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					Coaching: a "Necessary but not Sufficient" Strategy
for Building High Performing Schools
            Presentation Objectives
The objectives of this workshop are:

•   To provide an overview of Hume Region’s multifaceted approach
    to school improvement.

•   To describe the various applications of coaching as a key part of
    the region’s approach to school improvement.

•   To explore the nature and importance of coaching in improving a
    school.

•   To explore with participants case studies related to the work of
    coaches.
Protocol - Marvin’s Model
   “When I ask a question, I will give you 30
   seconds to think, and then each member of
   your group will answer quickly, in turn.

   Each will get exactly 30 seconds to answer. As
   each member speaks, the others listen
   silently. No one responds to anyone else’s
   answer.”
            The Question

What do you think of when you hear the
                word


           “Coaching?”
   Effective Classrooms                                           Whole school approach
    – the last 50 yards           Purposeful Teaching
                                                                  to curriculum and pedagogy


      Instructional              Professional Leadership             School and team leadership
       Leadership                                                    Capacity building
                               Focus on Teaching & Learning

                                                                         Network and Cluster
     Shared
  Responsibility                Learning Communities                     planning and education
                                                                         provision


 Moral Purpose
                                    High Expectations                       Student engagement
                          Safe & Secure Learning Environment                and wellbeing support

    Strategic                                                                 Strategic, Annual and
    Thinking                Vision               Accountability               Performance plans


Culture Building                                                                        Regional
                                                                                        Supports
Student at the Centre
Inside the Black Box
1. “The quality of an
   education system cannot
   exceed the quality of its
   teachers.”
2. “The only way to improve
   outcomes is to improve
   instruction.”
3. “High performance requires
   every child to succeed.”

Excerpt from contents of “How the world’s
best-performing school systems come out on
top”, McKinsey & Company, September 2007
‘The main message from the (McKinsey &
Company 2007) review is “the only way to
improve outcomes is to improve instruction.”’


                     Source: A differentiated management model for Victorian
                     government schools by The Allen Consulting Group – January 2008
  Changing perceptions          Creating new vision
   Confronting reality        Persistence in realisation

Looking at the real picture
      & real work
  Instructional leadership
 Implement the best ideas

Common language/concepts
Improve learning outcomes
                      Hume Region’s Culture
                            Your Job Your Say Data 2008
      Table 1: Percentage of principals giving favourable ratings on
                   14 themes in the 2008 YJYS Survey                                   Above average rating


Theme                  % giving               % giving            Range across all
                       favourable rating in   favourable rating   regions giving
                       Hume                   in all regions      favourable ratings
Empowerment and        70                     58                  52-70
decision-making
Change                 52                     45                  37-54
management
Work environment       63                     64                  54-64
Role clarity           76                     71                  67-76
Resourcing and         49                     43                  34-49
processes
Accountability         77                     66                  56-77
Culture                84                     77                  71-84
Teamwork               76                     70                  63-76
Remuneration,          65                     53                  43-65
reward and
recognition
Communication          71                     73                  50-73
effectiveness
Information sharing    85                     79                  72-85
Survey                 54                     47                  42-65
Performance            72 (given by four      69                  64-72
management             regions)
Collaboration          77                     74                  67-78
‘The most effective investments will be close to
  the ground – that is, in networks and
  institutional arrangements that connect
  people in classrooms and schools with the
  knowledge required to do their work, and
  with other practitioners faced with similar
  problems of practice (Elman, 2006, p.26)’
                        Source: A differentiated management model for Victorian
                        government schools by The Allen Consulting Group – January 2008
‘A recent review reported that, to improve teacher’s
instruction, high performing school systems introduce
interventions to create individual teacher’s awareness of
weaknesses in practice, provide teachers with precise
knowledge of best practice, and to motivate them to make
improvements. Approaches to doing this include:

Placing coaches in schools to support teachers – for example,
some systems send expert teachers to classrooms to provide
one-on-one coaching in terms of feedback, modelling better
instruction, and in helping teachers reflect on own practice.’

                                                (McKinsey & Company 2007)
 Improved Student Learning

  The classroom teacher

      The team leader
     The school leader

The regional network leader
 The regional director and
 assistant regional director
            Aligning Professional Learning in the Hume Region

                              Improved Student Learning
                                                                               PLTs
  Teaching and learning            The classroom teacher
  coaches                                                            PLT leaders training

                                                                    Common Curriculum for
  Potential leaders program            The team leader              team leaders

  Principal coaches                                                      Collegiate group
                                     The school leader                   leaders’ training
  Hume principal
  induction program                                                      Common Curriculum for
                                                                         school leaders
                                 The regional network leader
                                                                       Common Curriculum for
  Region leadership coaches                                            Region leaders
                              The regional director and assistant
Other aligned support                  regional director                  Common Curriculum
(tailored programs)
                                                                       (common concepts, language)
      Dimensions of the regional approach to coaching
1. Principal Class Officers — capacity building and personal reflection —
   Australian Growth Coaching — 70 in number.

2. Regional Network Leaders — capacity building and personal reflection —
   Australian Growth Coaching — 7 in number.

3. Teaching and Learning Coaches-state wide initiative (literacy, science, numeracy,
    technology) — capacity building for teachers — coaches supported by region
    and central office — 24 in number. Allocation of coaches to schools based on a
    number of criteria including Regional Network Leader assessment of school
    needs and student outcomes data.

4. Principals working with their school teams to generate / develop coaching
   capacities.

5. Next level of work: further development of professional learning teams and
   application / link to ‘instructional rounds’ in schools.
Protocol – question/key idea formulation
               technique

   After viewing each of the video clips, do the
    following:
1. Brainstorm the list of questions and key ideas
2. Prioritise your top 3 questions/big ideas
3. Choose your most important question/big idea
    and share with the group.
Cathy Pianta – Principal, Benalla College
Anne Shears – Literacy Leader, Hume Region
  “Coaching is arguably the best form of
  professional development available for
teachers. It’s individualised, intensive and
                responsive.”

                     Quote from Charmayne Lane in
                     ‘Why teachers need coaches’
                     Source: DEECD Shine Magazine – May 2009 Issue 4 P.48
“Coaches have a range of ways of presenting
feedback to teachers: little maps indicating
student or teacher movement around the
room; records of question types used by
teachers; negotiated video evidence of
student conversations; interactive whiteboard
recordings of student calculations; the
possibilities are unlimited.”


                  Quote from Charmayne Lane in ‘Why teachers need coaches’
                  Source: DEECD Shine Magazine – May 2009 Issue 4 P.49
Victorian Education Excellence Awards 2009
 Winner : Outstanding School
      Leadership Team
    Wallan Primary School

L to R: Alan Bentley (Principal), Ann Stevens,
Jenny Loorham pictured with Bronwyn Pike,
            Minister of Education
2. Coaching, Mentoring and sharing expertise




                                               Source: DEECD Signposts:
                                               Research points to how Victorian
                                               government schools have
                                               improved student performance.
                                               Paper No. 16 May 2009
                Schools that achieve extraordinary success:
    How some disadvantaged Victorian schools ‘punch above their weight’.

Lesson 1: Strong leadership that is shared
Lesson 2: High levels of expectation and teacher efficacy
Lesson 3: Ensuring an orderly learning environment as a precondition
Lesson 4: A focus on what matters most
Lesson 5: Building teaching and leadership expertise
Lesson 6: Structure teaching to ensure all students succeed
Lesson 7: Using data to drive improvement

Lesson 8: A culture of sharing and responsibility
Lesson 9: Tailoring initiatives to the overall direction of the school
Lesson 10: Engendering pride in the school
                Lesson 8:
“Strong professional learning teams are
supplemented by coaching and mentoring
arrangements in the schools, and by a high
degree of staff willingness to engage in mutual
observation of teaching in class.”

                       From ‘Schools that achieve extraordinary success: How some
                       disadvantaged Victorian schools ‘punch above their weight’.”
                       Vic Zbar, Ross Kimber and Graham Marshall
                       CSE Occasional Paper – Feb 09 #109
Research indicates that the quality and expertise of individual
teachers has a profound effect on student learning (see, for
example, Darling-Hammond, 1997, 2000: Hattie, 2003) and
that these effects are cumulative over time (Marzano, 2003).
Schools striving to improve therefore have a strong focus on
increasing the capacity of individual staff.

One important way of doing this is to provide coaching and
mentoring and to allow staff to share expertise and learn from
one another.

                              Source: DEECD Signposts: Research points to how Victorian government
                              schools have improved student performance. Paper No. 16 May 2009 P. 15
Selected school teams will be invited into a coaching
program focusing on a particular problem of practice
identified by the school. These schools will be on ‘the
tipping point’ of their school improvement work.

“Strong professional learning teams are supplemented
by coaching and mentoring…”
(Zbar, Kimber and Marshall, p.10)
                                    Coaching, a necessary by not
                                    sufficient strategy for school
                                    improvement
“By the same token, any professional – whether
  a lawyer, architect, an engineer – has to
  master the key procedures that entitle them
  to membership in the relevant guild. All of us
  – scholars, corporate leaders, professionals –
  must continually hone their skills.”
                  (Gardiner, 2006, p.6)
      Leadership Coaching Research Proposal –
Macquarie University, DEECD Hume Region & Growth
               Coaching International
• the effectiveness of the leadership coaching initiative in
  the Hume region
• the additional measures that the Region might take to
  support the effectiveness of the trained coaches
• any adjustments that could be made to improve the
  effectiveness of possible future programs in the Region
  and elsewhere
         Coaching for school improvement
A proposed addition to the range of school improvement
strategies is to provide an intensive coaching program for the
leadership team in limited number of schools that is focused on
improving an identified problem of practice within the context of
the school’s theory of action. The program will be supported by a
web site and be based on adult learning principles.

The target group
Team leaders including the principal from a limited number of
schools, who have been able to demonstrate that other perquisite
measures have been taken to improve student outcomes and that
a coaching program is the missing piece in making a significant
improvement.
“Professional cultures don’t just happen. A culture that
consciously cultivates leadership values performance over
prose or posture. It is not enough, as Peter Senge (1990)
puts it, for our leaders to “become speech makers rather
than leaders…(to) become ‘true believers’ rather than
learners”. (p.357). To truly help their schools grow,
leaders cannot merely talk a new talk while continuing to
behave in the same old ways.”

  Excerpt from “How Leaders Learn: Cultivating Capacities for School Improvement”
                        p. 149 - Gordon. A. Donaldson, JR.
“Conclusion
This report is a chapter in the story of the Hume Region of the
Department of Education and Early Childhood Development in
Victoria. It is a story of change over a three-year period from
2006 to 2008 in which form and function have changed in a
way that engenders confidence that schools in the region are
on a trajectory of transformation.”


Excerpt from “A Study of the Regional Effectiveness Model in Hume. A report to the Regional
Director of Hume Region Department of Education and Early Childhood Development”,
Executive Summary p.iii - Educational Transformations Pty Ltd, 1 December 2008

				
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