1. Welcome Oregon Scaling-up EBISS Coaching Makes a Difference Evidence Based Observation and Feedback Oregon 1

2. Kathleen Ryan Jackson, D. Ed. kmj@uoregon.edu Erin A. Chaparro, Ph.D. echaparr@uoregon.edu Oregon Scaling-Up EBISS Blog http://blogs.uoregon.edu/oregonscalingupebissblog/ Please contact Erin Chaparro if you encounter problems accessing the Blog

3. Thank You The National Reading First & Technical Assistance Center https://www.k12.wa.us/Reading/pubdocs/Dissemin ation_7ACollectionofOnlineResAboutScientificallyB asedK-3ReadingInst.pdf State Implementation and Scaling-up of Evidence Based Practices (SISEP) http://sisep.fpg.unc.edu/ 3

4. Knowledge Check Do you know the four components of evidence based observation and feedback? What would a “See Me” note focus on?

5. Purpose 1.Provide coaches with a tool to engage in a coaching process that focuses on observable facts and non-evaluative words. 1.Learn strategies and routines that support effective coaching communication in order to develop trust and rapport with the colleagues you coach. Coaches have to watch for what they don't want to see and listen to what they don't want to hear. -John Madden 5

6. Coaching Makes a Difference Learning Objective Understand the difference between – Social Grace and Coaching Communication Apply evidence based observation and feedback (EBO&F) in your daily practice Outcome Walk away with tools and strategies to implement – Evidence Based Observation – Evidence Based Feedback 6

7. © Fixsen & Blase, 2009 CompetencyOrganization Implementation Drivers 7 Leadership COACHING

8. Coaching Competency Driver Purpose: Ensure implementation occurs Support implementation fidelity Develop good judgment among all staff Provide feedback to inform training driver objectives through performance assessment systems and practices 8

9. 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) 9

10. Social Grace vs. Coaching Communication Social Grace Skills used to interact politely in social situations Coaching Communication Learning how to discuss the “undiscussables” 10

11. Coaching Scenario I spend a lot of time writing complimentary notes to teachers after I observe them. I know it builds trust and rapport, but it doesn’t seem to change behaviors and practice in the classroom. Help! What can I do? 11

12. Handout 1.4 12

13. Discussing the Undiscussables Powerful coaching conversations include the skill of discussing “undiscussables” like the scenario we just considered. Discussion point What “undiscussable” topics have you faced? Handout 1.5 13

14. Discussing the Undiscussables Be clear about the difference between social grace and coaching communication. Don’t make feedback that is needed for growth and learning “undiscussable” even if it is embarrassing or threatening. Be willing to bring the background conversation to the foreground to improve student achievement. 14

15. Sharpening Your Skills Two Key Areas of Expertise 1.Evidence-Based Observation 1.Evidence-Based Feedback 15

16. Sharpening Your Skills Using Evidence-Based Observation & Feedback JUST THE FACTS It’s challenging to stay with the facts! 16

17. Evidence is… Observation Skills The Evidence Observable Not influenced by observer’s perspective Free of evaluative words No conclusions drawn 17

18. Observation Skills Opinion Opinions Makes inferences Depends on observer’s perspective Includes evaluative words Draws conclusions 18

19. Ineffective Coaching Feedback Enjoyed it! The kids are so lucky to have you. Thanks for inviting me! Keep up the good work. Nice dress 19

20. Sharpening Your Skills Using Evidence-Based Observation & Feedback JUST THE FACTS Evidence-Based Observation and Feedback 20

21. 4 Components of Effective Feedback 1.Claim – Statement that ties teacher/team member performance to a certain skill 2.Evidence – Quote or literal description of what the teacher/team did (documentation) 3.Interpretation – Statement of what the teacher/team behavior accomplished 4.Judgment – Sentence or phrase that tells the reader what the writer thought of the behavior 21

22. Effective Feedback: Examples Four Component Statements 1.I saw you monitor students’ pronunciation during the practice of alphabet letter names. 2.You had the students practice “x” and “h” and showed them how they used their tongues. 3.By doing this, students were able to correctly pronounce the sound of the letter. 4.Keep it up, we’re sure to get good readers. Handout 3.8 22

23. Handout 3.8 23

24. The “See Me” Note FOCUS: Change in behavior The four components stay the same. Interpretation may point out a “missed opportunity.” Use questions to cue this. Judgment needs to be carefully worded. 24

25. The “See Me” Note AN EXAMPLE While I was in your room today, I saw you have students individually write words with er/ir/ur. You called individual students (three) to the board. By having students do this one at a time, you may have missed an opportunity to have all of your students participate in the learning. Let’s meet after school today and talk about some strategies for increasing student engagement. Handout 3.6 25

26. Handout 3.6 26

27. Template for Coaches with Prompts 27

28. EBO&F Form for Coaching 28

29. Observation Skills Defining Evidence Activity or Opinion? Mark either Evidence or Opinion for each statement. Try turning opinions into evidence-based statements. Handout 3.3 29

30. Handout 3.3 30

31. Handout 3.4 31

32. Handout 3.5 32

33. Handout 6.8 33

34. Knowledge Check T he four components of evidence based observation and feedback are... 1.Claim 2.Evidence 3.Interpretation 4.Judgment The “See Me” note focuses on...changing the behavior of the observed teacher.

35. Thank You Kathleen Ryan Jackson, D. Ed. kmj@uoregon.edu Erin A. Chaparro, Ph.D. echaparr@uoregon.edu 35