1. Coach/Principal Partnership Webinar
September 2017
Steve Barkley

2. Why does Instructional Coaching require a partnership?
Principal as an Instructional Leader has a responsibility for teacher growth.
Instructional Coach (IC) is an investment the system is making in student achievement in the school.
Principal and IC share responsibility for increased student achievement.

3. School Change Student Achievement Student Behavior Change in
Leadership Behavior
Change in
PLC and Peer Coaching
Change in
Teaching Behavior
Change in
Student Behavior
Change in
Student
Achievement
Source: Model developed by Stephen Barkley 3

4. 3 areas to explore today Focus and Goals Expectations
Long-Term Culture

5. Focus and Goals Joellen Killion
Coaches’ primary responsibility is student learning often mediated by teachers’ application of effective practices rather than knowing about or knowing how to use those practices.

6. Planning Backwards 1
Define the desired change in student outcomes – differentiated. 2
Identify the changes needed in student learning production behaviors to create the desired learning (what will students need to do and/or experience). 3
Decide on teacher actions individually and/or corporately that are most likely to gain the necessary student behaviors. 4
Support the identified teacher actions with professional learning, PLCs, instructional coaching, etc. 5
Identify leadership actions to initiate, motivate, guide, etc. the process.

7. Implementing the plan 1 2 3 4 5 Take
Take leadership actions to initiate, motivate, guide, etc. the process. 2
Support
Support the identified teacher actions with professional learning, PLCs, instructional coaching, etc. 3
Coach
Coach teacher actions individually and/or corporately that are most likely to gain the necessary student behaviors. 4
Observe
Observe for the changes needed in student learning production behaviors to create the desired learning (what will students need to do and/or experience). 5
Assess
Assess for the change in student outcomes – differentiated.

8. Where would you want to build in progress check points?1
Take
Take leadership actions to initiate, motivate, guide, etc. the process. 2
Support
Support the identified teacher actions with professional learning, PLCs, instructional coaching, etc. 3
Coach
Coach teacher actions individually and/or corporately that are most likely to gain the necessary student behaviors. 4
Observe
Observe for the changes needed in student learning production behaviors to create the desired learning (what will students need to do and/or experience). 5
Assess
Assess for the change in student outcomes – differentiated.

9. Changes Needed to Improve Student Achievement
What are the changes in student behavior, performance, choices, effort, etc., that you believe are precursors to the improvement in student learning that you seek? L E A D R S H I P T F O N C / G U V M
YOU
What changes must occur in individual staff/teacher practices to generate the changes you seek in students?
What changes must occur in parent practices to generate the changes you seek in students?
Are there changes that need to occur in the way that staff members work with each other in order for the desired individual staff members changes to occur?
What are the behaviors/practices of school leadership that are necessary to initiate, motivate, and support these changes?
How do you see your role in the changing behaviors of students, teachers, teacher leaders, and administrator?

10. Expectations
Instructional Coach
Administrator
Teachers

11. Instructional Coach Expectations
Provide the supporting elements necessary for teachers to add new learning to their practice that will impact student achievement.
Maintain a non-evaluative relationship with teachers as you join them in accepting shared responsibility for student success.

12. KEY ELEMENTS Knowledge Model Practice Observation with Feedback
Ongoing Coaching

13. Knowledge
Why
Research
Formal/Informal
How to
Complex to Simple

14. Model
Environment
Skills

15. Practice Safe Environment Feedback Twenty to thirty repetitions
over an eight- to ten-week period.

16. Two Opportunities for Observation with Feedback
Practice Environment: ex. Workshops Classroom Situations: ex. Coaching

17. Joyce/Showers Research
Training Components and Attainment of Outcomes in Terms of Percent of Participants
— OUTCOMES —
Components
Study of Theory
Demonstrations
Practice
Peer Coaching
Knowledge
(thorough) 10 30 60 95
Skill
(strong) 5 20 60 95
Transfer
(executive implementation) 5 95
Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development

18. Gordon’s Skill Development Ladder The Art of Teaching
Unconsciously
Talented
Unconsciously Skilled
Consciously
Skilled
Consciously
Unskilled
Explain how new learning goes into dip…….. Skip ahead to backwards slide
Unconsciously
Unskilled
Gordon’s (1974) Skill Development Ladder

19. Learning Dip Later Now The coach is a cheerleader
during this difficult time.

20. The Complexity of Creating Student Learning Outcomes
Student Production Behaviors
Novice
Developing
Empowered Learner
What teacher behaviors support movement
What teacher behaviors support movement
Evidence of Progress
Evidence of Progress

21. Understanding the Connection…
In order to see the link between teacher behavior and student achievement let’s use an example of:
Higher Order Questioning Strategies

22. Examine the relationship between students and teacher in questioning

23. Higher Order Questioning: Skill Analysis
Teacher Behavior 1: (T1) Write questions into plans and start asking questions in class discussion
Student Response 1:
(S1)
Confusion, Reluctant to respond

24. T1: Write questions, start asking; T2: Continue asking, increase wait time, model thinking;
S1: Confusion, reluctant to respond; S2: Attempt to answer posed questions;

25. T1:
Write questions, start asking;
T2:
Continue asking, increase wait time, model thinking;
T3:
Provides encouragement, probing, pausing;
S1:
Confusion, reluctant to respond;
S2:
Attempt to answer posed questions;
S3:
Successfully responds;

26. T1:
Write questions, start asking;
T2:
Continue asking, increase wait time, model thinking;
T3:
Provides encouragement, probing, pausing;
T4:
Withhold recognition for correct answers, cause students to assess each other and dialogue;
S1:
Confusion, reluctant to respond;
S2:
Attempt to answer posed questions;
S3:
Successfully responds;
S4:
Students debate;

27. T1:
Write questions, start asking;
T2:
Continue asking, increase wait time, model thinking;
T3:
Provides encouragement, probing, pausing;
T4:
Withhold recognition for correct answers, cause students to assess each other and dialogue;
T5:
Provide supportive and conflicting data;
S1: Confusion, reluctant to respond; S2: Attempt to answer posed questions; S3: Successfully responds; S4: Students debate; S5: Students pose higher level questions;

28. Higher Order Questioning
Student Responses
Teacher Behavior Changes
Student Achievement

29. Administrator Expectations
Communicate the expectation for teachers to engage in working with the IC
Maintain the non-evaluative role of the instructional coach
Assist in creating the time coaching

30. Instructional Coaching
EVALUATION
Outside Criteria
MENTORING
SUPERVISION
PEER COACHING
Teacher’s Choice

31. Trusting the Roles No communication between coach and admin.
Teacher
Coach
Administrator
No communication between coach and admin.
Admin talks to coach. No coach to admin.
Coach shares good news.
Full…open sharing.

32. Teacher Expectations
Engage openly with the coach with a goal of maximizing student success.

33. Creating a Coaching Culture
In a coaching culture, most staff use a coaching approach in their daily life – with each another, and with external stakeholders and customers. A true coaching culture is just ‘part of the way we do things around here’. But it’s not all motherhood and apple pie. A coaching culture is about delivering results, improving performance and making the most of people’s potential. The emphasis is on delivering results and making each other (and the wider organisation) stronger and more capable. It’s NOT about having coaching conversations for their own sake, or as a diversion from other activities! Ed Parsloe

34. The Coach of Coaching
The instructional coach can assist teachers in forming coaching connections for peer coaching:
common professional growth goals
within PLCs
shared student concerns

35. Change Agents
What leadership behaviors of principal and instructional coach will work to create the desired vision of a coaching culture that impacts student success?

36. Partnership Checkpoints
Schedule at least biweekly check-in conversations. Principal and IC should be coaching each other. As partners, make commitments to each other to carryout the agreed upon leadership actions. Be accountable to each other. Request feedback whenever your actions are incongruent with the plan.