Maximizing Capacity-Using

Evidence to Collectively

Personalize Student Learning

1

A Coach Helps School Staff

Members Improve…

• Competency

• Confidence

• Commitment

2

Reflection

How does a

coach build the

instructional

capacity of

individual

teachers, teams,

and schools?

3

• Promoting data driven decision-making

• Asking the right questions

• Facilitating critical reflection, dialogue, and discussion

Maximizing Capacity

4

“If schools are not getting the results they want, they need to consider their processes, or how they are getting their results. If they want different results, they must change the processes that create the results.”

Bernhardt, 2004

Data-Driven Decision Making

5

Considering the Meaning of Data

“The term data does not mean just test

scores; it encompasses all the talk and work

of teachers and students. Data may come

from homework assignments, writing

samples, portfolios, exit slips, journals, or any

information that provides the opportunity to

discuss student work in the context of the

lesson and instruction.”

Nidus and Sadder, 2011

6

• Clarifying Questions gather additional information.

• Eliciting Questions extend thinking.

• Leading Questions encourage reflection.

Effective Questioning

7

“A committed listener helps people think

more clearly, work through unresolved

issues, and discover the solutions they

have inside them. This often involves

listening beyond what people are saying to

the deeply held beliefs and assumptions

that are shaping their actions.”Hargrove, 1999

Facilitating Critical Reflection, Dialogue, and Discussion

8

Pace and Lead

1. Acknowledge the individual’s or group’s current state of mind.

2. Treat the state or experience as valid.

3. Match the state.

4. Gently lead the individual or group to the new, desired state.

9

• “You seem to be feeling anxious.”

• “I’m sensing that you feel frustrated."

• “I get the sense that you are

overloaded.”

• “It seems to me that you’re feeling

confused.”

Acknowledging the Current

State of Mind

10

• “This is not surprising.”

• “You have every right to feel this way.“

• “This is a very normal feeling.”

• “Many others are feeling this same way.”

Treating the State of Mind or

Experience as Valid

11

• “I’ve felt exactly the same way myself.”

• “I’ve been there myself.”

• “I’m having the same reaction.”

• “I can empathize with you.”

Matching the State of Mind

12

• “I believe that when some of your questions

are answered, you’ll feel more comfortable

with this.”

• “Let me tell you how I dealt with a similar

situation.”

• “Here are some strategies I’ve used to deal

with this problem.”

• “Tell me what’s bothering you. Perhaps I can

clarify some points of concern.”

Gently Leading to a New

State of Mind

13

Pace and Lead

From To

Uninterested Some interest

Resentful Less annoyed

Stressed Some comfort

Overwhelmed Seeing some

possibilities

Powerless Some potential

Confused Some clarity

14

Pace and Lead

• Acknowledge the current state of mind.

• Treat the state of mind or experience as valid.

• Match the state of mind.

• Gently lead to a new state of mind.

15

Coaching Cycle

Pre-observation Conference:

Establish Focus

Classroom Observation:

Observe or Model Lesson

Post-observation Conference:

Debrief Lesson

16

Giving Feedback

• Descriptive

• Specific

• Well-timed

• Clearly communicated

17

Using Praise

• Contingent

• Specific

• Sincere

• Varied

• Credible

18

ReferencesBernhardt, V.L. (2004). Data analysis for continuous school

improvement. Larchmont, NY: Eye on Education, Inc.

Blanchard, K. (2007). Leading at a higher level: Blanchard on

leadership and creating high performing organizations.

Upper Saddle River, NJ: Prentice Hall.

Block, P. (2000). Flawless consulting: A guide for getting your

expertise used. San Francisco: Jossey-Bass/Pfeiffer.

Carroll, T. (2009). The next generation of learning teams. Phi

Delta Kappan, 91(2), 8-13.

DuFour, R., DuFour, R., Eaker, R., and Many, T. (2010). Learning

by doing: A handbook for professional learning

communities at work. Bloomington, IN: Solution Tree.

19

References (continued)DuFour, R., & Eaker, R.(1998). Professional learning communities

at work: Best Practices for Enhancing Student

Achievement. Bloomington, IN: Solution Tree.

Elmore, R. (2003).School reform from the inside out; Policy,

practice, and performance. Boston: Harvard Education

Press.

Fullan, M. (2001). Leading in a culture of change. San Francisco,

CA: Jossey Bass.

Hargrove, R. (1999). Masterful coaching: Extraordinary results by

impacting people and the way they think and work

together. San Francisco: Jossey-Bass/Pfeiffer.

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References (continued)

Harvard University. (2003). The CLG concept of the change

coach. Unpublished paper.

Kaser, J.,Mundry, S., Stiles, K., & Loucks-Horsley, S. (2002),

Leading every day. Thousand Oaks, CA: Corwin Press.

Knight, Kim. (2011). What good coaches do. Educational

Leadership, 69(2), 18-22.

Lencioni, P. (2005). Overcoming the five dysfunctions of a team:

A field guide for leaders, managers, and facilitators. San

Francisco: Josey-Bass.

Nidus, G., and Sadder, M. (2011). The principal as formative

coach. Educational Leadership, 69(2), 30-35.

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References (continued)

Schmoker, M., (1999). Results: The key to continuous school

improvement (2nd ed). Alexandria, Va: Association for

Supervision and Curriculum Development.

Senge, P. M., Kleiner, A., Roberts, C., Ross, R., Roth, G., & Smith,

B. (1999). The dance of change: The challenges to

sustaining momentum in learning organizations. New

York: Doubleday.

Speck, M. (1996, Spring). Best practice in professional

development for sustained educational change. ERS

Spectrum, 33-41.

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