1. LEADERSHIP & COACHING FOR PBIS ACTIVITES Summer Institute July 26-27, 2012

2. Who are you?  For the next 10 minutes, we will play “In-School Coach Bingo!”  Find people in the room who fit the descriptions on the activity sheet.  Have those people write their names and email addresses on the sheet.

3. Brand new in-school coach Drives a car more than 5 years old Has not been a teacher Has read all 7 of the Harry Potter books Was born in North Carolina Implementing PBIS in a high school Has more than two siblings Has traveled to more than one foreign country Has a pet other than a cat or dog Speaks another language Is a vegetarianIn-school coach in a middle school Plays a musical instrument Plays a team sportHas helped a team problem solve bus issues Has met a movie star Has helped a school during an administration turnover Takes classes outside of work Has resided in 3 or more states. Has been on television

4. Activity 1: Definitions  Read the definitions of each of the following and discuss with the people at your table:  Facilitator  In-School Coach  Mentor  Consultant  What problems have you observed with these definitions as an in-school coach?

5. Definitions  Coach: one who instructs or trains  Facilitator: one that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision  Mentor: a trusted counselor or guide  Consultant: one who gives professional advice or services (Merriam -Webster Incorporated, 2012)

6. Activity 2: Systems of Effective Coaches Find a partner. Each pair has a scenario to read. After reading the scenario, try to resolve the conflict in the scenario.

7. Activity 3: Practices of Effective Coaches  Find a partner.  Each person has been given a “problem.”  Take turns being the coach. When you are the coach, you are listening to the other person describe the problem, then you are spending 3.5 minutes asking questions about the problem before spending the last 1.5 minutes advocating a solution.  Switch roles.

8. Activity 4: Data for Effective Coaches  Using the graphs, create a plan for professional development for the staff and a plan for teaching expectations for the students.

9. Deciding on Training?  What month would you look at retraining?

10. Deciding on Training?  What expectations would you want to focus on?

11. Deciding on Training?  Do you need to focus on a specific area?

12. Activity 5: Effective Coaching Action Plan  Complete the Coach Self-Assessment.  Thinking about the expectations for in- school coaches around data, systems, and practices, what are your next steps as a coach?  Write a couple of action plan steps about additional training or support needed from your LEA Coordinator or Regional Coordinator.

13. Action Plan Additional Training or SupportWho To Contact?