1. Instructional Coaching for ERWC Fidelity
Kathleen D. Rowlands
ERWC i3 Advisory Board
This presentation is for the INSTRUCTIONAL COACHES.

2. Broad Definition of Coaching
A process thorough which professional educators work together:
to reflect on current practices;
to expand, refine, and build new skills;
to share ideas and teach one another;
to conduct classroom research;
to solve workplace problems
How to Plan and Implement a Peer Coaching Program
Pam Robbins, 1991, ASCD p. 1
Many different coaching models.
Great deal of overlap among them.
Differentiated by the PURPOSE for the coaching and the AUDIENCE (who is being coached)
Broad Definition of Coaching

3. “To improve the instructional practices of teachers in order to increase student learning” (163);
To develop teacher potential; and
To support teachers.
Professional Development: What Works
Sally J. Zepeda 2008
The coaching we have in mind serves all three purposes.
Coaching Purposes

4. What Are We Trying to Accomplish?
To help experienced ERWC teachers teach the revised curriculum.
New modules
CCCSS alignment
Clarified theoretical base
To support the implementation of the ERWC with FIDELITY in the core i3 research classrooms.
What Are We Trying to Accomplish?

5. Contents of Your Packet
Copy of this PPT for Taking Notes
Instructional Coaching Toolkit
Copy of the Critical Friends Coaching PPT (available on Wiki)
Useful Coaching Questions
Digital Coaching Resources
Sample Protocols for Classroom Observation
Sample Protocols for Looking at Student Work
Reference List
Information about ERWC Instructional Coaching Wiki at
Contents of Your Packet

6. Types of Coaching Collegial coaching Instructional coaching
Literacy coaching
Mentor coaching
Peer coaching
Professional Development: What Works
--Sally J. Zepeda 2008
To be effective, I think we need to use two kinds of coaching.
Types of Coaching

7. Assume many of the roles of peer coaches
Critical Friends

8. Taking Coaching to Scale
Number of Districts: ?
Number of Schools: ?
Number of Teachers: ?
This slide needs the data…
Taking Coaching to Scale

9. Two ERWC Coaching Models
Instructional Coaching
For the Advisory Board member or the ERWC Professional Developer to use with individual teachers or a school.
Critical Friends Coaching
For colleagues in a building to use together for support, to improve instruction, and to address grant issues.
Depending on school schedules, the instructional coaches probably won’t be able to visit every classroom on the list more than 2-3 times/semester. Peer coaching provides a site-based support structure for the ERWC teachers to rely on as needed.
Two ERWC Coaching Models

10. Both ERWC Models Solid professional development models.
CLEAR separation of coaching and evaluation.
Focus on fidelity of implementation and student learning.
Both ERWC Models

11. Instructional Coaches
Will train their teachers in Critical Friends and encourage them to find critical friends at their schools.
This can’t be forced…MUST be voluntary to be successful.
Instructional Coaches

12. What the teachers know and can do…and what we NEED them to know and be able to do—with FIDELITY!.
Bridging the Gaps

13. Effective Adult Learning

14. Difficulties for Adult Learners
Adults face specific difficulties when learning. These include the following:
Their knowledge may not be systematic;
They have little time;
Their awareness may be slow and they may be afraid of learning theory;
Their listening and observation skills may be weak;
Working with adults in not like working with teenagers.
They arrive with a WEALTH of experiences.
Require effective persuasion.
Difficulties for Adult Learners

15. Difficulties for Adult Learners
They may be shy in group situations;
They may be highly conservative and often disregard the views of others;
They may lack self-confidence and want to avoid making mistakes; and
Their attitude toward learning is affected by their past experiences, positively or negatively.
Difficulties for Adult Learners

16. But typically they WANT to improve professionally.

17. Eight Adult Learning Principles
Adults like to learn in a self-conscious way. By contrast, children learn something as requested by adults, even if the subject is not interesting. Adults decide what they want to learn for themselves.
Adults learn best if the subject meets their needs.
Because these teachers are all experienced with the ERWC, and because they have all agreed to participate in this project, they are probably more open to coaching than other populations might be.
Eight Adult Learning Principles

18. Eight Adult Learning Principles
Adults learn best by doing. This idea is expressed in the proverb: “What I hear is what I forget; what I see is what I remember; what I do is what I understand”.
Adults learn through experiences. When learning, adults bring along their own experiences. It is therefore necessary to respect and incorporate their experiences in the learning process.
Adults bring their own opinions to the learning environment. Those opinions affect their learning and awareness.
Eight Adult Learning Principles

19. Eight Adult Learning Principles
Adults learn best in a non-formal atmosphere where they can feel accepted and supported by the trainers and other trainees.
Adults learn by solving the problems relevant to their lives. Solutions must be based on their practical understanding and analysis drawing on in their experiences.
Adults can easily adapt to different teaching methods. They prefer not to receive grades.
Eight Adult Learning Principles

20. Adult learning is most effective when it is based on experiences, reflection, addressing immediate needs, self-responsibility, participation, feedback, empathy and takes place in a safe and comfortable environment.
In Summary…

21. Translating theory into practice

22. Effective Professional Learning
It is interactive (shows AND tells!), using active learning strategies such as demonstration, practice, and feedback.
It takes place over time (“one shots” are ineffective).

23. Effective Professional Learning
It is embedded throughout the school year.
It is integrated into existing instruction.

24. Effective Professional Learning
It provides needed resources, particularly time to process and discuss new ideas, and allows teachers to explore how new ideas will work in their classrooms with their students!
It is collaborative and supports teachers developing new knowledge and new skills.
Effective Professional Learning

25. Effective Professional Learning
It should be seen by participants as purposeful, meaningful, useful, and doable.
It has administrative support.
Important to get to know the principal or instructional administrator and help him or her understand the importance of your work with their teachers.
Effective Professional Learning

26. Experiential Learning Cycle

27. CHARACTERISTICS OF EFFECTIVE COACHING (Both Models)

28. 4 C’s of Effective Coaching
Collaboration
Communication
Consistency
Clarity of Vision
COLLABORATION = coaching is a highly collaborative position. A COACH WHO KNOWS A GREAT DEAL BUT CANNOT DEVELOP RELATIONSHIPS. BUILD TRUST. AND WORK WITH THE NON KNOWLEDGE RELATED ISSUES OF TEACHING WILL FAIL.
The coach is viewed as a resource
Coaching relationship = collegial and supportive – not evaluative
Should not be seen as the expert because in doing so – teachers become critical and evaluative of everything you do. Don’t be afraid to say I DON’T KNOW LET’S FIND OUT
COMMUNICATION= GOOD deal of the work done by a coach is verbal, the work is done in conversation with teachers, principals, teacher aides, parents; no one wants to feel judged, labeled, and put down. The way you communicate with teachers will convey to them that you carry an air of superiority. Sometimes statements that you make can be misunderstood and misinterpreted. You minimize the chance of being misinterpreted by engaging in simple strategies as first listening, pay attention, make sense of what the teacher by providing feedback or restating what is said so the person knows that they were heard and understood. Silence – wait a moment before you respond – give yourself a chance to think. Ask the teacher “what do you think? Which demonstrates the value of the teacher-
CONSISTENCY= CONTINUE TO BE THE PERSON YOU HAVE BEEN DON’T SUDDENLY CHANGE YOUR VIEWS OR THIS CAN BRING ABOUT DISTRUST
CLARITY= BE CLEAR ON YOUR GOALS FOR STUDENT ACHIEVEMENT AND INSTRUCTIONAL CHANGE.
4 C’s of Effective Coaching

29. Key Coaching Components
Collaboration, NOT evaluation
Trust
Friendly, supportive, and interactive learning environment.
Teacher-centered
No fault
Strengths based

30. Instructional coaching

31. Instructional Coaching
Coaching tied to a specific strategy or curricular approach.
Purpose of instructional coaching is to facilitate skill transfer from the workshop to the classroom.
Observation is NOT steered by the teacher being coached, but is linked to the concept or curriculum.
How to Plan and Implement a Peer Coaching Program
Pam Robbins 1991 ASCD
A little more “top down” than other coaching models.

32. Instructional Coaching
Is as much about building relationships with teachers as it is about instruction.
Partnership philosophy: authentic respect for teacher’s professionalism.
Collaborative work between the coach and the teacher.
Start by working one-to-one with teachers.
HOWEVER…

33. What coaching needs to be:
Teacher-centered
No-fault
Strengths-based
Coach as instructional cheer leader.
“The Coach and the Evaluator” Bob Tschannen-Moran and Megan Tsechannen-Moran

34. Understanding the Relationship
3:47
Understanding the Relationship

35. Clarity Essential
Clarity concerning the differences between evaluation and professional development is crucial (11).
Coaches foster increased self awareness and mindfulness in teachers
Encourage teachers to clarify what they want and need, build on strengths and experiment in the service of mutually agreed-on goals.
Coaching space needs to be a “no-fault playing field” (15).
“The Coach and the Evaluator”
Bob Tschannen-Moran and Megan Tsechannen-Moran

36. Coaches Wear Many Hats Teacher Mentor Partner Facilitator Supporter
Resource Provider
Problem Solver
Sounding Board
Consultant
Leader

37. Effective Coaches… Take a partnership approach;
Identify teacher’s goals;
Listen attentively;
Ask questions;
Explain teaching practices; and
Provide feedback.
Effective Coaches…

38. Jim Knight’s 7 Principles of Effective Coaching
Equality: Take a partnership approach to collaboration; coaches and teachers are partners and the teachers bring a lot to any interaction.
Choice: Teachers must have choice on what and how they learn. They have to be the final decision makers and decide which practices to adopt and how to interpret data.
Voice: The conversations are as open and candid as conversations with a trusted friend.
Reflection: This is an integral part of instructional learning; both coach and teacher should reflect on what is being learned.
Jim Knight’s 7 Principles of Effective Coaching

39. Jim Knight’s 7 Principles of Effective Coaching
Dialogue: In an authentic dialogue, nobody is pushing for one point-of-view.
Praxis: Teachers should apply new knowledge and skills to real life practice as they are learning.
Reciprocity: In each learning interaction there is an opportunity for everyone to learn. Coaches should expect the get as much as they give.
Jim Knight’s 7 Principles of Effective Coaching

40. Tasks of the Coach Help with setting goals Encouraging action
Acting as a sounding board
Giving feedback
Prompting
Questioning
Tasks of the Coach

41. As you watch: what do you notice about the relationship?
As you watch: what do you notice about the relationship?
What roles does the coach assume?
Who does most of the talking?
What kinds of questions does the coach ask?
2:58
David Ginsburg illustrates a key coaching practice: helping teachers apply feedback from a specific context to their teaching in general. This clip also shows the power of procedures to help create a positive, productive classroom.
David Ginsburg Instructional Coaching: Classroom Procedures (A Model of a Debriefing Session)

42. Effective Conferencing (separating the person from the practice)
Common language
Specific focus
Hard evidence-objective data
Interaction
Predictability
Reciprocity
Interactions both pre- and post conferences
Helps build and maintain trust when coach collects and discusses only what he or she is asked to collect and discuss.

43. Mentored Teachers Experienced ERWC teachers need:
Big picture of what we hope to accomplish;
Clear picture of the ERWC instructional coaching model (differentiating it from others they may be familiar with);
Of course, the teachers being coached also need a clear understanding of the revised ERWC and the attendant pedagogical assumptions underpinning it.
Mentored Teachers

44. Mentored Teachers Experienced ERWC teachers need:
Clear understanding of the PEER coaching model (differentiating it from others they may be familiar with);
Clear understanding of their role, rights, and the role, rights, and responsibilities of the coach in BOTH models.
Of course, the teachers being coached also need a clear understanding of the revised ERWC and the attendant pedagogical assumptions underpinning it.
Mentored Teachers

45. Critical friends coaching
You will have a PPT that you can use (or not) as you work with the ERWC teachers to help them appreciate the benefits of developing peer coaching relationships.
…is different…

46. Critical Friends Coaching
Helps ensure the transfer of newly learned skills from an in-service learning opportunity into practice.
“In-class training by a supportive partner who helps a teacher correctly apply skills learned in a workshop” (Joyce and Showers 1982, p. 5).
Critical Friends Coaching

47. Critical Friends Coaching
THINKING PARTNERS: we are thinking through this and learning together as a team.
Less formal than instructional coaching
Teachers should select their own partners.
Should have a rule: peer coaches can get a divorce.
Critical Friends Coaching

48. Some Characteristics of the Relationship
Critical Friends partnerships are voluntary.
Information shared within the relationship is strictly confidential.
Each participant is responsible to complete any work that both have deemed beneficial.
Some Characteristics of the Relationship

49. Critical Friends Coaching Model
“Inviting teacher” steers the coaching process:
Observation focus;
Form of data collection;
Agreed upon guidelines for coach’s and mentee’s behavior;
Discussion parameters;
Date and time of observation.
Critical Friends Coaching Model

50. Effective coaching partnerships focus on the practical, not the abstract. (“It’s About the Questions” p. 76)
Focus on the Practical

51. “One of most difficult aspects of peer coaching , after conquering feelings of discomfort abut teaching publically, is deciding on a focus for the observation” (29).
Inviting teacher might start with a safe focus—something the teacher is confident about and does well.
Brainstorm menu of options
Determining data collection method
Essential that inviting teacher and coach talk about data collection instrument in detail so that data collected matches desired focus.
Data collection must be manageable for the coach and relevant for the inviting teacher.
Data Collection Focus

52. How To Be a Critical Friend Coach
As you watch:
What is the relationship between the partners?
What are your key take-aways?
3:07
Workshop from Georgia Tech

53. Coaching Tools
What tools are available to us?

54. Coaching Tools Observation and modeling
Pre-observation conference, extended classroom observation, post-observation conference
Discussions about teaching and learning…theirs and their students’ learning.
Questions to help them develop a habit of reflective practice.
Protocols: specific routines for observation, looking at student work, etc.
Coaching Tools

55. A Useful Model

56. Collaborative: characterized by a mutual discussion of the teaching observed. Coach asks teacher to reflect on what happened as expected or planned and what happened differently. Inviting teacher analyzes what teaching or student behaviors contributed to outcomes. The teacher determines what changes to make when teaching the lesson again.
Post-Conference

57. Mirroring: “Here are the data you asked me to collect
Mirroring: “Here are the data you asked me to collect. If you have any questions, please let me know.”
Post-Conference

58. Instructional vs. Critical Friends Post-Conferences
Instructional conference differs from the collaborative (peer) conference in that the coach often teaches during the pre-and post-conferences.
Instructional coach facilitates the teacher’s reflections and refection on other possible approaches.
Post-conference strengthens the teacher’s ability to help him or herself.
In both types of conference, the teacher has control over what happens and how the data are used.
Trust is a critical factor in both types of conference.
Much overlap…but there will be differences in roles played by instructional coach vs. roles played by peer coaches.
Instructional vs. Critical Friends Post-Conferences

59. Critical friend asks the inviting teacher questions to promote reflection about the lesson.
Questions; what happened as expected?
What happened differently from expectations?
How would the inviting teacher teach this lesson next time?
Post Conference

60. Handout of suggested questions to help teachers think through the issue. What additions would be useful?
Good Questions

61. “It’s about the Questions”
“A coaching relationship isn’t about providing a quick fix or a recipe for success. Rather the most powerful relationships focus on reflecting, exploring, analyzing, and digging deeper into good practice”
(Ronald R. Bearwald, p. 74).
“It’s about the Questions”

62. Cognitive Coaching Good questions lead to teacher ownership.
When teachers talk about their thinking, their decisions become clearer, and their awareness increases
Garmston, Linder, & Whitaker, 1993, p. 57
Cognitive Coaching

63. Cognitive Coaching Fundamentals
Costa and Garmston, 1994
Awareness of own thinking processes that foster learning.
Metacognition.
Belief that everyone is capable of change.
Teaching performance is based on decision making skills.
When teacher talk bout their thinking, their decisions become clearer, and their awareness increases.
Cognitive Coaching Fundamentals

64. Useful Coaching Questions
Ask questions about essential issues and behavior
In what ways did your planning succeed?
What were some of your specific contributions to its success?
Ask precise questions
“In what ways are you contributing to your students’ success?”
Ask questions that generate specific and relevant information
Useful Coaching Questions

65. Protocols
Protocols are structured methodologies for doing specific work.

66. Useful Protocols National Reform Faculty
Atlas Looking at Student Work
Atlas Looking at Data
Collaborative Assessment Conference
Constructive Tuning Protocol
Debriefing Questions
Describing Student Work
Useful Protocols National Reform Faculty

67. Useful Protocols National Reform Faculty
First Visits
Focus Framing Questions
Learning from Student Work (several forms)
Looking at Patterns in Student Work
Methods for Learning from Student Work Chart
Useful Protocols National Reform Faculty

68. Useful Protocols National Reform Faculty
Principles for Looking at Student Work
Pocket Guide to Probing Questions
Quinn’s Six Questions (about practice)
The Coaching Protocol
Tuning Protocol
What? So What?
Useful Protocols National Reform Faculty

69. Consider Digital Tools
Okay…maybe the modern versions of these…
Consider Digital Tools

70. Consider Digital Tools
Skype
Consider Digital Tools

71. Consider Digital Tools
Facetime
Consider Digital Tools

72. Bad Coaching/ Good Coaching
As you watch, make a list of the characteristics of each coaching example.
2:15
Bad Coaching/ Good Coaching