995 greater coaching for classroom success (part 1)

Participant Book

995 GREATER Coaching for Classroom Success (Part 1)

© 2016 Success for All Foundation 995 | GREATER Coaching for Classroom Success (Part 1) | i

Table of ContentsNotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Snapshot Guideline . . . . . . . . . . . . . . . . . . . . . . . 18

GREATER Coaching Scenario: Reading . . . . . . . . . . . . . . 19

GREATER Coaching Scenario: Math . . . . . . . . . . . . . . . 20

Root-Cause Analysis Fishbone . . . . . . . . . . . . . . . . . . 21

Coaching Plan . . . . . . . . . . . . . . . . . . . . . . . . . . 23

GREATER Coaching Model . . . . . . . . . . . . . . . . . . . . 25

Learning-Style Scenarios . . . . . . . . . . . . . . . . . . . . . 27

GREATER Coaching Model . . . . . . . . . . . . . . . . . . . . 29

Criterion 6: Classroom Coaching . . . . . . . . . . . . . . . . 31

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

• Sentence Scenarios: Reading . . . . . . . . . . . . . . . . . 35

• Sentence Scenarios: Math . . . . . . . . . . . . . . . . . . . 36

• Listening Feedback cards . . . . . . . . . . . . . . . . . . . 37

• Article: “Making Every Leadership Moment Matter” . . . . . 39

• Article: “Trust Makes the Team Go ‘Round” . . . . . . . . . . 43

• Article: “Feedback That Works” . . . . . . . . . . . . . . . . 49

© 2016 Success for All Foundation 995 | GREATER Coaching for Classroom Success (Part 1) | 1

995_GREATERCoaching2012 9/29/2015

1

Outcomes of Session

© 2015 Success for All Foundation 2

Explore why coaching is essential in supporting teachers with their goals and how it relates to student achievement.

Refine communication skills. Experience GREATER coaching model. Connect learning styles to coaching support.

GREATER CoachingIntroduce yourself, and discuss what, if any, GREATER coaching you have done at your school.



K - W - LGREATER Coaching

2 | 995 | GREATER Coaching for Classroom Success (Part 1) © 2016 Success for All Foundation


2

Why GREATER Coaching?


Engage the teacher in goal-directed behavior to:– promote more meaningful learning

opportunities throughout the school year;– increase fulfillment effectiveness, creativity,

and innovation; – increase performance; – meet the needs of the school; and – support continuous improvement

(Snapshot objective SS35).

Definition of coaching:

An ongoing process of providing an individual with feedback, insight, and guidance on achieving their goals.


GREATER Coaching

Transfer of Training Modelby Beverly Showers and Bruce Joyce

Type of Training Level of Knowledge

Level of Skill

Transfer

Teacher Student

Student Effect Size

Theory and Lecture 80% 5% 5% .01

Modeling and Demonstration 90–95% 50% 5% .03

Practice and Feedback 50–100% 80–90% 5% .39

Coaching 95–100% 98–100% 75–95% 1.68




3

Snapshot

The facilitator uses the GREATER coaching process to support continuous improvement of student achievement through high-quality implementation. (35)


Coaching Activity

Create teams of three.

Select the least adept at hula hooping (coachee).

Who has the best hula hooping skills? (coach)

Observer look for:– What did the coach say to the coachee?– What did you see them do to support the coachee?– How did the techniques used support hula hooping?



The Cycle of Effective Instruction



4

Coaching Continuum


PullNondirective(Listening)

PushDirective

(Instructing)

It is when or how they are used that makes the coaching more or less effective.


Nondirective Directive

Coaching Subskills

Listening to Understand

Asking Questions to Raise

Awareness

Giving Feedback Instructing

Pull

13

Listening to Understand– Parroting

Repeat exact words.– Paraphrasing—(content/affect)

Repeat in your own words.– Summarizing—(content/affect)

Restate the main points.

Parrot to reflect understanding

Parrot to pace the conversation

Stealth Push

Paraphrase contentand affect

Summarize to focus

Doable/productive focus

© 2015 Success for All Foundation



5

Practice Time: Parroting Number off: 1-coach and 2-coachee.

2s share a scary or frustrating experience for 1 min.

1s parrot part of the discussion.

Reverse roles and repeat.


Practice Time: Listening Skills Number off at table from 1–5. Pick a card out of the envelope. Do not show your

tablemates what is on your card. Speaker will play the part of a challenging teacher. All other cardholders will take turns listening to the

speaker and practicing the communication skill listed on their card.

After each cardholder performs their communication skill, the rest of their group will guess the communication skill used.


Pull Asking Questions to Raise Awareness

– Open-ended/closed-ended questions

– Closed-ended: conversation is guided by question

– Open-ended: conversation is guided by response

Be Intentional

T-P-S: When might you use open-ended questions, and when might you use closed-ended questions?




6

Practice Time

Number off from 1–3 1 - Coachee will be a challenging

teacher. 2 - Coach can only ask questions. 3 - Observer will record number

of open- and closed-ended questions used.


Push Directive Techniques

– Making suggestions– Giving feedback– Offering guidance– Instructing


Push Directive Techniques

– Making suggestions—“Have you tried…?”

– Giving feedback—“You did a great job….” “I am concerned that teachers (students) did not….”

– Offering guidance—“What if you tried….?”




7

Practice Time Coach will listen to coachee share a

concern and then use one of the push techniques.

Observer will guess which push technique the coach was using.

T-P-S: What was necessary to have push techniques be effective?


Coaching Continuum

PULL PUSH

T-P-S: Which of these skills do you tend to use more often/less often?

Are there limitations of either?© 2015 Success for All Foundation 21

Use Foundational Coaching Skills

Strategically

and

Intentionally




8

GREATER Coaching

G Goal R Reality E Exploration A Action T Timeline E Evaluation R Renegotiation

Does this process remind you of anything?



Goal A performance goal is something that the

teacher wants students to achieve. A learning goal is something that the teacher

needs to learn to help students achieve the performance goal (easier to set this toward the end).

T-P-S: What makes an effective goal?

Ownership-specific-clear-attainable-measurable




9

Reality What has the teacher identified as

a barrier to accomplishing his or her goal? Keep it neutral and factual so the

teacher does not get defensive. If there is no, or limited, classroom

data do not stop. Go with what the teacher knows about the class, but set up the expectation to have data ready next time.


Reality Questions What are the barriers (root causes)? What’s keeping students from accomplishing the

achievement goal? What do you anticipate will get in the way of

accomplishing the student-achievement goal? What do you need to learn to support students in

accomplishing the achievement goal (“I” statement)? What are you struggling with? What do you need to learn? When you think about the student-achievement goal,

what will be challenging for you?


Exploration What is possible? What are

other options? What could be done differently

to ensure that the teacher can accomplish his or her goals? Creativity and innovation




10

Brainstorming

All ideas are good ideas/no judgments. Generate ideas beyond your

comfort zone. Evaluate and prioritize later.


What are the rules for brainstorming?

Action After thinking outside the box and

exploring alternatives, what action will be taken? What action will the coach take

to help the coachee succeed? (Observation time and reflection time with coach should be included.) The action should address the

root cause. Keep the plan powerful but simple.© 2015 Success for All Foundation 30

Timeline Who, what, when, where. Create and maintain focus. Create excitement and urgency.




11

Evaluation Did you complete your plan? Why or why not? How did it work? What was successful and

what was not? Were your goals accomplished (learning goal

and student goal)? How do you know? What data did you use to

evaluate success?

Celebrate success!


Renegotiation Starting anew:

– What have you learned?– What are your new goals?


Let’s See It All Together 4.1 Wings teacher with fourth-grade students

Wings achievement plan target: 70% of students will average 80% or higher on comprehension test

While observing:

-Note each part of GREATER

-Note push/pull questioning.

-Note other communication strategies.




12

Practice—Grab Bag Skit Triads Select a skit from the grab bag. Observer will tally what coaching skills

she/he saw the coach use during each stage of the coaching session on PB 20.

Observer will take notes on how these skills were used strategically.

Take turns in each role.


GREATER Coaching Opportunities

© 2015 Success for All Foundation

Opportunity Artifact

Individual Individual Coaching Plan

Component Meeting Action Plan/RPG

Informal/In and Out Verbal/Possible Notes

36

Ready to coach anyone?– Reviewed and practiced fundamental

coaching skills

– Applied skills to a continuous-improvement coaching model

What is missing?

The person.




13

Establishing a Coaching Relationship

1. Join - Establish trust and a sense of mutuality.

2. Accommodate - your style to the coachee

3. Restructure - Coach to make change happen.

How do we do that?© 2015 Success for All Foundation 38

Skills for Establishing a Coaching Relationship Body language: open and friendly; generally

try to match style

Pacing: match pacing; can try to subtly adjust depending

Use of language: that is appealing and familiar to the person’s frame of reference and style


Learning Style of Teacher


Teacher is an analyzer. Coach the teacher by:

He/she may require extensive information to be prepared to complete the task.

He/she may hate making mistakes.

T-P-S: How might you coach this person?



14


Teacher is an analyzer. Coach the teacher by:

He/she may require extensive information to be prepared to complete the task.

He/she may hate making mistakes.

giving ample time.

role-playing or practicing.

allowing time to discuss what might go wrong.



Teacher is a doer. Coach the teacher by:

He/she uses trial and error to further develop his or her skills while figuring out the task.

He/she is hands-on and is busy all the time




Teacher is a doer. Coach the teacher by:

He/she uses trial and error to further develop his or her skills while figuring out the task.

starting with small, simple steps, explaining desired outcomes, and getting out of the way.

gradually increasing the difficulty of the task.




15


Teacher is a watcher. Coach the teacher by:

He/she hones his or her skills by watching other people in action.




Teacher is a watcher. Coach the teacher by:

He/she hones his or her skills by watching other people in action.

having them shadow you.

discussing what they saw.

providing specific feedback afterwards.



Teacher is intuitive. Coach the teacher by:

He/she hones his or her skills by listening and discussing with others.





16



Teacher is intuitive. Coach the teacher by:

He/she hones his or her skills by listening and discussing with others.

connecting how he or she feels about a situation with observation and data.

Turning Practice into Action

Coaching Plans: Student Achievement Goals Learning Goals Actions

T-P-S: What are some next steps to integrate this process within your current school system?


GREATER Practice“The test of a good coach is that when they leave, others will carry on successfully.”

–Author Unknown




17

GREATER Practice“You get the best effort from others not by lighting a fire beneath them, but by building a fire within.”

–Bob Nelson



© 2014 Success for All Foundation16

➋ Quarterly meetings are held at the start of school and at the end of each grading period to review schoolwide progress toward achievement goals and team reports. (33) S

LL Meetings are scheduled for the beginning of the year and the end of each grading period. (Start‑up)LL The meetings should at least be attended by the Leadership team and chairs of the various Leading for Success instructional component and Schoolwide Solutions teams. If possible, these meetings are conducted with the whole staff. (Start‑up)

LL The meetings review the schoolwide data, including yearly goals and quarterly target results. (Start‑up)LL Instructional component teams and Schoolwide Solutions teams present their current data and initiatives that are in place.

LL There is an opportunity for brief feedback and discussion regarding the initiatives and current concerns.LL Celebration is a part of every Leading for Success quarterly meeting.

Artifacts:L• School calendar with Leading for Success quarterly meetings scheduledL• Agendas for the Leading for Success quarterly meetingsL• Reporting and planning guides for the Leading for Success teamsL• Minutes from the Leading for Success quarterly meetings

➋ Instructional component teams set SMARTS targets based on program data, chart progress, and work collaboratively to meet their targets. (34) S

LL Members of each team collaborate to identify the implementation focus that they would like to address. (Start‑up)LL Plans are implemented that include participation by all members of the instructional component teams. (Start‑up)LL Plans are reviewed at least quarterly to determine the impact they are having related to the area of implementation focus. (Start‑up)

LL Instructional component teams meet once or twice a month. Twice is preferable, but the expectation is met when there is evidence that high quality goals are being set and progress is being made toward achieving them with monthly meetings. (Start‑up)

LL Teams are clear on the student data related to their area of focus.LL Team targets have SMARTS (specific, measurable, appropriate, realistic, timely, and student centered) criteria.

Artifacts:L• Agendas for the instructional component team meetingsL• Minutes from the instructional component team meetingsL• Reporting and planning guides for the instructional component teams

➌ The facilitator uses the GREATER coaching process to support continuous improvement of student achievement through high‑quality implementation. (35) S

LL There is a schoolwide plan for coaching. (Start‑up)LL The facilitator uses the GREATER coaching model with teachers formally or informally. (Start‑up)LL The coaching plan is specific as to which teachers are participating.LL Teachers participating in the coaching plan are aware of their learning and performance goals.LL Goals set are related to the school goals, instructional component team targets, and implementation focus.LL Goal attainment and goal progress are reviewed on a regular basis by the facilitator and participating teachers.LL Celebration is part of the coaching process.

Artifacts:L• Coaching plans

➋ Schoolwide Solutions teams set SMARTS targets based on program data, chart progress, and work collaboratively to meet their targets. (36) S

LL All teams are clear on the student data related to their area of focus. (Start‑up)LL All teams have identified the implementation focus on which they would like to concentrate. (Start‑up)


GREATER Coaching Scenario: ReadingMs. Bonnie is a veteran teacher. She is concerned that her students are not making better progress. She suspects that they are having difficulty with fluency, but she is not exactly sure what to do about it. Her facilitator believes that the partner work in Ms. Bonnie’s class can be improved. Too many children are looking out the window when they should be listening to their partners read. In addition, Ms. Bonnie rarely tracks fluency in her classroom. She claims that she does not have enough time to get around to everyone. As a coach, how can you help Ms. Bonnie get better results for her students?

Ms. Harris is an experienced teacher. She is concerned that her students’ comprehension test scores are low. She is also concerned that students are struggling with clarification at the sentence level. Ms. Harris is struggling to find time to monitor and award strategy‑use rubric scores. As a coach, how can you help Ms. Harris so she can help her students get better results?


GREATER Coaching Scenario: MathMs. Ramos is concerned at the slow progress in her 7th grade math class. She spends a lot of time on instruction but many students just don’t seem to get it. For some cycles she’s run out of time for using the Random Reporter rubric and for Prep Points. The few strong students are spread out on different teams; these students take on the work of their team and perform well, but the other students on their team are performing poorly. Teamwork time doesn’t seem to be very productive, as these strong students have decided to take care of themselves. As a coach, how can you help Ms. Ramos get better results for her students?


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Learning-Style Scenarios

The AnalyzerMs. Smith is a whiz with data. She understands its importance, keeps copious classroom records, and uses them to guide instruction. Her data is always complete and shows clear evidence of having been used throughout the quarter. The SFA consultants are always impressed by how she utilizes data in her classroom. She has a clear understanding of how every student is performing, and she clearly makes the connection between instruction and student outcomes. Her students respect her, but her cool analytical style is off‑putting to some students and parents.

Ms. Smith’s well‑regulated classroom utilizes the team structure, but enthusiasm for cooperative learning and for accomplishing student goals is lacking. Her facilitator and principal believe that one reason for slower pace of progress in Ms. Smith’s room is the lackluster state of cooperative learning. Students do not care about their goals, enthusiasm for teamwork is minimal, team rewards are often absent, and team celebrations are muted. Ms. Smith is sometimes reluctant to try new approaches. She always needs to study and analyze before making a change. How can Ms. Smith’s facilitator and/or principal encourage her to develop more enthusiastic cooperative learning in her classroom and celebrate student success more frequently?

The DoerMs. Jones is a dynamo. She arrives at six each morning and never stops moving. She has her class set up and is ready to go by 6:45. She is an innovative teacher and always has something new to try in her class. She sits on many school committees and works on several district curriculum projects. She is always on the go. She is the backbone of the Intervention team of the Schoolwide Solutions network, and runs the community afterschool tutoring program. She is unfailingly cheerful, and though some faculty members find her style a little exhausting, they appreciate her energy and expertise. The facilitator loves to talk with Ms. Jones and appreciates her hard work and sense of humor, while the principal relies on Ms. Jones’ readiness to enthusiastically help on any school project. Ms. Jones clearly learns by doing, does a good job with her class, and is an asset to her school.

The facilitator and principal would like Ms. Jones to stop and examine her data more carefully. Her students are not making large gains even though instruction looks pretty good. How can they help Ms. Jones give more thoughtful, data‑driven instruction?


The WatcherMs. Richards quietly keeps her classroom running. She is always observing her students, and her observations are thorough and useful. She can be a little tentative in starting something new, but if she sees someone else do it first, she will try it. Her facilitator is a good match for her because he often models program components for Ms. Richards and the other teachers. The school is adopting PowerTeaching Math and Ms. Richards will be teaching it. Ms. Richards is concerned that she does not understand the process well, even though she attended training. She does not feel comfortable starting PTM, and she is particularly concerned about the SFAF coach coming to observe classrooms. How can the facilitator help Ms. Richards implement PTM?

The Intuitive TeacherMs. Reilly is the heart of the school. She is beloved by her students and her colleagues. She can tell at a glance how things are going in her classroom. She is the confidant for most of the staff, and her principal doesn’t know what he would do without her. She maintains the paperwork required for SFA, but she doesn’t think she learns anything by examining her data. Most of the time, Ms. Reilly thinks the data just confirms what she already knew from her student observations. For Ms. Reilly, all that data analysis seems like a whole lot of work for very little reward.

Ms. Reilly learns by osmosis. She tends to trust her gut and works effectively through empathy. Ms. Reilly makes connections with some of the middle school’s toughest students, and parents sing her praises. Her principal and facilitator love her, but they are concerned that her class is not making enough progress in the Reading Edge. They believe that if she paired her intuitive ability with better use of classroom data, she would get better results. How can the principal and facilitator help Ms. Reilly use data more effectively?


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Criterion 6: Classroom Coaching (Working One-to-One with Teachers)Literacy coaches work with teachers individually to emphasize the best available practices in the areas of curricula, literacy skills, and teacher attitudes, while providing practical support on a full range of reading, writing, and communication strategies aimed at increasing student achievement. Please rate the following areas of knowledge using the rubric below:

Rubric

1. I am not sufficiently knowledgeable about the topic and need to learn more about it.

2. I am somewhat knowledgeable about the topic, BUT need to learn more about current evidence‑based practices and trends related to the topic.

3. I am knowledgeable about current evidence‑based practices and trends related to the topic, BUT need to learn more about how to implement them.

4. I am knowledgeable about implementing current evidence‑based practices and trends related to the topic, BUT need to learn how to communicate about such practices and trends to others.

5. I am experienced in implementing and sharing my knowledge of evidence‑based practices and trends related to the topic in one content discipline, BUT I need to build my knowledge and skills about the topic across the disciplines.

6. I am experienced in implementing and sharing my knowledge of evidence‑based practices and trends related to the topic in more than one discipline, and I am confident that I can apply similar skills in additional disciplines.

Topics Score (circle one)

1. Over‑the‑shoulder coaching (i.e., coaching in the moment and providing teacher support during instruction)

1 2 3 4 5 6

2. Collaborative planning (i.e., goals, units, lessons, assessments) 1 2 3 4 5 6

3. Gradual release model of coaching 1 2 3 4 5 6

4. Observation practices (i.e., planning, pre‑meeting, observation protocols, videotaping, and reflective dialogues)

1 2 3 4 5 6

5. Modeling and demonstrating classroom lessons 1 2 3 4 5 6

6. Effective co‑teaching/team teaching 1 2 3 4 5 6

7. Establishing classroom routines and management structures 1 2 3 4 5 6

8. Facilitating the effective collection and analysis of student data to organize instruction

1 2 3 4 5 6

9. Ongoing collection of data on the impact of one‑to‑one classroom coaching

1 2 3 4 5 6

After reviewing and reflecting on your answers above, please share (in a brief paragraph) what more you would like to know regarding these criteria.

Part I: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

• Questioning in My Classroom . . . . . . . . . . . . . . . . . . . 1

• Questioning: Setting Goals and Charting Progress for Narrative Text . . . . . . . . . . . . . . . . 2

• Questioning: Setting Goals and Charting Progress for Expository Text . . . . . . . . . . . . . . . 4

• Questioning Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 6

• Session Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Part II: Troubleshooting Problems with Questioning . . . . . . . . . . 8

• Classroom Continuous Improvement Planning Cycle . . . . . . . 8

• Using the Planning Cycle to Troubleshoot a nd Adjust Instruction . . . . . . . . . . . . . . . . . . . . . . . 11

• Partner Interviews . . . . . . . . . . . . . . . . . . . . . . . . 12

• Setting a Target . . . . . . . . . . . . . . . . . . . . . . . . . . 13

• Reading Wings/Alas para Leer Quarterly Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . 14

• Interventions for Questioning . . . . . . . . . . . . . . . . . . 19

• Planning Interventions . . . . . . . . . . . . . . . . . . . . . . 22

• Evaluate: Did your plan work? . . . . . . . . . . . . . . . . . . 23

Part III: Strategy Integration . . . . . . . . . . . . . . . . . . . . . . 24

Part IV: Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

• How QAR Works! . . . . . . . . . . . . . . . . . . . . . . . . . 28

• QAR Graphic Organizers . . . . . . . . . . . . . . . . . . . . . 29

– Question-Answer Relationships Organizer . . . . . . . . . . . 29

– Question Web Organizer . . . . . . . . . . . . . . . . . . . . 31

– Asking Questions About Story Elements Organizer . . . . . . 32

– Asking Questions About Main Ideas and Details Organizer . . 33

– Asking Skill- and Strategy-Based Questions Organizer . . . . . 34

– Asking About Text Connections Organizer. . . . . . . . . . . 35

• Sample Questioning Questions . . . . . . . . . . . . . . . . . . 36

• Applying Bloom’s Taxonomy of Cognitive Process . . . . . . . . 38

• Questioning and Text Structures . . . . . . . . . . . . . . . . . 40

• Extended Teacher Procedures . . . . . . . . . . . . . . . . . . 41

• Extended Student Routines . . . . . . . . . . . . . . . . . . . . 50


Appendix

Sentence Scenarios: Reading ............................................................. 35

Sentence Scenarios: Math ................................................................. 36

Listening Feedback cards .................................................................. 37

Article: “Making Every Leadership Moment Matter” ......................... 39

Article: “Trust Makes the Team Go ‘Round” ...................................... 43

Article: “Feedback That Works” ......................................................... 49


Appendix

Sentence Scenarios: Reading

Ms. Simmon’s Reading Roots group consistently makes less than two stages of growth. You are quite sure that this is because she has very weak partner work in her classroom. Students do not listen or correct one another. Consequently, little high‑quality practice occurs in her classroom.

Mr. Evans is not sure what to do during teamwork. He monitors teams and makes sure that they are using the role cards, but rubric scores for Team Talk (Reading Edge) and Think & Connect (Wings) are averaging around 85.

Ms. Snow’s kindergarten class is not showing good progress in oral language because she tends to allow the students to respond with one‑word responses or short phrases. The teacher talk also outweighs the student talk in the classroom. These low scores are reflected in the theme vocabulary sentences and SOLO oral expression.

Ms. Hand’s Reading Wings classroom is not making very good progress. The concern is that she does not monitor reading strategies, particularly clarification, in her classroom.

Ms. Bliss’s Reading Roots class is showing little progress because her pacing is extremely slow.

Mr. Ray’s Reading Edge class is struggling with the comprehension portion of the cycle test. Students are not providing evidence from the text in their written responses. The class average score on the comprehension test has been a 72.

Mr. Porter is concerned that his students are not motivated and that is why they have low test scores. He feels that they do not care about team scores and has stopped team goal setting and the awarding of points.


Appendix

Sentence Scenarios: MathMr. Jones’s eighth‑grade math class is consistently progressing on the cycle and unit checks. You are quite sure it is because he has very weak partner work in his classroom. You witness him giving think time and using Random Reporter to call on students. However, students do not listen to or correct one another. Consequently, little high‑quality practice occurs in his classroom.

Mr. Smith’s math class is not making good progress. He does not use cooperative learning in his classroom because of classroom‑management problems.

Ms. Edwards pre‑Algebra class is not showing good progress because she tends to dominate the discussion in class. She talks far more than the students, and the student cycle test scores are low.

Ms. Green and Mr. Rodriguez both teach seventh‑grade math. Both classes are struggling on end‑of‑cycle tests. You’ve noticed Ms. Green spends up to 10 minutes going over homework answers each day and does not have time for Get the Goof. Mr. Rodriguez does Get the Goof daily, but he uses a quick thumbs‑up/thumbs‑down instead of scoring Random Reporter answers with the rubric and providing feedback.

Mr. Merriweather’s math class is not making good progress. He does not implement Quick Checks in his classroom, and he is often surprised at how low end‑of‑cycle scores are each cycle.

Ms. Bliss’s math class shows little progress because her pacing is extremely slow.


Appendix

Listening Feedback

Parroting Parroting

Content Paraphrase Content Paraphrase

Affect Paraphrase Affect Paraphrase

Speaker Speaker

Summarization Summarization


Appendix

Reprinted by permission of Harvard Business Review. From “Making Every Leadership Moment Matter” by Judith A. Ross, September 2006 Copyright © 2006 by the Harvard Business School Publishing Corporation; all rights reserved.


Appendix


Appendix

Reprinted by permission of Harvard Business Review. From “Trust Makes the Team Go ‘Round” by Judith A. Ross, June 2006 Copyright © 2006 by the Harvard Business School Publishing Corporation; all rights reserved.


Appendix


Appendix

Reprinted by permission of Harvard Business Review. From “Feedback That Works” by Cynthia M. Phoel, September 2006 Copyright © 2006 by the Harvard Business School Publishing Corporation; all rights reserved.


Appendix

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