Coaching: Not Just for Sports LEADING FOR CHANGE, CREATING GROWTH MINDSET Maria Andrade Johnson, Michael Pascual, 2015.

Coaching: Not Just for Sports

LEADING FOR CHANGE, CREATING GROWTH MINDSET

Maria Andrade Johnson, Michael Pascual, 2015

Our Objectives for Today

To examine the research results on coaching To understand the nature of peer coaching, a

partnership for teacher leadership and improving learning

What reactions might be to coaching, from teachers and others

Critical Elements and Skills Starting and Potential Results

What the research says:

“It is time for our education workforce to engage in learning the way other professionals do—continually, collaboratively, and on the job—to address common problems and crucial challenges where they work” (DarlingHammond, 2009, p. 2).

Transformational school systems understand that job-embedded teacher growth builds capacity (Amankwatia, 2008; Bebbell and Kay, 2010; Boardman, 2012; Chandrasekhar 2009; Inan and Lowther, 2010; “Walled Lake Consolidated Schools,” 2007; Zucker and McGhee, 2010; Pogany 2009; Silvernail and Lane 2004; ).

Peer coaching/mentoring within a Concerns Based Model enables all teachers as learners (Donavan, Hartley, and Struder, 2007; Polly and Hannafin, 2010 )

Professional Development

Knowledge of Practices

Skill at Practices 

Transfer to Practice

Theory(training explains what, why, how)

10% 5% 2-3%

Demonstration(training models practices)

25-30% 20-25% 2-5%

Practice(participants implement during training)

40-60% 35-50% 5-7%

Coaching(participants receive ongoing job-embedded support)

95% 95% 85+%

WHY?

Multiple sources, available on request.

Neuroscience AffirmsCiting Dr. Richard Boyatzis (Kropko, 2010)

Focus on needs, goals, possibilities, desired states or outcomes of the teacher as learner.

Many other approaches, even well-intended suggestions, presume weakness, shortcomings, deficits.

Openness to change: increased belief in self-efficacy, advantage of change, perceived intentions of the coach.

Otherwise, people’s need for autonomy, certainty, respect will start moving the brain towards a “shut-down” resistive state.

Peer Coaching People have a need to be self-directed (autonomy), to

serve a greater good (purpose), and to continuously improve (Pink, 2009)

Needs and Concerns are the most powerful motivators, changing “exercises in compliance” into transformation

To address needs and concerns, peer coaches mediate thinking, between best practices or data, and the person being coached

Important qualities: Developing rapport, building shared purpose, listening and questioning skills, reflective

What Do You Think?

What do Teachers Think?

Essential Elements of Peer Coaching Teachers have shared responsibility for goal-setting and coaching process as well as participation options.

“Critical friends” or collegial coaching models are followed

Roles of peer coaches, participating teachers, principals, asst. principals, dept. chairs are clearly articulated and communicated; coaches do not evaluate, although evaluators may adopt a coaching style

Actual practices (live or in video) and student data is used

What do Peer Coaches Do? Conduct individual or small group meetings to identify

concerns Collaboratively discuss and plan with peers ways to

address concerns: lessons, learning activities, classroom management

Help peers prepare materials and integrate technology Model practices by agreeing to have peers watch them

teach using the discussed practices Observe peers teaching with new practices Provide “critical friends” style sfeedback

Critical Skills for Peer Coaches Respect: Willing to recognize the dignity of the other,

listening deeply and ethically, interpersonal dialogue that believes they can positively affect outcomes for student learning

Relational trust: Personal regard for others, acting reciprocally with mutual support

Competence: Belief that each party has ability to do their part to achieve growth, in teacher-administrator, teacher-teacher, teacher-student, teacher-family relationships; realizing that incompetence erodes trust.

Integrity: Coherence between what you say and do; ethics in relationships and behavior; keeping commitments.

Expert InsightsLES FOLTOS ON PEER COACHING

Questioning Techniques  Present multiple possibilities

"What are reasons for . . .?" "What strategies are you . . . ?“ “What if” choices—invite partnering in vision

"What might be your thoughts about . . . ?" "What are some of the possibilities . . .?" "What are your hunches about . . . ?“ Success orientation

"As you examine the data, what are some of the similarities and differences that are emerging?"

"What might be your indicators that you are successful?" Open-ended

“What do you think about…?”

Question: Both internal and external factorsInternal: Goals, values, self-identity

“What might be some goals you’ve selected for . . .?”

  As you are evaluating this situation,

what are some of the things that make it important to you?”

“What might be some of the assumptions you’re applying to . . .?”

  “Who might you need to be in this

situation?”

External: Perspectives, options

“As you consider various options, what possibilities are out there?

“In analyzing this situation, what are some of the implications?”

“What might be some other perspectives on this issue?”

“What might be some of the alternatives you’ve generated?”

THE COACHING CONVERSATIONWhat Coaches Do:

Clarify goals Specify success indicators

and a plan for collecting evidence

Anticipate approaches, strategies, decisions

Establish personal learning focus and processes for self- assessment

Reflect on the coaching process and explore refinements

How Coaches Do It:

Pause to allow time to think.  Paraphrase from time to time;

summarize your partner’s thoughts

Pose questions to specify thinking; for example, “Specifically, what might you mean when you say . . . ?” 

Pay close attention to your partner; attend with your mind and your body

Obstacles to Coaching

Why Not Coaching?

Why Aren't We All Doing It?

How do I start? Infrastructure: Scheduling and Budget

Training Time Coaches Time Common Planning Periods Coach Compensation: PD budgets, Title I and III

monies, Comp Time, Grants, Creativity

Communicate vision and roles (if high school, it is sometimes useful to begin with one department or group of teachers, then scale up)

Context

Based findings of previous research, pilot uses a Concerns Based Model, aligned with SAMR and Teacher Career Cycle (Hall, George, & Rutherford, 1998; McIntosh, et.al., 2004; Puentadura,1998).

Allows adaptive feedback and re-framing, double-loop learning.

Moves into transformative contexts and innovative practices, triple-loop learning (Eilertsen & London, 2005).

Helps community move forward and build trust.

An integrative Systems Solution

  Substitution Augmentation Modification Redefinition

Teacher CareerCycles

STAGES OF CONCERN

LEVELS OF USE

0-1 2 3 4a 4b 5 6

Distinguished 7              

Expert 6              

Expert 5              

Professional 4              

Professional 3              

Apprentice 2              

Apprentice 1              

Novice 0              

Agreement on Goals

Administer Concerns Based Adoption Survey (there are several published); tailor to your teaching audience

Classify your teachers by Concern Level Communicate vision of critical growth goals—explain

there are many aspects to teacher and learning effectiveness

Ask for a clear list of no more than 10 to be developed collaboratively, either within a school or department; reserve the right to add 2-3 must-haves that are administratively decided (Marzano, Danielson, etc., have good instruments)

Next Steps

Identify potential coach candidates; invite to information session

Explain coaching and how it works, why it worksGet commitment from those interested in

coaching2-day training for coachesEach coach invites potential “coachee”(no more

than 3) to a “come and see” session

Launch and EvaluateCoaches set up first meet with coachee and plan

lessonCoach models lesson; coachee observesCoach and coachee discuss observationCoachee schedules observation or videos lessonFeeback conversation, with reflection and “next

steps” Implement “next steps,” observe, feedback, etc.Scale up for broader implementation

Short-Term Goal (8 mos):• 90% of teachers move one level, Stage of Concern• 60% of teachers move one level, Levels of Use

  Substitution Augmentation Modification Redefinition

Teacher CareerCycles

STAGES OF CONCERN

LEVELS OF USE

0-1 2 3 4a 4b 5 6

Distinguished 7              

Expert 6         JV SS  MP

Expert 5         LM    

Professional 4   JW PW, PB BC AN, RL    

Professional 3 MB SW          

Apprentice 2              

Apprentice 1              

Novice 0              

Stages of Concern: 10/12 teachers; 83.33%/90%: long-term resistorLevels of Use: 7/12 teachers; 58.33%/60%--two teachers already at high level

and were mentors

Pre: Think deeply and critically about my learning

Post: Think deeply and critically about my learning

Pre: Ask questions of my learning and of others

Post: Ask questions of my learning and of others

Pre: Learn how to apply learning to my life

Post: Learn how to apply learning to my life

Pre: Work with other students to explore learning

Post: Work with other students to explore learning

Pre: Have learned how to make presentations to help others understand

Post: Have learned how to make presentations to help others understand

Pre: Figure out different approaches to problems and explain them

Post: Figure out different approaches to problems and explain them

Pre: Do creative work in the way I respond to my learning

Post: Do creative work in the way I respond to my learning

0 50 100 150 200 250 300 350

Growth in 4Cs Skills

Strongly disagree Disagree Somewhat agree Agree Strongly agree

Number of Respondents

Student Short-Term Goal (9 mos.): 10% increase in Student Learning/4Cs

• 9.49% in critical thinking ▪ 10.33% in inquiry skills

• 9.3% in applied thinking ▪ .035% collaboration

• 7.3% in presentation skills ▪ 23% problem

solving • 9.8% in creativity

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