Road Map to Academic Coaching�November 4, 2022

CALIFORNIA DEPARTMENT OF EDUCATION

Tony Thurmond, State Superintendent of Public Instruction

Create a Virtual Name Tent

First Name

School

Write the name of the place you were born

Write the name of a book about education that you love

Write the name of someone who you would describe as your ‘champion’

Write one word to describe your first year as a teacher

Before We Get Started

1. Submit attendance survey [link in the chat]

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• Update Zoom Name to: First Name, School/Network
• Example: Justin, Navigator Schools

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Agenda

• Introductions & Welcome
• Vision for Academic Coaching
• Observation and Feedback
• Live Coaching
• Plan for Implementation

Our Mission

Navigator Schools equips students to become learners and leaders in high school, college, and beyond. We develop top tier teams of educators who continuously improve and innovate schools that deliver phenomenal outcomes for all students regardless of their circumstances.

Our Influencers

• Navigator Schools’ academic coaching model is influenced by & adapted from the following resources and organizations.

Our Influencers

• Navigator Schools’ instructional model & teacher skills are influenced by & adapted from the following resources and organizations.

Our Influencers

• Navigator Schools uses the mood meter, which was developed by Dr. Mark Brackett at the Yale Center for Emotional Intelligence.

Our Influencers

• Visiting effective schools became a common research practice
• We asked, “How were these schools getting exceptional outcomes with underserved students?”

Best Practice Workshops

• Session 1: Road Map to Academic Coaching

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• Session 2: Leading Effective Professional Learning

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• Session 3: Structures for Continuous Improvement

Navigator Schools’ Core 3

Our Results

Resources / Materials

• Get Better Faster by Paul Bambrick-Santoyo
• Participant Notetaking Template

Means of Participation

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Write your answer and/or thoughts

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Write your responses in a shared document

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Discussion in breakout rooms

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Chat It In

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Agenda

• Introductions & Welcome
• Vision for Academic Coaching
• Observation and Feedback
• Live Coaching
• Plan for Implementation

Objectives

Participants will be able to:

• Begin to develop their ‘coaching mindset’
• Commit to coaching as the foundation to drive higher student achievement
• Build a vision for developing a coaching mindset with their staff

Coaching

• When you think about being coached, what feelings come to mind? Why?

Atul Gawande

Atul Gawande is an American surgeon, writer, and public health researcher.

Thought Questions

If Atul had closed his mind to coaching, what would the outcomes be for his patients?

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What barriers did he overcome in his coaching journey?

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What barriers have you experienced?

John Maxwell

How does Level 3 ‘Production’ relate directly to a leader’s ability to coach effectively?

Thought Questions

“Many leaders are like travel agents. They send people somewhere they have never been themselves.”

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• Have you experienced a coach or supervisor that was more like a ‘travel agent’?
• Have you ever experienced a coach or supervisor that influenced your growth? What strategies did they use?

Academic Coaching

The Glue of Effective Schools

Academic Coaching

Developing relationships and then mindset

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What must happen before, during, and after coaching to make it successful?

Name It | Coaching Mindset

Before:

• Communicate the why
• Mutual trust
• Openness
• Coach Prep
• Student Prep

During:

• Good timing
• Coach must know technique or be willing to try
• Receptiveness
• Model a culture of error

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After:

• Close the Loop with Glows
• Name the Progress & Learning

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Thought Questions

Teaching is arguably the most important profession and worthy of improvement.

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• Do you agree with this statement? Why or why not?

Key Concept

Making teacher development your primary focus will improve student outcomes.

Set Priorities & Intention

3 minutes to write your answer to the questions:

• Where would you like your school to grow the most this year?
• Examples: classroom culture, rigor of instruction, techniques to engage students in their learning
• What barriers might get in the way of the growth?
• How will you will overcome those barriers?

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Agenda

• Introductions & Welcome
• Vision for Academic Coaching
• Observation and Feedback
• Live Coaching
• Plan for Implementation

Our Influencers

• Navigator Schools’ academic coaching model is influenced by & adapted from the following resources and organizations.

Thought Questions

What specifically does the coach do to coach the swimmer?

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What makes his coaching effective?

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*Structure of video reflection activity adapted from Relay GSE

Thought Questions

Feedback was effective because:

• Practiced action step in real-time
• Bite-sized chunks
• ‘Did It Again’ for areas of feedback
• Focused on most important part of the race
• Does not focus on perfection. Celebrates improvement

Thought Questions

What specifically does Yo-Yo Ma do to teach his musicians to play better?

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What makes his coaching effective?

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*Structure of video reflection activity adapted from Relay GSE

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Thought Questions

Feedback was effective because:

• Practiced in real time
• Bite-sized chunks
• “Did It Again” for areas of feedback
• Feedback is transferrable to other people & areas of music
• Does not focus on perfection, but improvement

Living the Learning

See It – Video or live model of an exemplar

Name It – Individual or partner reflection to ‘name’ what they saw in the video or model. Whole group (school) build shared language and expectations.

Do It – Practice the new skill, receive feedback, and practice it again. Individual reflection on key takeaways and next steps.

Culture of Error – Safe to struggle. Support each other through the learning and practice.

Observation & Feedback Objectives

Participants will be able to:

• Write effective action steps
• Implement the sequence of a productive feedback meeting
• Create a weekly coaching schedule

Resources for this Section

• Get Better, Faster by Paul Bambrick-Santoyo
• Observation & Feedback – Implementation Checklist
• Get Better, Faster Action Steps Guide

Step 1: �Classroom Observation

• 15-30 minutes in the classroom or in a Zoom lesson
• Once action step is identified, build your feedback plan during the observation

Select the Right Action Step

Criteria for selecting the right action step:

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• Highest Leverage: will have the largest impact on student achievement & will impact other areas of the classroom

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• Measurable: Name the “what” and “how”

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• Bite-Sized: Can be mastered in one week

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Step 1: �Classroom Observation

Watch as the coach observes the lesson, takes notes, and seeks to find the highest leverage action step.

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After this observation, what would you want to help the teacher improve?

After this observation, what would you help the teacher improve?

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Action Step Options:

• 100%, Do It Again, strategic seating chart, Radar, Heavy Lifting, Pair-Share, Tracking Not Watching, Check for Understanding, Cold Call
• Indicator from your school’s instructional rubric

Step 1: �Classroom Observation

Make Your Action Step Specific

Non-Examples:

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• Teacher will keep students on-task
• Teacher will monitor students to prevent off-task behavior

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Make It Specific

Example of a Specific Action Step

• What: Teacher will use radar to deliberately scan the room for on/off-task behaviors.
• How:
1. Stand in the corner of the room, so that you can see all students
2. Choose 3-4 hot spots to scan constantly
3. “Be Seen Looking” – crane your neck to appear to be seeing all corners of the room
4. Praise positive behavior

Select the Right Action Step

Criteria for selecting the right action step:

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• Highest Leverage: will have the largest impact on student achievement & will impact other areas of the classroom

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• Measurable: Name the “what” and “how”

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• Bite-Sized: Can be mastered in one week

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Evaluate This Action Step

Based on the video

• What: Teacher will use the turn and talk strategy 3 out of 4 times when asking questions to the class, so that all students have a chance to engage.
• How:
1. Teacher will script targeted questions to be asked
2. Teacher will note which questions are turn and talk
3. Select one of the question stems – “In a moment you will turn and talk.” “Partner A will share first.” “It’s a pair-share moment.”

Key Concept

The smaller the action step, the quicker the growth.

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The most effective coaches narrow their focus to the highest leverage action step and nothing more.

Do It: Round 1

As you watch the video, choose the highest leverage action step for the teacher.

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“What” Practice & Feedback

Step 1: Write a “what” action step (2 min)

• Teacher will use ____ [strategy] with ____ [frequency] when ___ [action], so that…

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Step 2: Groups of 3 (5 min)

1. Share your “what”
2. Teammates provide feedback on “what”
3. Revise incorporating feedback

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Step 3: Identify the strongest “what” and be prepared to share whole group

Feedback Cheat Sheet

1. Narrow the Focus: action step is too broad to accomplish in one coaching cycle
2. Change the Focus: pick a higher leverage action step
3. Get Specific:
• “What” bite-sized strategy, frequency, action, so that…
• “How” step-by-step observable actions that will get the teacher to the “what”

It was effective when…

Next time try…

“How” Practice & Feedback

Step 1: Write a “how” action step (2 min)

• Step-by-step directions – include any preparation actions

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Step 2: Groups of 3 (5 min)

1. Share your “how”
2. Teammates provide feedback on “how”
3. Revise incorporating feedback

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Step 3: Identify the strongest “how” and be prepared to share whole group

Feedback Cheat Sheet

1. Narrow the Focus: action step is too broad to accomplish in one coaching cycle
2. Change the Focus: pick a higher leverage action step
3. Get Specific:
• “What” bite-sized strategy, frequency, action, so that…
• “How” step-by-step observable actions that will get the teacher to the “what”

It was effective when…

Next time try…

Do It: Round 2

As you watch the video, choose the highest leverage action step for the teacher.

“What” Practice & Feedback

Step 1: Write a “what” action step (2 min)

• Teacher will use ____ [strategy] with ____ [frequency] when ___ [action], so that…

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Step 2: Groups of 3 (5 min)

1. Share your “what”
2. Teammates provide feedback on “what”
3. Revise incorporating feedback

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Step 3: Identify the strongest “what” and be prepared to share whole group

Feedback Cheat Sheet

1. Narrow the Focus: action step is too broad to accomplish in one coaching cycle
2. Change the Focus: pick a higher leverage action step
3. Get Specific:
• “What” bite-sized strategy, frequency, action, so that…
• “How” step-by-step observable actions that will get the teacher to the “what”

It was effective when…

Next time try…

“How” Practice & Feedback

Step 1: Write a “how” action step (2 min)

• Step-by-step directions – include any preparation actions

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Step 2: Groups of 3 (5 min)

1. Share your “how”
2. Teammates provide feedback on “how”
3. Revise incorporating feedback

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Step 3: Identify the strongest “how” and be prepared to share whole group

Feedback Cheat Sheet

1. Narrow the Focus: action step is too broad to accomplish in one coaching cycle
2. Change the Focus: pick a higher leverage action step
3. Get Specific:
• “What” bite-sized strategy, frequency, action, so that…
• “How” step-by-step observable actions that will get the teacher to the “what”

It was effective when…

Next time try…

Break – 5 minutes

Step 2: �Feedback Meeting

• Praise – Shout out growth
• See It – Watch exemplar video of your Action Step
• Name It – Assign Action Step
• Do It – Practice the Action Step in a role play
• Follow-Up – Calendar with teacher when you can see implementation of the Action Step and possibly live coach

See It: Praise

• Why would the coach start with praise rather than jumping right to the action step?

Key Concept

By recognizing success and starting the meeting in a positive manner, you are creating a relationship built on trust.

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This will help when you must give difficult feedback.

Do It: Round 1

Select one of the videos. What praise would you give this teacher?

Do It: Praise

Step 1: Script your praise for the teacher of your choice (2 min)

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In pairs, practice your praise:

• Give praise (:45)
• Feedback from partner (:30)
• Do It Again incorporating feedback (:30)
• Switch

Feedback Cheat Sheet

1. Delivery: make eye contact, economy of language, face the teacher
2. Tone: smile, make it genuine, nod your head
3. Precision: keep it short, link praise to teacher’s PD goal, use the phrase – “we set a goal of __ and I noticed how you met the goal by [concrete positive actions teacher took]”
4. Teacher-Owned: ask the question – “what made this successful?”, “what was the impact of [action]?”

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It was effective when… | Next time try…

Step 2: �Feedback Meeting

• Praise – Shout out growth
• See It – Watch exemplar video of your Action Step
• Name It – Assign Action Step
• Do It – Practice the Action Step in a role play
• Follow-Up – Calendar with teacher when you can see implementation of the Action Step and possibly live coach

See It

• What value does the teacher derive from seeing an exemplar?

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• Why might the coach show the teacher a video of herself, as well?

Key Concept

If you want a teacher to get it, make sure they see it.

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The teacher can see the strategy in action and know that it is possible.

Do It: Frame the Exemplar

Assuming you have an exemplar video, how would you frame the video for the teacher?

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Script your frame (2 min)

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Deliver frame to a partner, give feedback, revise (2 min)

Step 2: Feedback Meeting

• Praise – Shout out growth
• See It – Watch exemplar video of your Action Step
• Name It – Assign Action Step
• Do It – Practice the Action Step in a role play
• Follow-Up – Calendar with teacher when you can see implementation of the Action Step and possibly live coach

Name It

• As you watch the video evaluate: To what extent did the coach create a bite-sized, measurable, and highest leverage action step?

Name It

Highest Leverage, Measurable, Bite-Sized

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What: Teacher will use Cold Call 9 out of 10 times when calling on students during lessons.

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How:

1. Randomly cold call to read questions or repeat directions
2. Use cold call to Check for Understanding
3. After a Pair-Share, cold call on a student

Key Concept

The smaller the action step, the quicker the growth.

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The most effective coaches narrow their focus to the highest leverage action step and nothing more.

Review Your Action Step

• Review the “what” and “how” action step (2 min)

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• In groups of 2, read your “what” and “how” action step, give feedback, revise (4 min)

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• Select the strongest action step to share whole session

Feedback Cheat Sheet

1. Narrow the Focus: action step is too broad to accomplish in one coaching cycle
2. Change the Focus: pick a higher leverage action step
3. Get Specific:
• “What” bite-sized strategy, frequency, action, so that…
• “How” step-by-step observable actions that will get the teacher to the “what”

It was effective when…

Next time try…

Step 2: �Feedback Meeting

• Praise – Shout out growth
• See It – Watch exemplar video of your Action Step
• Name It – Assign Action Step
• Do It – Practice the Action Step in a role play
• Follow-Up – Calendar with teacher when you can see implementation of the Action Step and possibly live coach

Do It: Practice the Action Step

• As you watch the video, the teacher practices, receives feedback, and practices again.

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• What impact will this practice have on the teacher’s instruction?

Key Concept

During the feedback meeting, the coach helps the teacher “Practice the Gap,” which will allow them to become a more effective teacher in the next lesson.

Practice Your Do It

Choose either teacher to take it live and practice your “what” and “how” action step

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• Write your script (1 min)
• Practice with a group of 2 (1min)
• Feedback (:30)
• Do It Again (:45)

Feedback Cheat Sheet

1. Signal the Start: Say “let’s take it live” to start practice
2. Model It: Model action step before the teacher practices & ask – “what do you notice about how I did this?”
3. Cut It Short: Pause practice as soon as teacher makes an error. Provide feedback. Roll it back & Do It Again.
4. Assertiveness: don’t make apologies for practicing
5. Misalignment: practice does not match the action step

It was effective when… Next time try…

Step 2: �Feedback Meeting

• Praise – Shout out growth
• See It – Watch exemplar video of your Action Step
• Name It – Assign Action Step
• Do It – Practice the Action Step in a role play
• Follow-Up – Calendar with teacher when you can see implementation of the Action Step and possibly live coach

Follow-Up

• Why is this final step, the follow-up, important?

Key Concept

Following up allows you to support your instructors as they implement the Action Step effectively in a classroom.

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Live coaching will ‘lock it in’

Practice Your Follow-Up

Write a short script that locks in a time for follow-up. (1 min)

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Pair-Share your follow-up script to a new partner (2 min)

Observation & Feedback

Step 1: Classroom Observation

• 15-30 minutes in class or via Zoom
• Identify action step & build your feedback plan

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Step 2: Feedback Meeting

• Praise – Shout out growth
• See It – Watch exemplar video of your Action Step
• Name It – Assign Action Step
• Do It – Practice the Action Step in a role play
• Follow-Up – Calendar with teacher when you can see implementation of the Action Step and possibly live coach

Virtual Observation and Feedback

• Study Video – analyze footage (or transcript) to isolate bright spots and areas of opportunity.
• Model the Action Step – help teachers see and study an exemplar of the action step via video clip or live model
• ID the Gap – name the gap and the highest leverage action step to improve lesson execution
• Plan – plan what you will do/say when executing the action step in an upcoming lesson
• Practice – practice the action step within the context of an upcoming lesson
• Follow-Up – schedule time to observe teacher

Virtual Observation and Feedback

Recommended Resource:

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Teaching in the Online Classroom

• Includes rubric with indicators tailored to virtual instruction

Key Concept

“By receiving weekly observations and feedback, a teacher gets as much development in one year as most receive in twenty.”

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-Paul Bambrick-Santoyo

Putting it all together�

Use Slides 88-93 with your own teams at your school site for more practice!

Putting It All Together

Step 1: Classroom Observation

• 15-30 minutes in class or via Zoom
• Once Action Step is identified, build your feedback plan

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Step 2: Feedback Meeting

• Praise – Shout out growth
• See It – Watch exemplar video of your Action Step
• Name It – Assign Action Step
• Do It – Practice the Action Step in a role play
• Follow-Up – Calendar with teacher when you can see implementation of the Action Step and possibly live coach

Step 1: �Classroom Observation

As you watch the teacher, begin to identify the highest leverage, bite-sized, measurable action step.

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Write your action step for this teacher in the shared doc.

(3 min)

Step 2: �Plan the Feedback Meeting

Write your plan/script for the feedback meeting (8 min)

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• Praise – Shout out growth
• See It – Watch exemplar video of your Action Step
• Name It – Assign Action Step
• Do It – Practice the Action Step in a role play
• Follow-Up – Calendar with teacher when you can see implementation of the Action Step and possibly live coach

Do It: Feedback Meeting

In groups of 2, practice your feedback meetings. (30 min)

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Group Roles:

• Teacher: person receiving feedback
• Leader: person leading feedback meeting

Feedback Cheat Sheet

Use Observation and Feedback Meeting Cheat Sheet to provide feedback to the ‘leader’

Practice Feedback Meeting

Step 1: leader delivers feedback meeting (10 min)

• Note: students participate in practice activities

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Step 2: teacher and coaches provide feedback (2 min)

• It was effective when…
• Next time try…
• The top piece of feedback I can give you is…

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Step 3: leader reflects on their practice, selects 1-2 pieces of feedback that were most helpful to their growth (3 min)

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Agenda

• Introductions & Welcome
• Vision for Academic Coaching
• Observation and Feedback
• Live Coaching
• Plan for Implementation

Live Coaching Objectives

Participants will be able to:

• Internalize the importance of Live Coaching
• Build a relationship of trust that will allow Live Coaching to flourish
• Learn the four main Live Coaching techniques
• Learn to close the loop with the instructor

Chat Reflection

“The most important moments with my teachers are when I can help them perfect their practice—this is where they make the biggest jumps in their development. A simple formula helped over and over again: model the technique, interrupt the practice at the first moment of error, and practice a third time to incorporate any final adjustment. In that way, a teacher does from novice to proficient quite quickly.”

—Jimena Saavedra Fernandez, coach, Santiago, Chile

Resources / Materials

• Live Coaching – Implementation Checklist

Live Coaching Mindset

How does Harlem Success Academy build a growth mindset?

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Why is Live Coaching an important part of their teacher development?

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What are your big takeaways from what this principal shared?

Live Coaching Mindset

What are the benefits of live coaching from the teachers’ perspectives?

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What pre-work around mindset needed to occur to prepare these teachers for live coaching?

Live Coaching Cycle

• Build a Relationship: Coaching should be comfortable & non-evaluative.
• Prepare Intellectually: Come with expertise in the content.
• Deliver Live Feedback: Find the right lever and deliver the most effective type of feedback.
• Follow-Up: Follow-up to ensure the feedback was received metacognitively & appreciated. Close the Loop.

Before Live Coaching

Relationship Building

• Coach has built a trusting relationship
• Coach has communicated and practiced the methods of feedback in a low affect environment
• Coach regularly asks for and implements feedback on their coaching & delivery
• Team has created a culture of feedback through modeling & naming the importance of regularly giving and receiving feedback

Thought Question

Why is relationship building an important part of coaching?

Before Live Coaching

Intellectual Prep

• Coach knows the current needs and strengths of the teacher
• Coach has identified 1 or 2 skills to live coach and decided on a live coaching technique
• Coach has solid knowledge of the standard
• Coach has the model/vision in mind before entering the classroom so that action steps move the teacher closer to the exemplar model

Thought Questions

Why is it important to intellectually prepare before live coaching?

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What could happen if the coach is not prepared?

Before Live Coaching

The Right Action Step

• Being prepared to live coach maximizes learning and development for the teacher.

Before Live Coaching

The Right Action Step

• Coach chose the correct action step for the teacher prior to lesson or based on in-the-moment pivot
• Coach successfully implemented action step feedback in the moment / used “do it again” as needed
• Coach chose an action step that could be implemented immediately
• Coach focuses on an appropriate number of strategies according to the situation

Before Live Coaching

The Right Action Step

• Why would these criteria make for a successful live coaching session?

Live Coaching Techniques

• Technique 1: Sideline Signals
• Technique 2: Sideline Huddle
• Technique 3: Interjecting
• Technique 4: Modeling (Co-teaching)

Technique 1: �Sideline Signals

• Predetermined hand signal was clear
• Nonverbal coaching was discreet
• Used Close Proximity
• Reminder to use a familiar skill

Technique 1: �Sideline Signals

What do you think the coach was thinking in this short clip?

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What prompted the coach to use a sideline signal?

Live Coaching Techniques

• Technique 1: Sideline Signals
• Technique 2: Sideline Huddle
• Technique 3: Interjecting
• Technique 4: Modeling (Co-teaching)

Technique 2: �Sideline Huddle

• Sideline huddle was well timed
• During independent work
• During a transition
• Sideline huddle was quick & discreet

Technique 2: �Sideline Huddle

In these two clips, what impact does sideline huddle have on the teachers’ actions and how did that impact student learning?

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When is a sideline huddle appropriate?

Live Coaching Techniques

• Technique 1: Sideline Signals
• Technique 2: Sideline Huddle
• Technique 3: Interjecting
• Technique 4: Modeling (Co-teaching)

Technique 3: �Interjecting

• Coach interjected with a raised hand or a courteous request
• Coach engaged the teacher in the feedback by brief interactions of “Co-Teaching” and not “Telling”

Technique 3: �Interjecting

How did the coach interject?

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In what situations would this be a good technique to use?

Live Coaching Techniques

• Technique 1: Sideline Signals
• Technique 2: Sideline Huddle
• Technique 3: Interjecting
• Technique 4: Modeling (Co-teaching)

Technique 4: �Modeling

• Coach pre-planned with teacher
• Model was exemplary
• Coach narrated the technique
• Coach has communicated what is being modeled and why
• Teacher was able to practice live

Technique 4: �Modeling

Why do you think the coach used ‘modeling’ to live coach instead of a less invasive strategy?

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What impact did this have on teacher implementation?

After Live Coaching

Close the Loop

• Coach met as soon as possible with teacher to debrief session and stamp learning

Close the Loop

What value does closing the loop have on the teacher’s development?

Thought Questions

What are different ways to close the loop to ensure the action step is stamped?

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What could happen if this step is skipped?

Close the Loop

• Meet briefly with teacher to discuss session
• During independent practice, pair/share, or transitions
• Ask targeted question prompting teacher to describe learning
• Praise growth and encourage
• Positive hand signal
• Sticky note
• Side-huddle… “It was effective when…”

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Close the Loop

Why might closing the loop be the most important part of the live coaching process?

Do It: Live Coaching

As you watch this video, review your action step for this teacher & select a Live Coaching technique to use.

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Do It: Live Coaching

In groups of 2, practice delivering your live coaching technique. (5 min)

• Use math problems on Page 14 – Notetaking Packet
• Script a short lesson
• Coach tells teacher ‘error’ to make, action step, & live coaching move
• Live Coach, Feedback to Coach, Do It Again

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Virtual Learning

How could live coaching be used during virtual learning? What modifications would you need to make to the live coaching techniques for virtual instruction?

• Sideline signals
• Sideline huddle
• Interjection
• Modeling

Thought Question

Why is live coaching such an impactful feedback technique?

Key Concept

Live coaching enables coaches to give real-time support and allows teachers to practice on the spot.

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We believe live coaching helps people develop faster than any other coaching technique.

Live Coaching

What are your key takeaways about live coaching?

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What is a technique you plan to use?

Agenda

• Introductions & Welcome
• Vision for Academic Coaching
• Observation and Feedback
• Live Coaching
• Plan for Implementation

Key Concept

We are what we repeatedly do.

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Excellence, then, is not an act, but a habit.

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-Aristotle

Schedule It

Recommendations

• Hold the Time – Recurring holds on your calendar that are uninterrupted sacred time.
• Be Slippery – Avoid distractions. Build capacity of your support team to handle common situations.
• Capture and Coordinate – Build a system to track touchpoints and teacher action steps. Review data as a leadership team to identify trends and gaps to inform teacher coaching & professional development.

Hold the Time

• ‘Meeting with Myself’ to prioritize observations for next week, update calendar holds with the names of teachers, send weekly comms, audit my calendar from the previous week

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• Front Office Team trained to handle minor issues

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Hold the Time – Example

Blue – student culture

Tangerine – email, calls, parent meetings

Purple – leader meetings/development

Yellow – observations

Green – debrief conversations, Intellectual Prep

Be Slippery

• Time Evaporates in the Office: away from desk by 7:30 am in classrooms or with students at lunch/recess
• 7:00-7:15am – check-in with Admin Assistant to review my schedule

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• Mobile Office: work from the back of classrooms or at lunch tables

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• Limit Distractions: turn off the radio, close email, only urgent calls
• Admin Assistant & APs aware of my location when there is an emergency

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• Leader Availability for Meetings: 6:00-8:00am, 10:30-11:15am, after 4:00pm (Most meetings become emails)

Capture and Coordinate

• Leadership Team Dashboard – shared Google Sheet for LT to track observations, action steps, walkthroughs, & teacher proficiency
• Identify skill gaps and trends with your school leadership team (weekly)
• Data-Driven Professional Development – observation data informs the skills modeled in professional development sessions

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• ‘Lensing’ Walkthroughs – conduct walkthroughs with your instructional leadership team, so you are all seeing the same thing
• After each walkthrough, all leadership team members share their Action Step (“What” and “How”)
• Weekly (if possible)

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Capture and Coordinate

• Tracks all observation & feedback data
• Weekly Leadership Team Dashboard Review
• Identify trends & skill gaps

Plan for Implementation

Reflection Questions

• What actions will you take in the next…? (Week, Month, Quarter)
• Why are those the highest leverage actions?
• What challenges might arise?
• How will you overcome them?
• Who will you reach out to for support?
• What are your ‘what’ and ‘how’ action steps to reach your goal?
• What preparation does your leadership team need?
• How will communicate your plan to teachers?
• Where do you spend most of your time during the day? Is how you are spending your time match your goals?
• Are there tasks that you could hand-off to your team?

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Plan It

Implementation Plan (10 min)

Put recurring holds on your calendar for:

• Walkthroughs, Observations, LT meetings, teacher debriefs

Prepare to ‘be slippery’

• build office staff capacity, mobile desk, structure your Outlook with recurring meetings, train staff on your expectations for ____.

System to track observation data

• What metrics will you track? Why those? How will you track your progress? How will you track your teachers’ progress?

‘Lensing’ your leadership team

• What will you do to ‘lens’ your LT? How often will you schedule co-observations? What will you focus on with your LT first

Key Concept

The real purpose of observation and feedback is not to evaluate a teacher, but to develop them.

Shout Outs

Appreciations & Shout-Outs

Thank You

Join us at our next Best Practice Workshop

Leading Adult PD – February 3, 2023

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Need help or a resource we mentioned today?

• Visit navilearning.org
• Send us an email
• James Dent – james.dent@navigatorschools.org
• Crystal Toriumi – crystal.toriumi@navigatorschools.org
• Justin Steiner – justin.steiner@navigatorschools.org

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Feedback Survey

Please complete the session survey. Your feedback helps us get better for future sessions.

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Next Best Practices Workshop – Leading Adult PD

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• Registration Link:

Thank You!