Presentation on theme: "Bringing the Vision to Life: Administrators & Coaches"— Presentation transcript:
1Bringing the Vision to Life: Administrators & Coaches Dr. Tory Hill, Katy ISDSharron Helmke, Clear Creek ISD
2Job-Embedded Professional Learning (JEPL) Trailblazers Action ResearchCoachingReflective FriendsData TeamsCommon Assessment DevelopmentExamining Student WorkIndividual Professional Learning PlansLesson StudiesMentoringPortfoliosProfessional Learning CommunitiesStudy Groups/Book StudiesToryTalking a lot about coachingRaising fear and anxietyImportant to let you know where this is headingWhere are headedHow to get ready for the changeSome decisions will need to be made now (e.g., common planning)Getting ahead of the curveBuilding teacher capacity action team
3Think about the best teacher you’ve ever known… What did the teacher’s classroom look and sound like-What evidence of learning did you see or hear?What was the classroom management like?How was technology be used or managed?How did the teacher facilitate retention and transfer of learning?What other characteristics were, or were not, present?
4Some studies show a 50-percentile point difference between three years of effective versus ineffective teachers (Marzano, 2004)
5What can an effective principal / coach relationship accomplish? Consider:A suburban middle school in the greater Houston area:Approximately 1,000 students63% Economically disadvantaged7% ELLs31% At risk15% mobility11% special education enrollment
6Year 1 of Instructional Coaching 2010/11 Failed to make AYP2009/10Sp Ed reading passing rate at 67% (TAKS)Year 1 of Instructional Coaching2010/11Sp Ed reading passing rate at 83% (TAKS)Year 2 of Coaching2011/12Sp Ed reading passing rate at 88% (TAKS equivalency for STAAR M)
7Remediation Numbers-Reading STAAR 201262 StudentsSTAAR 201327 Students
8Principals and Student Achievement Classroom TeachingConditionsCultureCapacityStudent AchievementCapacity
9Coaching Goals Principal’s vision The Coaching Sweet Spot Campus needs Content and instructional strategiesTeachers and teamsThe Coaching Sweet Spot
10How do you maximize a coach’s impact? Hint: You wouldn’t ask this guy to make copies.
11Guard Your Coaches’ Time To provide ongoing, job-embedded professional development for teachers, coaches need to spend time with teachers engaged in activities such asobservingmodelingconferencingco-teachingleading book study groups (Casey, 2006; IRA 2004)
12of their time working directly To be Effective in Building Teacher CapacityMost effective…Least effective…50%of their time working directlywith teachers28%of their time workingwith teachersOrganizing book rooms, coordinating and administering assessments, district-level meetings(Casey, 2006) (Bean et al. 2007), Knight 2006)
13The Roles of Coaches Data Coach Resource Provider Mentor Curriculum SpecialistInstructional SpecialistClassroom SupporterLearning FacilitatorSchool LeaderChange CatalystLearnerKillion identified 10 distinct roles that coaches fill. Each requires unique skills and poses specific challenges. Coaches need support in all of these roles. Perhaps more importantly is that trying to fill all of these rolls diffuses the impact of coaches. The more specific the job description (“improving math and reading scores” vs. “supporting teachers”), the greater the impact on student outcomes. It is necessary to pay attention to the expectations held for, and by, coaches for the roles they will fill; to jointly set priorities; and to insist that time usage be scheduled in advance..Killion, J. (2009), Coaches’ Roles, Responsibilities, and Reach
14Modes of Job Embedded PL for Coaches Out side of the classroomPowerPointVideo observationsStudy text used by studentsBook studiesRole play / scenariosDuring classmodelingCo-teachingLean-in coachingVideo taping and reviewWith teachersPre and post observation conferencesSetting goalsConversationsWith PLCsStudying student work / calibrationStudying teacher created examplesAssessment writingData discussionsPlanning instructionGoal settingWe must understand and remember that coaching takes many forms and that many opportunities for coaching present themselves. To consider “coaching” as being synonymous with modeling or with the observation/conference cycle is too narrow a view and will miss many opportunities. A strong coach has a variety of coaching tools and techniques at her disposal and understand that her choice depends upon the adult learner, not her preference. It’s no different than teaching—one size doesn’t fit all. We must differentiate for the task and for the person. The bottom line is always student outcomes. Coaching methods that don’t result in improved student results are ineffective (akin to “I taught it, but they didn’t learn it” from the classroom teacher).We need to create opportunities to allow teachers to practice new behaviors in safe environments, not in their classrooms. Trying something for the first time in front of students is a high risk behavior. We should avoid setting teachers up for that. We also need to consider the appropriateness of a high vs. low risk behavior for us as coaches. We risk our reputation if we choose a high risk behavior and fail.
18Principals actively support coaches by: Creating structures that allow time and access to teachersAssisting coaches in understanding goals, priorities, and campus cultureArranging for the coach to lead campus PL and engaging in some of the coach-lead activitiesActively referring to the coach as an important resourceEncouraging teachers to seek instructional advice from the coachViewing the coach as a partner in instructional improvementUtilizing shared leadership that empowers teachers and coaches to explore alternativesSome studies have found the principal leadership can be the deciding factor in the successful implementation of a coaching program.(Matsumura, L., Garnier, H. & Resnick, L, 2010; Knight, J. 2006)
19How to help a coach failDo not introduce them or explain their role to the facultyMake working with the coach mandatorySpeak negatively of coachingImply that coaches were placed on campus because of low or failing scoresDo not include the coach in important campus groups, relevant committees, or social eventsRefuse to intervene on matters that require directivesFail to allow confidentiality between coaches and teachersRequire coaches to use the same observation or evaluation instruments used by administrators(Matsumura, L., Garnier, H. & Resnick, L, 2010)
20Course Lead Coach Dept Chair Defining role and responsibilities Expectation ofinclusion,communication, andcollaboration
21What it is not: The Role of the Coach does not include… Evaluating teachers Providing information that would be used for evaluation Serving as substitute teacher Serving as principal designee Taking primary responsibility for the instruction of an assigned group of students Developing or preparing school or district budgets Disciplining students in an administrative capacity Serving as the primary instructional leader for the campus Expertise upon entry
22Description of activity Non Goal Related Activities Time spentDescription of activityoutcomeNon Goal Related ActivitiesTime spentWhy or For whom?Outcome observedHow was your most productive time spent this week? What on-going outcomes will be looking for, and over what time frame?
23Effective Collaboration Between Instructional Coaches and Principals Wren & Vallejo Not about “fixing the teachers”Constant Collaboration between coach and principalShared responsibility for PLBalance fidelity of implementation and building capacityPrincipal must support the coach in words and actionsCoach must be a full member of the school communityCoaching is a full time job
24Dr. Tory Hill Assistant Superintendent, Katy ISD Torychill@katyisd Dr. Tory Hill Assistant Superintendent, Katy ISD Sharron Helmke Coordinator of Instructional Coaching, Clear Creek ISD