Instructional Coaching
Institute
Lisa Wyatt
Education Service Center Region
XIII
The Mom
Housekeeping Items
Cell phones
Restroom Breaks
Lunch
Vacation Partners
Find a person for each vacation destination on
your form. Be sure to write their name under
that destination.
What will we cover?
Why instructional coaching?
Overview of instructional coaching.
Roles of coaches.
Dealing with change.
Communication is key.
Tools
What is Instructional Coaching?
Definition:
– Instructional coaches are on-site professional
developers who teach educators how to use
proven instructional methods. To be
successful in this role, coaches must be skilled
in a variety of roles, including public relations
guru, communicator extraordinaire, master
organizer and, of course, expert educator.
Natalie Gilbert – National
Anthem
What does this athletic coach do that you
think is similar to what an Instructional
Coach should do?
So, why coaching?
A Look at Education Reform
Ellwood Cubberly, 1934
One of the nation’s foremost educational
thinkers of his time:
– The public schools of the United States are, in
a sense, a manufactory.
– Students were the “raw” material. Teachers
would “pour” in math, then the next subject,
etc.
In their defense…
Schools at that time were not intended to
educate large numbers of students to a
high level. In 1893, less than 3% of
American students graduated high school.
Even as late as 1950, majority of students
dropped of out high school before
graduation.
Today
All students must master rigorous content, learn
how to learn, pursue productive employment,
and compete in a global economy.
Did you know?
At your table:
1. Discuss any aha moments from the film.
2. Why is this information important for us?
What researchers say about the
best path for sustained
organizational improvement:
Only the organizations that have a passion
for learning will have an enduring
influence. (Covey, 1996, p. 149)
The most successful corporation of the
future will be a learning organization.
(Senge, 1990, p. 4)
Research and experts are all saying the
same thing
Our kids must be prepared for the 21st
Century Global Economy
They must know HOW TO LEARN
The #1 indicator of student success is…
TEACHER QUALITY
Need for a Collaborative Culture
Throughout our ten-year study, whenever
we found an effective school or an
effective department within a school,
without exception that school or
department has been a part of a
collaborative professional learning
community.
--McLaughlin and Talbert (2001)
Why Should We Collaborate?
Gains in student achievement
Higher quality solutions to problems
Increased confidence among all staff
Teachers able to support one another’s
strengths and accommodate weaknesses
Ability to test new ideas
More support for new teachers
Expanded pool of ideas, materials, and methods
--Judith Warren Little (1990)
“Quality teaching is the most critical means by
which to improve student learning and to
close achievement gaps. You achieve
student success through teacher success.”
Harry Wong
Theory behind coaching
Implementation rate
of traditional
professional
development vs.
instructional coaching
The #1 way to improve student
success, it to increase teacher
quality.
Education has spent all of their money and
time on systems change, programs, etc.
Where has it gotten us?
The classroom is where everything
happens:
– The teacher is the #1 indicator of how a
student will progress.
– This is where the focus should be.
“Decades of research clearly demonstrate
that a quality teacher, more than any
other factor, enables students to
overcome obstacles to learning like
poverty and can even erase the
achievement gap.”
Alliance for Education, 2006
Percentage of Children Who Achieve
Success with Varying Levels of
Home and Classroom Support
High Home Support Low Home Support
High Classroom
Support
100% 100%
Mixed Classroom 100% 25%
Support
Low Classroom 60% 0%
Support
Snow, C. (1991). Unfulfilled Expectations. Harvard University Press
Teaching without learning isn’t teaching at all. It’s
just presenting a lesson!
What is Instructional Coaching?
What is an Instructional Coach?
an on-site professional
developer who partners
with educators to
identify and assist with
implementation of
proven teaching
methods
NTLB
No Teacher Left Behind!
An instructional coach…
Must BUILD leadership among the
teachers.
Don’t become the leader.
Instructional Coaches
Enroll
Identify
Explain
Model (You watch me)
Observe (I watch you)
Explore (Collaborative
Exploration of Data)
Support
Reflect
Enroll teachers
Large-group presentation
Small-group presentation
Interviews
Informal conversations
Principal (or other) referral
Identify
The Big Four:
– Behavior
– Content
– Instruction
– Assessment
Explaining interventions
Instructional Coach
– Breaks down the instructor’s materials
– Lays out the step-by-step procedures
– Suggests what teacher should watch for
during the model lessons
– Does everything possible to make it easier for
teachers to implement
– Asks about and addresses collaborating
teacher’s concerns
– Co-constructs Observation Form with
teachers
OBSERVATION FOR M
Teacher:__________Unit/Con tent: ____________ D ate: ____________School: ____________ Module: ____________
TEACHING PRACTICE OBS. COMMENTS
Model Lessons You watch me!
Goal: To show a teacher exactly how to implement a particular intervention
Be fully aware of critical teaching practices you
need to model
Ensure that teacher knows the purpose of the model lesson
Provide concrete description of what you’ll be doing
Clarify roles for behavioral management
Co-construct an observation form
Ensure your collaborating teacher knows how to use the
form
Observe “I watch you”
Coach uses the observation form to watch for
data related to:
– Critical teaching behaviors
– Fidelity to scientifically proven practices
– Student behavior and performance
– Additional specific teacher concerns
Collaborative Exploration of Data
Based on the partnership principles
Involves observations to open up dialogue,
rather than to state a single truth
Should be
– constructive, but provisional
– empathetic and respectful
Coach and teacher identify what data will be
gathered
Top-down Feedback
Coach
Uses
data
to
shape
The
Teacher
Partnership Feedback (C.E.D.)
Reinke, (2005)
data
Teacher dialogue Coach
Partnership Principles
Equality
Praxis
Dialogue
Choice
Voice
Reflection
Reciprocity
Your “jigsaw” learning experience
Step one: Settle in with your new group of
learning partners
Step two: Read the section you’ve been given
from the Partnership Learning manual
Step three: Together with your group, create a
graphic organizer on a poster that captures the
essential characteristics of the principle
Step four: Attach your poster to the wall, and
wait for further instructions
Activity
In your new groups, move to your poster.
The person who helped create the poster
explains the concept to the group.
When the music starts, move to the next
poster (clockwise)
When the music stops, start discussing the
new poster
Praxis
Reflection and
Creative inquiry
Not banking education
But creative inquiry
Dialogue
Respectful, energizing conversation
The developing conversation is more
important than being right
Involves suspending opinions & authentic
listening
Thinking together
Choice
Command and control fosters resistance
or external commitment
Choice fosters internal commitment
Voice
Build trust
Make it easy for people to say what they
think
Give people words, concepts, and tools
that help them express who they are--help
them find their voice!
Reflection
On action
In action
For action
Reciprocity
Everyone benefits when one person learns
Teachers learn from students as much as
students learn from teachers
Every learning situation is a chance for
learning
What coaching is and isn’t.
(chart)
A Coach is… A Coach is NOT…
A colleague who observes teachers and offers feedback
to improve teaching. An administrator who evaluates teachers.
A colleague who co-plans with a teacher. A colleague who plans lessons for a teacher.
A colleague who teaches a lesson without the teacher
A colleague who co-teaches or models a strategy. present.
A colleague who provides resources to a teacher. A colleague who makes copies for teachers.
A colleague that reports confidential conversations to the
A colleague who listens and remains confidential. office.
A colleague who makes suggestions to improve A colleague that offers suggestions for systems changes to
instruction. administrators.
Our goals as coaches:
Meet teachers where they are and take
teachers to the next step.
Goal-oriented
Evaluative – our program (must show
impact)
Ultimate: Impact student learning!
Continuum of Coaching visual
Different levels of support.
Varies!
Evaluator
Supervises teacher
Tells teacher what to do
Possible growth plan
Consultant
Tells how to do it
Shows how to do it
Mentor (Consultant/Coach)
New teachers
Tell how to do it
Shows how to do it
Driven more by coach
Coach
Uses questioning
Brings out the best in teacher
Teacher drives the discussion
Teacher drives the area to work on
Collaborator
Sharing ideas
Equal partnership (no expert)
Reflective dialogue
Stances of Interaction
Administrator Mentor Coach
Evaluation Consulting The Bridge: Consulting/Coaching Coaching – Data Driven
The teacher is not willing to The teacher does not have The teacher wants to make a The teacher knows what
see his/her own problems. the knowledge. change or try a new strategy; but is objective (core and/or
Problematic situation with The teacher cannot see unsure and not willing to change management) he/she wants to
termination as a possible his/her own problems. mistakes along the way. focus on and assessment (how
result. Lack of assessment of The teacher I in need of a friend he/she will know if students have
The teacher does not own students and self. for his/her own growth. the objective).
his/her problems in the The teacher and coach both hold The teacher is an innovator –
classroom pieces of the knowledge and the desiring to try new teaching
combination will create a strategies.
synergistic product. The teacher is concerned about
The teacher is unaware of what is meeting the various needs of
causing certain situations but his/her students.
through looking at data, he/she is
able to take ownership of the
situation and make the necessary
changes.
Growth Continuum
Little Growth → → → → → → → Maximum Growth
Evaluating Consulting Bridge Coaching Collaboration
Dictating Telling and Telling and Asking Sharing Peer to Peer
Showing Asking
CONSULT (80% consultant/20% teacher)
● Inform regarding process and protocols
● Advise based on well-develop expertise; share the
reason why a specific strategy is important: offer
Consultant Teacher the “expert” frame before the idea.
● Advocate for particular choices and actions.
COACH (20% coach/80% teacher)
● Nonjudgmental mediation of thinking and decision
making Coach Teacher
● Presumes the other person is giving ideas
COLLABORATE (80% teacher/80% teacher)
● Participate in planning, reflecting and problem
solving
● It is important not to offer solutions.
Teacher Teacher
Continuum Checklist
Think of a person you are
currently working with.
Check each statement that
applies to the individual.
Tally your shapes.
Continuum Checklist
Scoring Guide
♣ Cluster One (Evaluate): Evaluations and directives are based
upon approved standards.
○ Cluster Two (Consult): Differentiated professional
development is designed and delivered to meet teachers’
individual needs.
○■ The Bridge (Coach and Consult): Coaching occurs prior to
the observation and data based consulting occurs after the
observation.
■ Cluster Three (Coach): The topic and timing of coaching are
the teacher’s agenda.
▲ Cluster Four (Collaborate): Collaboration is a stretching
interaction that occurs with a consistent group on a
consistent time schedule.
The Roles of Coaches
The continuum is the level of support you
provide. Roles are the different duties you
perform.
You use different skills depending on
which role you’re taking. (What hat are
you wearing?)
Resource Provider
Function:
Provides articles
Summarizes strategies for teachers
Provides lesson materials
Resource Provider
Knowledge and Skills:
Know what resources are available and
how to locate.
Synthesis Skills
Resource Provider
Challenges:
Easy and non-threatening (use too
much)
Need to move to areas that affect more
change.
Data Coach
Data conversation is more important than
data analysis!
Data Coach
Function:
– Data Analysis
Data Coach
Knowledge and Skills:
– Thorough understanding of data
– Set up blame-free environment
– *********Assist teachers in next step for
instruction based on data***********
Data Coach
Challenges:
– Creating data displays
– Understanding the data
– Asking the right questions – plan ahead!
– Creating a non-threatening environment
Curriculum Specialist
Function:
– Ensure implementation of curriculum
Curriculum Specialist
Knowledge and Skills:
– Deep understanding of curriculum, standards,
etc.
Curriculum Specialist
Challenges:
– Can get bogged down with curriculum
requirements
– Teacher can know curriculum well, but still
not implement effective instructional practices
Instructional Specialist
Function:
– Ensure teachers are implementing research-
based instructional strategies
Instructional Specialist
Knowledge and Skills:
– Must keep current on research-based
instructional strategies
Instructional Specialist
Challenges:
– Convincing teachers to actually use strategies
on consistent basis
Difference between curriculum and
instruction
Curriculum is WHAT to teach.
Instruction is HOW to teach.
Classroom Supporter
Function:
– Modeling/coaching inside the classroom
– Co-teach in classroom
– Observe and give feedback
Classroom Supporter
Knowledge and Skills:
– Knowledge of content
– Stepping on toes
– Fostering independence
Classroom Supporter
Challenges:
– Getting stuck in showing how to do it
– In-service setting at most schools
Mentor
Function:
– New teachers around induction process
– Improve skills of novice teacher
Mentor
Knowledge and Skills:
– Building relationships
– Know best practices
Mentor
Challenges:
– Stereotypes coaches – veterans think “I’m not
new…I don’t need a coach”
Learning Facilitator
Function:
– Provide professional development
– Team Meetings
– Dept. Meetings
– 1 on 1 support
Learning Facilitator
Knowledge and Skills:
– Constant need to be updated on research
– Know how adults learn
– Know how to assess need
– Value collaboration
Learning Facilitator
Challenges:
– Providing opportunity to quickly affect change
– Provide teachers choice
School Leader
Function:
– School improvement committees
– Set of eyes for principal for what professional
development is needed
School Leader
Knowledge and Skills:
– Understanding of the change process
– Knowing at least 1 school improvement model
– 1st and 2nd order of change
School Leader
Challenges:
– Creating buy-in
– In the middle between teachers and leaders
Catalyst for Change
Function:
– Actually pushing the school, staff, district to
change the way they do their work
Catalyst for Change
Knowledge and Skills:
– Introduce alternatives or refinements
– Make observations about current practice
– Ask hard questions about current practices
– Engage teachers in Evaluative Think
Catalyst for Change
Challenges:
– Willing to challenge the status quo
– Delicate balance between challenge and
support
– Be ready to act when opportunity arises
– Live with uncertainty and ambiguity
– Be okay with just “planting the seed”
Learner
Function:
– You are learning all the time
– Be the model learner
– Be clear on what you need to learn
– Application of learning
– Reflect on how you’re doing as a learner
Learner
Knowledge and Skills:
– How to process
– How to integrate what you’re learning
Learner
Challenges:
– Time
– Being right
– Know what you need to learn
– Always talk last
Pie Chart
Draw a large circle on Resource Provider
your purple paper Data Coach
Create a pie chart Curriculum Specialist
showing how much time Instructional Specialist
you spend on these roles.
Classroom Supporter
You don’t have to use all
Mentor
of them.
Learning Facilitator
School Leader
Catalyst for Change
Learner
Go to New York!
Find your New York partner.
Share and discuss your pie chart with them.
Evaluation/Survey for Day #1
Instructional Coaching
Institute Day 2
Lisa Wyatt
Education Service Center Region
XIII
National Anthem
Housekeeping Items
Cell phones
Restroom Breaks
Lunch
Vacation Partners
Find a person for each vacation destination on
your form. Be sure to write their name under
that destination.
What will we cover?
Why instructional coaching?
Overview of instructional coaching.
Roles of coaches.
Dealing with change.
Communication is key.
Tools
Do you know what quality
instruction looks like?
The History of Engagement
BERC Group
Duane Baker
Research:
– Extensive studies have been done through
teacher surveys and classroom observations,
etc. to identify the essential components of
Powerful Teaching and Learning that are
aligned with educational reform goals
– Has the largest data base on classroom
instruction
– Observed over 3000 classrooms
Percentage of classrooms aligned
with Powerful Teaching and
Learning?
3000 classroom observations
17%
Powerful Teaching and Learning
Rigor: Skills and/or knowledge are
manifested as students develop
conceptual understanding, not just recall
Reflection: Thinking is evident b/c
teachers provide opportunities for
students to respond to open-ended
questions, explain their thinking
processes, and reflect to create personal
meaning.
Relevance: Application of skills,
knowledge, and thinking in relevant
and/or real-world contexts is essential for
engaging students in their learning and for
helping students make connections that
lead to understanding.
Relationships: Relationships are positive
and are essential for establishing optimal
conditions for learning and include high
expectations around challenging work,
student social support for learning, and
differentiation of instruction based on
student needs.
3 Things
Conceptualization
Socialization
Application
Why I’m not a Brain Surgeon!
Conceptualization
Socialization
Application
(Inspiration)
Lance Armstrong
Oprah
Miss Piggy
What are you passionate
about?
How do you transfer that passion to your
teachers? How do you help them transfer
their passion to their students?
What about resistance?
Understanding Educational
Change
Change is Paradoxical
Stuck on an escalator!
What does this have to do with us?
Instructional Coaches are Leaders
of Change
It’s not easy to lead change!
Go to Hawaii
Think of a change you’ve gone through
that was successful and another that was
unsuccessful.
What accounts for the difference?
Share your thoughts with your partner.
Resistance to Change: Reasons
and Strategies by Michael Fullan
Review the article with your partner.
Think of a teacher that is resistant to
change. Help your partner select the
reason on the list that you think could be
their justification.
Help your partner choose the strategy you
can use to work on that resistance.
Attempt, Attack, Abandon
Cycle
Attempt
Abandon Attack
Effective change is paradoxical
• Top-down AND bottom-up
• Easy AND powerful
• Self-organizing AND tightly managed
• Gaining commitment by not demanding
commitment
How do we make it easy?
Prepare materials
Provide as much support Simplify &
as necessary & no more translate teacher
manuals (TPOV)
Observe and
collaborate Use Observation
forms
Model in the classroom
Prochaska’s Stages of Change
Pre-contemplation (don’t see the need)
Contemplation (weigh pros/cons)
Preparation (prepare for the change)
Activation (Actively participation in the
change)
Maintenance (Trying not to go back)
Termination/Integration (now part of
normal life)
Go to Costa Rica
Complete the chart with your partner.
The Influencer
Feed their moral purpose!
Get with your New York partner
Read the “Appeal to the Heart” article
Discuss ways you can use this information
with your resistant staff.
A “Day-in-the-Life” Scenario
Answer the questions
Discuss your answers and your “day-in-
the-life” with your partner.
Find out what other coaches visit
your school(s)!
If you don’t collaborate, why should your
teachers?
Nobody will do it for you.
Communication is KEY!
How does communication proceed?
Speaker
Message
Listener
Interference
Perceived Message
Feedback
Frasier
What is the communication problem?
Presentation Impact
55% 38% 7%
And
so…
Body Content
Responsive Turns
(Kolb & Williams (2000) The shadow
negotiation)
Interrupt an encounter to change it’s
momentum
Name an encounter to make its nature
and consequences more obvious
Correct an encounter to provide an
explanation for what is taking place and to
rectify understandings and assumptions
Divert an encounter to the interaction in a
different direction
Responsive Turns
Interrupt Cutting off negative “Oh crap, I’m late; I’ve gotta
conversation before go.”
it begins
Name Describing what’s “I thought we agreed we
going on so weren’t going to gossip”
everyone can see it
Correct Clarifying that a “Mr. Smith was actually
statement is not true opposed to the plan.”
Divert Moving the “Speaking of Tom, when does
conversation in a basketball season start this
different direction year?”
Your chance to play “stop the
gossip”
Team up with a partner
One of you gets to be the gossip
One of you gets to be the good guy or girl
The gossip starts with an innocent
conversation and then slides in some very
interesting gossip
The good person practices using
responsive turns to move out of the gossip
Body Language Communicates
Love or hate
Control or submission
Interest or boredom
Trust or suspicion
Trust/Rapport
Ten minutes of our complete and
focused attention is worth much
more in terms of maintaining a
relationship and supporting
learning than thirty minutes with
distractions.
-Wellman and Lipton
Types of Listening
Non-listening
Selective listening
Evaluative listening
Active listening
Listening Strategies
1. Developing inner silence
2. Listening for what contradicts our
assumptions
3. Clarifying
4. Communicating our understanding
5. Practicing every day
6. Practicing with terrible listeners
7. Developing a routine
Go to Washington DC
Work with a learning partner
– Decide who will be speaker and who will coach
– The speaker explains a conflict they’re having with
another person
– The coach listens (duh!) and tries to figure out possible
“stories” that might explain the other person’s behavior--
why do they act like that
– Work from the assumption that the other person is a
good person
After this discussion, reverse roles and repeat
Coach & principal …
Need to be on the same page
Do the coach and principal
– Understand all of the interventions?
– Have a shared understanding of all teachers
needs?
– Have a shared vision about school
improvement?
In most cases, if the
principal does not
support the coach,
the coach will not
be effective
How can the principal show
support
Communicate support for the coach
Arrange staff development
Lead study groups
Co-facilitate staff development
Learning about what the coach has to offer
Make time to meet frequently with the coach
What must the coach do?
Be super-organized
– Work from an agenda
Principal concerns
Problem solve
Review actions since last week
Discussing interventions
What must the coach do?
Respect their time
– Be very prepared
– Create one-page summaries
– Keep the meetings short (less than 30
minutes if possible)
– Stay on track
What must the coach do?
Provide solutions, not more problems
– This is not a time for a stress-relieving
conversation
– Make each meeting valuable enough that the
principal will want to work with you
What approach must
the coach take?
Work from the partnership perspective
Be aware of identity issues
Use questions to confront the brutal facts
Stay focused on student outcomes
Separate people from the issue
Principal Film
Discuss with your partner
What can you do next week to
start turning this paradoxical
idea into an action?
Coaching Clips
Loyalty means…
not that I agree with
everything you say, or that I
believe you are always right.
Loyalty means that I share a
common ideal with you and that,
regardless of minor differences,
we strive for it, shoulder to
shoulder, confident in one
another’s good faith, trust,
constancy and affection.
How to get movies
Instructional Coaching Network
Monthly Meetings
Discount Codes
Districts that have joined network:
– Leander
– Round Rock
– Manor
– University Charter
– Bastrop
– San Marcos
– Hutto
1st Meeting – Next Tuesday 9/23
Working Together: The Art of
Collaboration and Communication
– Presenters: Me and Angela Isenberg
Instruction Workshops
Region XIII Catalogues
Dallas ISD Convocation
Go to the People,
Live among them,
Love them.
Start with what they know,
Build on what they have.
But of the best leaders,
when their task is
accomplished,
Their work is done,
The people will remark,
“We have done it ourselves.”
-Ancient Chinese Proverb
Surveys
Contact Info.
Lisa Wyatt
512-919-5163
Lisa.Wyatt@esc13.txed.net