Steps to Success Training for Coaches

for NH Title I Priority and Focus Schools August 27, 2013PSU- COGS, Concord

Welcome!

Purpose of the trainingIntended outcomesAgenda overviewIntroductions: Success

indicators

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Introduce yourself and complete this stem:“This training will be successful for me if . . .”

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The Essence of the Coach’s Role

“An outside school coach, properly prepared and sensitive to individual and

whole-school concerns, can provide a balance of pressure and support to

initiate and sustain school improvement.”

Kostin and Haeger, 2006, Coaching Guide, p. 3

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What does a coach need to know and be able to do?

What is the knowledge coaches need?

What are the skills a coach needs?

What dispositions or attitudes will enable a coach to serve his/ her clients well?

Coaches who can outline plays on a black board

are a dime a dozen. The ones who win get inside

their players and motivate.

Vince Lombardi

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Title I Priority and Focus Schools Activities, Tools and Products ESEA Turnaround Principles The planning cycle: where are you now?

Implement

PlanAssess

Revise

Monitor

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Doing the work: Collaborative Teams Recommended members Responsibilities of members Special role of “process manager” Essential role of “district liaison” Optional: external coach

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Managing the work: Leading teams Steps to Success core values:

Distributed responsibility Best practices in managing

teams Coaching Team Leaders

*VIP* Principal is Team Leader NOT the Coach!

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Finding good players is easy. Getting them to play as a team is another story.

Casey Stengel

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Coach’s Tasks and Team Tasks Improvement Stage Team Tasks Coach’s Tasks

Assess Needs

Examine data --outcome, inputIdentify barriers to success

Probing questions Evidence of current practice

Develop Plan

Clear goals, proven strategies Explicit progress benchmarks

Vision of success; Realistic, reasonableDistributed responsibility

Implement Plan Who does what, when, how

Maintain focus; Encourage

Monitor, Revise What’s working, not Many types of evidence;

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Starting the work: Comprehensive Data Review

Recommended protocol: Data Driven Dialogue Available resources:

SLDS Data Facilitators PerformancePLUS

Products: Summary of Local Achievement Data Optional: classroom profiles of student

performance

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BREAK

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“If we are interested in effecting change, it is crucial

to remember that we are working with these webs of

relations, not with machines.”

(Margaret Wheatley, 1999, Leadership and the New Science, p. 145.)

Steps to Success: The Process

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Starting the Work (cont’d): Recommended Sequence Contracting conversation: principal, super,

coach LT Organizing meeting: norms, roles and

responsibilities Comprehensive Data Review - DDD Critical factors influencing achievement /

Achievement Gaps (e.g. fishbone)

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Factors Contributing to Learning

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Indicators = evidence-based instructional practices and organizational structures that influence student learning

What do we know already? Fishbone graphic organizer

Problem Statement: What is the

achievement gap that must be

remedied?

Rigorous Aligned

Curriculum

Differentiated Instruction

Continuous improvement

Use of Data

Student Supports

Family Engagement

Professional teaching culture

School Climate

Leadership

ASSESS Current Practices Connecting Inputs to Outcomes Recommended Protocol –

YOUR practices compared with “best” practice

Current level – none, partial, full

Priority – influence of practice on outcomes

Opportunity – practical considerations

EVIDENCE – corroborate ratings

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Mt. Adams Leadership Team

Principal/ team leader Process manager ELA lead teacher Math lead teacher District Liaison Parent

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Debrief ASSESS Protocol

Did the Mt. Adams team do a good job assessing its practices for ID10?

What coaching strategies contributed to a rich conversation?

What did members of the team learn from their assessment?

What do they need to do next?

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PLAN (or Revise PLAN) ProtocolSTART with the END in MIND What will look like?

What will teachers/ admin/ students/ others be doing differently?

What evidence (data) will tell you whether actions are having desired impact?

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PLAN (or Revise PLAN) Example PLAN protocol Mt. Adams (or own)

example

Is the description of fully implemented clear and complete? Is the evidence to be collected realistic? appropriate?

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Questions on the Recommended StS ASSESS or PLAN Process?

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Coaching Comments: Formative Feedback

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(from Grant Wiggins, 7 Keys to Effective Feedback, in Educational Leadership September 2012, Vol. 70, No. 1, ASCD)

Helpful feedback is:Goal–referenced

Tangible and transparentActionableSpecific

PersonalizedTimely

OngoingConsistent

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Coaching Comments: Formative Feedback

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Sample entry from Spring Lake ES:

Indicator: The Leadership Team reviews the principal’s summary reports of classroom observations and takes them into account in planning professional development. (school’s description of current practice) Beginning last year, Spring Lake staff agreed to changes in the professional evaluation process that allows administrators to aggregate observation data at mid-year and end of year. These aggregated reports are reviewed by the Leadership Team to inform decisions about the targets/ focus of instructional coaching. This is the first year of this practice and we intend to implement this year and monitor its impact.

What feedback would you give to this school in the form of a “coaching comment”?

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Coaching Comments: Task and Process Feedback

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(Hattie and Timberly (2007). The power of feedback. Review of Educational Research 77 (1), 81-112.)

Levels of Feedback: Task or product level; process level, self-regulation level; self-levelExamples: ** Hi, Wendy and John -- Looks like you've recruited a representative team to work on the process for your restructuring plan. Call or email and I can help you get started.

** Hi, Michael, . . . .For the 'fully implemented' or not a priority instructional practice indicators, do you have evidence that they are actually happening in every classroom? For instance, are resource teachers following the same curriculum pacing guides, etc. as regular ed teachers?

** Matthew: . . .. Overall, you rate yourself as fully implemented on a lot of indicators -- look at student outcome data to see if that rating is true across all student groups and classrooms. Are you coming to some discoveries about areas needing change?

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Lunchtime Pause and Reflect

“Effective coaching focuses on changing performance. Therefore, the first requirement of any coaching relationship is that the person

receiving the coaching must agree that a change in performance will be useful.

Throwing coaches at teachers and principals who have not first agreed that improved student performance is essential will be a

waste of time and money.”

(Reeves, D. 2009. Leading change in your school: How to conquer myths, build commitment, and get results. Arlington, VA: Association for Supervision and Curriculum Development (ASCD). p. 75)

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The Indistar Tool: TOUR

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1. Navigate to www.indistar.org2. Practice sites –

nhsample/nhsample = includes sample entries for fictitious Mt. Adams School; full access to retrieve, but not editable nhschool/ nhschool = access to materials, can post ‘practice’ entries; PUBLIC – no restrictions; caution on entering real information

3. Passwords – Access LevelsSchool – full editing access for process managers, principals District Liaison – read-only for schools assigned, enter coaching comments School Consultant/ Coach – same as DLDistrict – read-only for schools; full access for District workspaceGuest – read only; team members, staff WITH CAUTIONS

Indistar Tour: The DASHBOARDDASHBOARD for Mt Adams School

My Online Tools-- Support for School Improvement, “Steps to Success” – School Indicators-- Transformation Implementation Indicators (for SIG schools ONLY)-- NH Turnaround Indicators

Document Upload (aka File Cabinet) -- Location to post completed Summary of Local Data-- Four folders set up for you; option to create new folders

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The Indistar DASHBOARD (cont’d.)TABS:

Home – My Online Tool(s) Forms to Complete

September (Oct, Nov) Monthly Reports NH SINI Goals and ObjectivesSIG – Leading Indicators Annual FormSIG – Lagging Indicators Annual FormSIG – Interventions Annual Form

Required ReportsSame list as FORMS, with SUBMIT button

Docs and LinksDocument Upload guidanceSummary of Local Achievement Data Assess, Plan ProtocolASSESS Worksheet

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Reading Minds: Indistar Exploration

Purpose : to explore the features of Indistar and anticipate questions from teams Procedure: 1. Navigate to the assigned area of the Indistar workspace. 2. Explore that area to learn what’s there. 3. Develop at least TWO (2) questions that can be answered by your section of the site.Example 1: Assignment: nhsample/ nhsampleQuestion: Where can I see some examples of indicator assessments or plans that might be posted by a school team?

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Indistar Tour: Main Menu Page

ID Banner – editing options Above the banner:

Resources and Reports Resources -- how to export Reports – *Indicator Checklist Report

Plan Your Meeting Meeting Agenda Setup Worksheets Wise Ways

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Indistar Tour: Main Menu PageSidebar Coaching Comments Where Are We Now? Help – description of items on Main Menu page School Team Demographics - post school profile in File Cabinet Assessment - post Assessment Summary in File

Cabinet

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Questions on Indistar DASHBOARD and MAIN MENU

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Indistar Tour: Main Menu PageCycle Links

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What: Document the team’s workWho: Process Manager, PrincipalWhen: After team meetings

Indistar Tour: Main Menu PageASSESS Use ASSESS Worksheet during team meetings; Process

Manager posts summaries (tabs)1. Select Indicator2. Indicators to Assess3. Indicators Assessed4. Assess Indicator

*NEW* FILTERS KEY Turnaround Indicators CORE Turnaround Indicators CHOICE Turnaround Indicators

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Indistar Tour: Main Menu PageCREATE PLAN

Select Indicators to PLAN based on (a) data review for gaps; (b) crosswalk with Turnaround Principles

Use PLAN Protocol during team meetings; Process Manager posts results

*Enhanced focus = #2: “ . . . Describe the information you will need to provide evidence that this objective is fully met”

*New* Feature: 5c – Is this a recurring task?

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Indistar Tour: Main Menu PageMONITOR PLAN “In the Plan” caution Sortable headers *NEW* Progress updates

When? Monthly Where? Update or Complete Task

Status Comments: (example) “September

25 LT Mtg – LT contracted with SLDS Data Coach Nancy Numerical to facilitate our “deep data dive”. We completed our first review on 09/25 and will continue our data analysis on our next LT meeting, October 5.”

Delete This Task -- with care! August 27, 2013 38

Questions on the Indistar Tool

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BREAK

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Defining the Coach’s Responsibilities: Contracting Conversation

“A solid coaching relationship begins with a clear working agreement or contract and

follows the same guidelines and principles as contracting for any other

facilitative role. . . Including clarifying the expectations of both parties and

emphasizing mutual design and joint accountability.”

Davidson, Anne and Dale Schwarz. The facilitative coach. (2005). In Roger Schwarz et al, The skilled facilitator fieldbook, pp. 457- 477. San Francisco: Jossey-Bass.

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Next Steps: Crosswalk

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Purpose: Work with plans already in place – “do not reinvent the wheel” Some Process Options:

-Recent Steps to Success Users- Retrieve List of Objectives included in Plan- Identify which Turnaround Indicators already assessed, planned-Review existing content; update; post in Turnaround Indicators workspace

-- Recent Focused Monitoring Participants- Review action plan produced by FM process- Identify Turnaround Indicators most closely aligned with FM plan - Post ASSESS and PLAN in Turnaround Indicators workspace

-- SIG Schools - Examine 2013-2014 Action Plans -Post aligned plan in online workspace

Homework Checklist (for Schools)

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Check login access; wander and explore Recruit or reconvene leadership team (LT); create

schedule; agree on norms; distribute roles Designate a “process manager” Complete comprehensive data review Complete and post Summary of Local

Achievement Data Complete CROSSWALK; identify priority

indicators to be assessed; draft work plan FOCUS Schools: ASSESS or RE-ASSESS and PLAN

(or revise current PLAN) KEY Indicator ID10 Complete and Submit September Monthly Report Register to attend first StS web meeting: Sept 19

Consult with District leaders, respected advisors and appropriate DOE state lead to decide whether to contract with an external coach.

Who ya’ gonna call? For questions about Contact

Data SupportRob Hanson Hanson_alrs@hotmail.com603 396-8076

Steps to Success Tool and Process

Karen Laba Or Rob Hanson Karen.laba@doe.nh.gov 603 969-0988

Title I Priority SchoolsKathryn ‘Joey’ NicholKathryn.nichol@doe.nh.gov

Title I Focus SchoolsDeborah ConnellDeborah.connell@doe.nh.gov

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Coaching Resources Laba, K. 2010. Coaching for School Improvement; A Guide for Coaches and their Supervisors. Lincoln, IL: Center on Innovation and Improvement www.centerii.org)

Garmston, Robert J. and Bruce M. Wellman. 1999. The adaptive school: A sourcebook for developing collaborative groups. Norwood, MA: Christopher-Gordon.

Lipton, Laura and Bruce Wellman. 2011. Groups at work: Strategies and structures for professional learning. Sherman, CT: MiraVia.

National School Reform Faculty. http://www.nsrfharmony.org/ School Reform Initiative http://schoolreforminitiative.org/Schwarz, Roger. 2002. The skilled facilitator: A comprehensive resource for

consultants, facilitators, managers, trainers, and coaches. San Francisco: Jossey-Bass.

Wheatley, Margaret J. 1999. Leadership and the new science: Discovering order in a chaotic world. San Francisco: Berrett-Koehler.

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Thanks for your participation

“We change only if we decide that the change is meaningful to who we are. . . If the work of change

is at the level of an entire organization or community, then

the search for new meaning must be done as a collective

inquiry.”

Wheatley, Margaret J. 1999. Leadership and the new science: Discovering order in a chaotic world. San Francisco: Berrett-Koehler, p148.

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