1. COACHING PLC Skill Up to Scale Up

2. Why?What? How?Who?

3. Why?What? How?Who?

4. Poll Question #1

5. Part-time teachers / coaches (Peer Coaching) 1 1AA Full-time coaches (FTE allocation) BB Itinerant Staff CC Combination of the above DD Other (type in the WHO in chat) EE Who primarily serves as instructional coaches in your respective settings?

6. Focus on roles and functions, NOT titles. Why?What? How?Who?

7. Part-time teachers/part-time coach (peer coaching) Full-time coaches (FTE allocation) Itinerant staff Combination of the above Why?What? How?Who?

8. All can learn the SKILLS needed to provide feedback for improving classroom instruction. Why?What? How?Who?

9. credibility and experience with the target skills Why?What? How?Who?

10. Why?What? How?Who?

11. Poll Question #2

12. It reduces teacher turnover. 2 2AA It is cost effective. BB It results in improved teacher behavior. CC It allows for evaluation of teacher behavior and fidelity of implementation. DD All of the above. EE Why allocate resources for instructional coaching?

13. Working smarter not harder. Why?What? How?Who?

15. StateDavis County vs.

16. StateDavis County -3.9% vs.

17. StateDavis County -3.9% -10.9% vs.

18. What’s the Cost?

19. Recruit, Hire, Train National Commission on Teaching & America’s Future

20. Administrative Savings

21. What’s the Cost to the Child?

22. Evidenced-Based PD Coaching Impact Joyce & Showers, 2002

23. Why?What? How?Who?

24. Student Benefits Organization Drivers Competency Drivers Leadership Integrated & Compensatory Fixsen & Blase, 2008

25. Student Benefits Organization Drivers Competency Drivers Leadership Coaching Training Selection Integrated & Compensatory Fixsen & Blase, 2008

26. Evidence-Based PD Any skill development effort should be supplemented with active coaching: to facilitate fidelity of implementation. to facilitate sustained implementation. Rob Horner, 2010

27. prompts corrections successful behavior unsuccessful behavior Active & iterative delivery of: Rob Horner, 2010

28. Coaching is done: by someone with credibility and experience with the target skill(s) on-site, in real time after initial training repeatedly (e.g., monthly) with intensity adjusted to need Rob Horner, 2010

29. Why?What? How?Who?

30. Establishing Coaching Infrastructures Focus on roles and functions of coaches, not titles. Related servers, teachers, and administrators can all learn the skills needed to provide feedback for improving classroom instruction. Share data about how instructional coaching can help reduce turnover and save $$.

31. Model Instructional Coaching Support Systems

32. New Teacher Training Running Start

33. Why?What? How?Who? Induction Specialist Coaches

34. Why?What? How?Who? Infrastructure to address teacher shortage (SPDG Performance Measure)

36. Why?What? How?Who? Vital Teaching & Coaching Behaviors

37. T each routines & procedures E xpectations A ttention C ycle of instruction H igh rate of reinforcement E rror correction R esponse opportunities

38. Teaching Behavior Benchmarks Criteria Vital Behavior RedYellowGreen Ration of +/- <11 - 3.9≥4 Praise/Min <11 - 3.9≥4 OTRs <33 - 5.9≥6 Error Correction <75%75-99%100% Academic Engagement <80%80-89.9%≥90%

39. C ommunication skills O bserve & collect data A ssist with materials, curriculum & lesson plans C oaching cycle H elp in making data-based decisions E motional support & encouragement M odeling

40. Why?What? How?Who? Training Ongoing Coaching Data Feedback Loop

41. 4 Phases of running start

42. What Difference Does it Make?

49. Inter-observer Agreement IOA (%)Range (%) OTRs87.554-97 ROI81.348-100 Rate of +86.262-100 Error Correction66.750-100

50. MOVING FORWARD Coaching Matters! Transfer all observational data to LEA instructional coaches Collect Observer agreement data on 20% of observations Train instructional coaches on online data entry Scale up State-wide

51. Utah Coaching Network

52. Why?What? How?Who? LEA Instructional Coaches

53. Why?What? How?Who? Increase LEA Capacity

56. Ogden City Schools Executive Director K-6Director Human Resources Coordinator Special Education School Support Team Instructional Coaches All Teachers Induction Coordinator Lead Coach Instructional Coaches Provisional Teachers Teacher Specialists Special Education Coaches Special Education Teachers

57. Why?What? How?Who? Vital Teaching & Coaching Behaviors

60. Resources

62. Why?What? How?Who? Ongoing Training - microteaching Ongoing Coaching Data Feedback Loop

63. What Difference Does it Make?

69. Inter-Observer Agreement CriteriaRangeMean OTRs (in 10 min) 8877-12697 ROI12:15-1510:1 Error Correction 100%67-100% Target Behaviors in Isolation

70. Inter-Observer Agreement CriteriaRangeMean OTRs (in 10 min) 10590-125105 ROI8:14-107:1 Error Correction 67%67-100% Target Behaviors Simultaneously

71. SCALING UP Ongoing PD = Highly Skilled Coaches Highly Skilled Coaches + LEA Infrastructure = Scaling Up

72. Organization Drivers Competency Drivers Leadership Integrated & Compensatory STUDENT BENEFITS

73. Organization Drivers Competency Drivers Leadership Coaching Training Integrated & Compensatory STUDENT BENEFITS

74. Organization Drivers Competency Drivers Leadership Coaching Training Integrated & Compensatory Systems Intervention Facilitative Administration Decision Support Data System STUDENT BENEFITS

75. http://v.gd/betterUCN