w/
  individuals or team of teachers

Feedback provider

• Co-teacher
• modeling

• try to offer constructive suggestions to
  engage students

• co-teaching

But if modeling a lesson, cognitive coaching
techniques and reflective practices are necessary
Most important role of coach
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The coach as a Learning Facilitator

• Coordinates and facilitates learning experiences
  for school staff

- coordinating cross department visitations -
organizing professional learning
communities w/i and among schools - managing
study groups - designing professional
development opportunities - arranging
lesson studies - discussing case studies -
examining student work
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The coach as a School Leader

• Assists and serves on leadership teams within
  school
• Bridges the gap between and among school programs
• Remains focused on goals
• Facilitates alignment of individual goals and
  school goals

But Remember, you are non-evaluative!
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The coach as a catalyst for change

• Models and facilitates continuous improvement
• Challenges the status quo
• Creates disruption to the accepted flow
• Asks questions
• Shapes culture of the school

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How will you spend your time?
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Where do you see your strength?
Turn to your partner and discuss these roles. In
which role do you see your strength?
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So now that I know what a coach does, what
exactly does that look like?
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A Day in the Life

• How do I start my job?
• How do I start my day?
• How do I approach my colleagues?
• What should I say?
• What should I do?
• What should I think???

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Suggested Cycle of Visitations
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Monday Tuesday Wednesday Thursday Friday
English Science Soc. St. Conf. w/coaches Elective






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To think about

• How many new teachers are in your school?
• How many teachers in each discipline are in
  your school?
• What is the level of their experience?

You need

• Teachers schedules, i.e., teaching periods, prep
  periods, duty periods
• Master roster
• Schedule of meeting times, i.e., faculty mtgs.,
  SLC mtgs., SD mtgs.

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Create your perfect day
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Handy Helpful Hints

• Try to visit with teachers before you coach
  them.
• Offer help with cooperative group activities get
  to know the students. (This will be helpful when
  you begin to model.)
• Try to clarify your role before you assume all
  responsibilities for the role.
• Prior to the lesson, discuss what the teacher
  should focus on during your demonstration
  lesson this eliminates the possibility of you
  being the lone ranger that day.

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• Plan monthly professional development days
  where
• a) you highlight a future skill/lesson
• b) a colleague highlights a successful lesson
• c) the group focuses on student work
• Discuss note-taking procedures prior to
  visitations

• Plan, discuss and remind teachers of the gradual
  release of responsibility clause in coaching.

• Implement the B/D/A model in coaching plan
  together before the visitation focus on a
  prearranged concept/skill or strategy during the
  visitation and meet after the visitation to
  debrief.

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• Generate two plans the actual one you scheduled
  with the teachers and a contingency plan for the
  times when the teachers with whom you scheduled
  visits are absent.
• Recognize each teachers strengths before you try
  to make teachers your clone.
• Discuss how you can help before rushing into the
  room to help your strength is your expertise,
  not duplicating papers for teachers.
• Your power to influence is with others, not
  over others.

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• Remember You are there to help teachers
  understand and implement new teaching practices.
• You cant fix everything!

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Questions