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Welcome Oregon Scaling-up EBISS Coaching Makes a Difference Expanding and Refining the Coaches Role Oregon 1.

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Presentation on theme: "Welcome Oregon Scaling-up EBISS Coaching Makes a Difference Expanding and Refining the Coaches Role Oregon 1."— Presentation transcript:

1 Welcome Oregon Scaling-up EBISS Coaching Makes a Difference Expanding and Refining the Coaches Role Oregon 1

2 Kathleen Ryan Jackson, D. Ed. Erin A. Chaparro, Ph.D. Oregon Scaling-Up EBISS Blog Please contact Erin Chaparro if you encounter problems accessing the Blog 2

3 Thank You The National Reading First & Technical Assistance Center ation_7ACollectionofOnlineResAboutScientificallyB asedK-3ReadingInst.pdf State Implementation and Scaling-up of Evidence Based Practices (SISEP) 3

4 Knowledge Check Can you identify some examples of how to assess coaches leadership skills? Can you give some examples of coaches instructional leadership skills? 4

5 Expanding and Refining the Coaches Role Purpose: Understand the Complex Roles of Coaches Consider Changing Contexts Understand the importance of Appropriate Time Allocation for Coaches Recognize the role of teacher leaders in a distributed leadership model 5

6 Expanding and Refining the Coaches Role Learning Objective Develop a coaches schedule using appropriate time allocation practices Analyze the changing context in your district/school and plan accordingly Apply effective selection activities to identify teachers leaders in order to expand the coaches role Outcome Walk away with tools and strategies that you can immediately put into practice 6

7 © Fixsen & Blase, 2009 CompetencyOrganization Implementation Drivers Leadership Coaching Recruitment & Selection 7

8 Coaching Competency Driver Purpose: Ensure implementation occurs Support implementation fidelity Develop good judgment among all staff Provide feedback to inform training driver objectives 8

9 Recruitment & Selection Driver Purpose: Screen for pre-requisites Select for “teachable” or “trainable” candidates Make expectations explicit Mutual selection 9

10 COACHING % who demonstrate knowledge % who demonstrate new skills in training setting % who use new skills in the classroom Training Components KnowledgeSkill Demonstration Use in the Classroom Theory and Discussion 10%5%0% Demonstration in Classroom 30%20%0% Practice and Feedback in Training 60% 5% Coaching in the Classroom 95% Joyce and Showers (2002) 10

11 From Social Grace to Discussing the “undiscussables” Just the Facts! 1.Evidence Based Observation & Feedback (EBO&F) 1.Coaching Communication & The Art of Really Listening 11

12 Expanding and Refining the Coaches Role The Complex Roles of Coaches New Contexts – New People, Materials, and Responsibilities Appropriate Time Allocation Distributed Leadership – Sharing leadership across the organization 12

13 Paradigm Shifts 1.Faithful Implementation – To Skillful Practice 2.Practicing the Skill – To ensuring implementation fidelity for ALL teachers and educational assistants 3.Coach Expertise – And continually identifying the “teachable” to build coaching capacity 13

14 Complex Roles of Coaches Coaches are: 1.Instructional Leaders 2.Assessment Leaders 3.Professional Development Leaders 4.System Change Leaders 14

15 Coaches as Instructional Leaders Provides support, in the skillful implementation of evidence based practices Serves as a resource for identifying appropriate instructional strategies and interventions Conducts demonstration lessons Assists teachers in designing and delivering effective instruction Collaborates with school leadership teams Observes instruction Collaborates with school leadership teams Prepares reports for school and district leadership 15

16 Coaches as Assessment Leaders Assists with the planning, training, and administration of assessments Guides teachers in the use of assessments Assists teams in the analysis and use of assessment data Provides support and assistance in implementing continuous progress monitoring Meets regularly with administrators to review data and assess progress Analyzes data to make adjustments in implementation practices and professional development plans 16

17 Effective Coaches Focus on the Data Teachers, Coaches and Administrators need to know… – What data to bring to each meeting – What format for analysis will be used consistently – How to support staff in analysis, problem solving, and solution development for delivery and on- going program evaluation Plan-Do-Study-Act Cycle (PDSA) 17

18 Professional Development Leadership Collaborates with teachers, administrators, and specialists to identify professional development needs – Current level of implementation – Training to move to next level – Training to sustain practice Organizes, schedules, and/or provides on-site staff development Stays abreast of current research 18

19 Coaches as Systems Change Agents Focusing on people is the most effective way to change any organization. In fact, it can be argued that organizations do not change, only individuals change. It is only when enough of the people within an organization change that an organization can be transformed. -Michael Fullan 19

20 Time Allocation Reflect: Consider how your time is allocated across the multiple roles you hold Turn and Talk: Is it appropriate ? Will the time allocation improve practice? Next Steps: Quantify how you spend your time Reflection 20

21 Coaching Time Log 1. Professional Development 2. Planning 3. Modeling Lessons 4. Coaching 5. Conferences 6. Student Assessment 7. Data Reporting 8. Data Analysis 9. Meetings 10. Knowledge Building 21

22 Time Allocation Guidelines The majority of time coaching should be in the classroom, school hallways, teacher and team meetings Time allocations should be flexible to respond to current need. – Assessing – Planning – Monitoring – Reflecting General “red flag” guidelines More than 50% in any area Consistently little to no time in any areas 22

23 Handout 6.3 23

24 New Contexts Consider your current role… How has it changed from the beginning until now? Are there differences across grade levels/schools? What has influenced the changes? What is in store for the future? What are the critical features you must hold onto to sustain what you have accomplished as an organization? Reflection 24

25 New Contexts People, Materials, and Responsibilities Handout 6.5 25

26 Preparing for Changing Contexts Reflect: What are the changing contexts your school/district will face this or next year? Turn and Talk: Share your reflection with a partner. Next Steps: How can completion of the Refining our Practice handout help you and your school/district leadership team identify and prepare for changing contexts? Reflection 26

27 Distributed Leadership Building capacity from day one Recruit and select teacher leaders Develop coaching knowledge and skills through side-by-side coaching Transition some coaching responsibilities to build teacher capacity for coaching Spillane, Halverson, & Diamond (2001) 27

28 Ontario School District Melissa Williams “We don’t spend ANY money on professional development, if we don’t have a plan to coach it.” We send a few key staff to a training – Training must be aligned with our district goals Building capacity – Key people return and train/coach more key staff We follow-up training with a coaching plan “Coaching is our primary professional development tool, we don’t train it, if we don’t have a plan, to coach it.” 28

29 Achieving Improved Results Reflect: Can you estimate how much money your district spent on professional development this year? Turn and Talk: Did the professional development directly benefit students? Next Steps: What are some ways that you can increase your coaching capacity, so students will benefit from 95% of the money and time your district puts into professional development? Reflection 29

30 Knowledge Check 1.Some examples of assessment leadership are: – Planning, training, and administration of assessments – analysis and use of assessment data 2.Examples of instructional leadership are: – Organizes the staff schedule – Observes instruction 30

31 Thank You Kathleen Ryan Jackson Erin A. Chaparro, Ph.D. 31

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