PSRC ACADEMIC COACHES/MENTORS SESSION

9/13/2021

ULTIMATE GOAL

Lead and coach individuals and teams toward the implementation of an equitable, multi-tiered system of supports that creates equitable outcomes for students and closes achievement gaps in schools and districts.

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OUTCOMES

You will know and understand

• How to establish routines and systems for communication and collaboration between principals and coaches in your school
• How to analyze school leadership teams for strengths/weaknesses, as well as recommend changes to strengthen team structures and processes
• The importance of “vision” for improved student outcomes

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So that you will be able to…

create and sustain a culture of collaboration in your school for the implementation of an equitable, multi-tiered system of supports

OUTCOMES

You will know and understand…

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• The steps/elements in the coaching conversation format
• How to follow those steps in your interactions with those whom you coach

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So that you will be able to…

use a cyclical model to structure your coaching conversations in order to generate a commitment to action that is aligned with your school goals

NORMS

• Participate whole-heartedly
• Identify opportunities to connect this work personally and professionally
• What is said here stays here; what is learned here leaves here
• Professional use of technology
• Follow the 80/20 rule
• Other?

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OUR WORK TOGETHER

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• Review knowledge and research base (Resources)
• Learn key coaching skills and processes

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• Interactive, build a network and relationships

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• Demonstration

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• Deliberate practice

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• Make connections to your daily work

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• Have fun while learning

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WISHES AND WONDERS

Go to the Padlet and share your Wishes and Wonders:

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https://bit.ly/3tju1hs

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TRANSFORMATIONAL COACHING

• Draws from ontology, the science of being: Peter Senge, Margaret Wheatley, Robert Hargrove
• Individuals and their behaviors, beliefs, and being
• Institutions and systems and those that work in them
• Broader educational and social systems
• Grounded in systems thinking

Behaviors

Skills

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Beliefs

Mental Models, knowledge, experiences

Being

Emotional Intelligence and resilience, disposition, will

Transformational Coaching

PLANNING MY COACHING

The Coaching Conversation Format

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Continuous Improvement Process

Classroom Walkthrough/Observation Form

Assess

• Coach and teacher reflect on data walkthrough data and/or assessment data to identify areas of improvement. Possible data sources:
• Walkthrough data- at least two class visits prior to goal setting
• Assessment data (formative and summative assessments)
• Other data that may inform coaching support

Set Goals

• Coach and teacher determine 2-3 goals and a timeframe
• Coach aligns all activities to goal(s)

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Plan

• Coach supports teacher in planning by providing feedback on shared lesson plans
• Coach supports teacher in planning by helping create/adapt materials

Implement

• Coach supports teacher in implementation in varied ways, e.g. by using effective research-based teaching methods, modeling, observing & providing feedback, and engaging in pre-class practice (not to occur during a teacher’s duty-free prep or lunch)

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Action Step Observation Practice

Reflect/Debrief

• Coach will reflect on progress towards the teachers attaining his/her goals
• Were the goals established met by the teachers? Identify the number of the goals out of the total
• goals developed that were met.
• What was done by the coach to support the goals being achieved?
• What was done by the teacher to support the goals being achieved?
• What coaching goals are most challenging to meet?
• What gaps are there within the coaching that may impact goals being met?

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• Coach will reflect on student achievement data
• What trends are seen across the teachers (walkthrough results, student achievement data)?
• Coach plan actionable next steps (data mindset)
• What future support will be done with each teacher to ensure lasting changes are made with instructional practices?
• Will the teacher be kept for an additional cycle of coaching?

• GOOGLE CALENDAR
• INSTRUCTIONAL COACHING/MENTORING�LOG AND TRAINING RECORD 
• TEACHER TRACKER
• TEACHER TRACKER FOR BT1-3 �

�Coaching Documentation

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COACHING ACTI0N PLAN

DEVELOPING A PLAN OF ACTION

• Review the following information about your school to develop a deeper understanding of your school and develop a plan for support:
• Contextual Information
• District Focus
• NCStar
• School Report Card
• School Performance Data
• Subgroup Data
• EVASS
• TWC
• Using the template on the next slide.  Collect the data about you school and complete the data slides to begin developing your plan for support.

What is “Vision?”

“A picture of the future – where do we want to be?” �(Barkley, 2010)

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“What we must become in order to accomplish our fundamental purpose.” (DuFour, DuFour, Eaker and Many, 2006)

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“A picture of what you want to look like, clear and powerful.” (Graham and Ferriter, 2010)

VISION is Critical…

• It is what we lead and coach toward!

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• It drives our work!

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• Without it, we don’t know where we’re going!

Coaching for implementation of an innovation is coaching toward achieving our vision for our district or our school.

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When we coach a team, we coach toward the team’s vision, as well as the district and school vision.

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When we coach individuals, we coach toward that individual’s vision, as well as the district, school, and team vision.

Vision – the preferred future, the dream, the Big Picture.

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Describes what it will look like when you get “there.” Includes who will benefit. May be student and/or staff focused.

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Goals – Specific, measurable, achievable, results-oriented, time-bound (SMART).

Overarching Goals of Coaches

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• Support equitable student achievement through the implementation of district initiatives by building teacher capacity, especially with teachers who are new to the district.
• Work with teachers, using evidence-based practices, to move the district’s equity work from implicit to explicit and to nurture culturally responsive classrooms.
• Serve as a liaison among stakeholders, for example between administrators and teachers or among teachers.

In PSRC, we believe every educator is a learner the instructional coaching model supports job - embedded professional learning and the implementation of effective instructional practices.

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With a specific focus on shared practices, collective learning and application, all educators are encouraged to engage in reflection and self -improvement.

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It is through this process that educators are equipped to help close the achievement gap and accelerate learning for all learners.

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Instructional Coaching Vision

• I coach to help others find new ways to achieve their professional goals and to empower others to push to change our public education system.  

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• "I coach to heal and transform the world. I coach teachers and leaders to discover ways of working and being that are joyful and rewarding, that bring communities together, and that result in positive outcomes for children," (Aguilar, 2013, p. 30).

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• "I coach people to find their own power and to empower others so that we can transform our education system, our society and our world," (Aguilar, 2013, p. 30).​

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https://breannegriego.weebly.com/coaching-vision-statement.html

Systems Coaching Statements

NEXT STEPS

Schedule, Assignments, Expectations

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• Write your Coaching Vision  (pg.37-39) 
• Creating Coaching Mantras (pg.44-47)
• Creating a Coaching Manifesto (pg. 51-53)

Next Steps:

OPTIMISTIC CLOSURE- SUIT YOURSELF

• Hearts: Something from the heart. How did you feel? What did it mean to you?
• Clubs: Things that grew—new ideas, new thoughts, a new point of view.
• Diamonds: Gems that last forever. What are some of the gems of wisdom gathered from people or content?
• Spades: Used to dig in the garden. Generate conversation about planting new ideas or things participants dug up during class.

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