Bringing the Vision to Life: Administrators & Coaches Dr. Tory Hill, Katy ISD Sharron Helmke, Clear Creek ISD

Job-Embedded Professional Learning (JEPL) Trailblazers Action Research Coaching Reflective Friends Data Teams Common Assessment Development Examining Student Work Individual Professional Learning Plans Lesson Studies Mentoring Portfolios Professional Learning Communities Study Groups/Book Studies Tory Talking a lot about coaching Raising fear and anxiety Important to let you know where this is heading Where are headed How to get ready for the change Some decisions will need to be made now (e.g., common planning) Getting ahead of the curve Building teacher capacity action team

Think 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?

Some studies show a 50-percentile point difference between three years of effective versus ineffective teachers. (Marzano, 2004)

What can an effective principal / coach relationship accomplish? Consider: A suburban middle school in the greater Houston area: Approximately 1,000 students 63% Economically disadvantaged 7% ELLs 31% At risk 15% mobility 11% special education enrollment

Year 1 of Instructional Coaching 2010/11 Failed to make AYP 2009/10 Sp Ed reading passing rate at 67% (TAKS) Year 1 of Instructional Coaching 2010/11 Sp Ed reading passing rate at 83% (TAKS) Year 2 of Coaching 2011/12 Sp Ed reading passing rate at 88% (TAKS equivalency for STAAR M)

Remediation Numbers-Reading STAAR 2012 62 Students STAAR 2013 27 Students

Principals and Student Achievement Classroom Teaching Conditions Culture Capacity Student Achievement Capacity

Coaching Goals Principal’s vision The Coaching Sweet Spot Campus needs Content and instructional strategies Teachers and teams The Coaching Sweet Spot

How do you maximize a coach’s impact? Hint: You wouldn’t ask this guy to make copies.

Guard Your Coaches’ Time To provide ongoing, job-embedded professional development for teachers, coaches need to spend time with teachers engaged in activities such as observing modeling conferencing co-teaching leading book study groups (Casey, 2006; IRA 2004)

of their time working directly To be Effective in Building Teacher Capacity Most effective… Least effective… 50% of their time working directly with teachers 28% of their time working with teachers Organizing book rooms, coordinating and administering assessments, district-level meetings (Casey, 2006) (Bean et al. 2007), Knight 2006)

The Roles of Coaches Data Coach Resource Provider Mentor Curriculum Specialist Instructional Specialist Classroom Supporter Learning Facilitator School Leader Change Catalyst Learner Killion 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

Modes of Job Embedded PL for Coaches Out side of the classroom PowerPoint Video observations Study text used by students Book studies Role play / scenarios During class modeling Co-teaching Lean-in coaching Video taping and review With teachers Pre and post observation conferences Setting goals Conversations With PLCs Studying student work / calibration Studying teacher created examples Assessment writing Data discussions Planning instruction Goal setting We 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.

Who should my coach work with?

Individual Teachers Campus Improvement Collaboration

Principals actively support coaches by: Creating structures that allow time and access to teachers Assisting coaches in understanding goals, priorities, and campus culture Arranging for the coach to lead campus PL and engaging in some of the coach-lead activities Actively referring to the coach as an important resource Encouraging teachers to seek instructional advice from the coach Viewing the coach as a partner in instructional improvement Utilizing shared leadership that empowers teachers and coaches to explore alternatives Some 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)

How to help a coach fail Do not introduce them or explain their role to the faculty Make working with the coach mandatory Speak negatively of coaching Imply that coaches were placed on campus because of low or failing scores Do not include the coach in important campus groups, relevant committees, or social events Refuse to intervene on matters that require directives Fail to allow confidentiality between coaches and teachers Require coaches to use the same observation or evaluation instruments used by administrators (Matsumura, L., Garnier, H. & Resnick, L, 2010)

Course Lead Coach Dept Chair Defining role and responsibilities Expectation of inclusion, communication, and collaboration

What 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

Description of activity Non Goal Related Activities Time spent Description of activity outcome   Non Goal Related Activities Time spent Why or For whom? Outcome observed   How was your most productive time spent this week? What on-going outcomes will be looking for, and over what time frame?

Effective Collaboration Between Instructional Coaches and Principals Wren & Vallejo Not about “fixing the teachers” Constant Collaboration between coach and principal Shared responsibility for PL Balance fidelity of implementation and building capacity Principal must support the coach in words and actions Coach must be a full member of the school community Coaching is a full time job

Dr. Tory Hill Assistant Superintendent, Katy ISD Torychill@katyisd Dr. Tory Hill Assistant Superintendent, Katy ISD Torychill@katyisd.org 281-396-2494 Sharron Helmke Coordinator of Instructional Coaching, Clear Creek ISD shelmke@ccisd.net 281-284-0136