Part 2: IC Tips based upon the 6 Components of Instructional Coaching

Continued...

A strong instructional coach will use each of the above components as they work with teacher. However, there is difficult to follow a predetermined sequence for these coaching components.  Based upon where the teacher is at on the change continuum is just one  of the potential factors that plays into how the instructional coach will approach working with the teacher.  The instructional coach must rely upon the relationships built based upon the partnership approach to determine where to involve the teacher.  Some of these components may be repeated several times or omitted all together based upon teacher and student needs and preparedness.

Model: 

A collaborative effort between both the classroom teacher and the instructional coach to ensure that key "look fors" are established.  The teacher establishes what he or she will be looking for within the lesson, thus ensuring the coach is well prepared to model these key "look fors"  Discipline and behavior expectations are outlined prior to the lesson.  Throughout the lesson a mutual partnership between the coach and teacher is emphasized with the students.  The coach and teacher review the results along with the observation form side-by-side.

Observation Form This can be used by either the teacher during the model lesson or the coach during the observation

Observe:

"You watch me, I watch you".  Knight stresses in Chapter 6 that this is meant to be an informal observation and the more often that these observations occur, the more comfortable they teacher will be in inviting in an observer. The data that the coach records during the observation varies depending on what intervention the teacher is working to incorporate into the classroom.  The coach will also use the same observation form as the form in the modeling component to only record the expected teaching practices.  This is crucial for the data conversation after the lesson has been delivered.  Additional positive notes highlighting successful actions taken within the classroom.  The specifics documented during the observation provide the teacher with data for conversation and reflection with the instructional coach.  

Explore:

Side-by-side the coach and teacher review the data after an observation or model lesson.  The coach must be careful not to provide top down feedback to the teacher (Knight 2007, p. 123-125). Here are some example coaching questions post-observation.  

"How do you think that went?" 

"OK, now based on either your experience or this form we've go, what do you think were the components that made that go really well?" 

"OK, what do you think some things were either according to your experience or what I have on this observation form, what are some things that we kind of still need to work on as a team?"

When providing feedback it is pertinent that the coach provides specific, nonattributive feedback.  Provide the teacher with specific examples vs. shallow praise.

What great tips do you have to share for modeling, observing, or exploring the data with your teachers?

Part 1: IC Tips based upon the 6 Components of Instructional Coaching

Instructional Coaching Components

A strong instructional coach will use each of the above components as they work with teacher. However, there is difficult to follow a predetermined sequence for these coaching components.  Based upon where the teacher is at on the change continuum is just one  of the potential factors that plays into how the instructional coach will approach working with the teacher.  The instructional coach must rely upon the relationships built based upon the partnership approach to determine where to involve the teacher.  Some of these components may be repeated several times or omitted all together based upon teacher and student needs and preparedness.

Here is a brief break down of  the first 3 of the 6 components. When I say brief I mean brief.  Chapters 5 and 6 are crucial reads or refresher for any IC reflecting upon this school year and looking ahead to the next.

Enroll:

How does an IC get a teacher on-board?  Enrolling teacher participation in a coaching partnership can best be achieved through one-on-one interviews, small group presentations, large group presentations, informal conversations, and/or administrator referral.  Using a series of interview questions small group and one-to-one interviews have proven to be the most successful way to enroll teachers to participate within the process. (Knight, 2007 p.89-96)  

Identify:

Now that teachers and/or small groups have identified themselves as interested, the next question is where to start? Note: Not to worry about the length of your enrolled teacher list.  The coaches preparedness is what will make this list grow! (Knight, 2007 p.99)  Using the Big 4 an IC and teacher(s) can focus in on specifically what areas may need to be focused in on (Knight, 2007 p. 100).  These can vary throughout the school year depending upon the intervention, strategy, content, etc.

The Big Four

Behavior: Is classroom management under control? Content: Does the teacher understand the content, have a plan, and understand which information is most important? Instruction: Is the teacher using teaching practices that ensure all students master content? Formative Assessment: Do the teacher and students know if students are mastering content?

Explain:

The IC's job includes explaining how a proven practice can be implementing within the teaching practice.  Thus, it is crucial that the coach not only understands the proven practice but can explain it clearly to the teacher.  The coach may have to read and research the practice further in order to clearly explain the practice before synthesizing it with the teachers and their students.  The coach may have to break down the practice into smaller chunks that allow for true mastery of the teaching practice.  Next, the coach must look at the practice from the classroom teachers' perspective as a feasible option otherwise providing modifications that make the teaching practice a realistic application for the classroom.  Finally, the coach must simplify the practice as needed to realistically meet the classroom and teachers goals.  This planning on the coaches part is a necessity and in my opinion often overlooked by some coaches as it is so time consuming.

As we are looking to wrap up one school year and head into a new one how do you plan to enroll participating teachers for the 2013-2014 school year?  What are the key needs that you're identifying?

At the end of the day...

I know it is a cliche phrase,  however at the "end of the day" what an instructional coach really just wants to find the best way possible for all students to learn.  In order to do this an  instructional coach works with as many teachers as possible to ensure that teacher and students needs thus producing student success.

In Chapter 5 Knight does a great job of telling the story as to how one instructional coach works with a reluctant teacher resistant to any new ideas to improve her already high test scores.  The instructional coach recognizes where the reluctant teacher is and works to walk through the stages of change as outlined by Prochaska, Norcross, and DiClemente (Prochaska et al., 1994)

Prochaska et al.'s Stages of Change (1994)

• Precontemplation
• Contemplation
• Preparation
• Action
• Maintenance
• Termination

Here are the stages of change as they are aligned with professional learning.  I felt like this deserved a graphic organizer to demonstrate the continuum and roles for both the coach and teacher.  I'd love to know your thoughts and any additions that you may want to include. Note click on the image or the link below to open up this organizer in GoogleDocs.  Based on Chapter 5 and your experience please add to this document.

What's missing?  Could you use this continuum?

http://goo.gl/q9J4g 

Listen People!

An instructional coach's time communicating often is relayed through emails and the brief encounters in the hallway.  By continuing with the 7 principles of the partnership approach to coaching, communication should be more than just a brief encounter.  With these 7 principles in place the instructional coach and teacher have the opportunity to truly communicate with one another about their values, needs, goals, and next steps.  

I communicate every day. I listen or read every day.  Via twitter, email, facetime, texts, and occasionally phone calls.  However, my face-to-face communication tends to be less and less in an overly connected world.  With our connected world it is more crucial than ever to practice the art of listening.  After all, the art of listening is one of the cornerstones of a qualified teacher.  

http://www.flickr.com/photos/mkuram/5961100771/ 

Chapter 4 of Instructional Coaching outlines 6 aspects of communication: understanding the speaker, employing authentic listening, understanding our audiences, recognizing stores, interpreting nonverbal communication and facial expressions, and building relationships through emotional connection.  Without going into an outline of each, Chapter 4 really is about listening.  We can always refine how we listen.  If listening was not necessary, then why does just about every self-help, coaching, management, and leadership book include a section on the art of listening?

Knight states that over time he has learned that when he listens carefully, the person with whom he’s speaking with almost always becomes a better listener. (Knight, 2007, p. 61)  I cannot agree with this statement more.  I recently tested this with what I would consider a challenging coaching partnership.  Without going into too much of the background details it really boiled down to the fact that both of us were not hearing what the other was saying.  I made a concerted effort that the next face to face conversation we would have that I would make full eye contact, pause and think before I spoke, and ask clarifying questions as needed.  As corny as it sounds it was a magical conversation!  A concept that I had shared with her several times was now a great idea that we collectively developed, planned and prepared for the next steps.  No joke! I attribute the success of this conversation to my body language, eye contact, patient probing questions, and most importantly my efforts to be a better listener. 

How do you communicate effectively as a coach and truly listen to your teachers? 

7 Principles of the Partnership Approach to Coaching

Chapter 3 of Instructional Coaching by Jim Knight outlines the partnership philosophy approach to coaching.  Through his research, practice, and reflection 7 principles are outlined. Equality, Choice, Voice, Dialogue, Reflection, Praxis, and Reciprocity. (Knight, 2007, pp. 37-54) Here is my brief break down of each principle.

1. Equality: Both the coach and the teacher contribute equally to the conversation.  The teacher and coach may not have equal knowledge on all topics, but both points of view are worth being heard and valued as a part of the discussion.  Respect and compassion must be infused throughout conversations.
2. Choice: In a coaching partnership teachers must have choice in the professional development.  Without choice it is hard to define the relationship as a partnership, thus without choice professional development is likely to fail. (Knight, 2007, p. 42) By providing quality choices the teacher can say yes and no.  When choices are taken away the teacher’s professional opinion has been neglected.  Everyone wants to be treated as a professional.
3. Voice: Make teachers feel seen and heard.  Their opinions and needs are heard and do matter.  Even if the coach does not necessarily agree with what the teacher’s opinions and what they have to share, the coach must put their opinions aside to listen.   Listening provides the coach with insight and provides the teacher with an engaged listener with an opportunity to share.
4. Dialogue: In a coaching partnership it is not about winning the conversation, but continuing conversations and bouncing ideas around in a professional way.  I like the analogy of a pinball machine to great dialogue in which it is difficult to keep track of whose ideas are who’s because the conversation is so constant.  Inquiry and innovation occurs through dialogue.  In my opinion, by providing voice, choice, and an equal playing field great dialogue can occur.
5. Reflection: Reflection is a practice to engage in as an IC and teacher during and after during and after implementing a new strategy or content.  Some teachers do not innately reflect on their practices, thus coaches can provided the reminders, prompts, and strategies to do so.
6. Praxis: When a teacher applies a new strategy or ideas and applies to their existing practice, this is praxis.  The teacher may explore, prod, stretch, and recreate a new approach into one's own teaching practices (Knight, 2007, p. 49).  In my opinion Praxis “dove-tails” well with reflection.  As we become more reflective teachers and instructional coaches we tend to be more open-minded and connecting new strategies to practice is simplified.  My enthusiastic teacher example from last week really addressed praxis.
7. Reciprocity:  The coach and teacher relationship is one that provides both parties with learning opportunities.  Both parties have an opportunity to win.  #bestpdever
   
   One coach shares what reciprocity looks and feels like. I can see it in their eyes, that they’re remembering why they loved teaching, that they feel and see why teaching is such a neat profession.  They feel validated as teachers, as professionals, and more important, they feel validated as people. (Knight, 2007, p. 51)

In conclusion, these are really non-negotiables and we don't get to pick a "favorite" principle.  They are all necessary to a partnership.  One coach, Ric Palma states on those occasions when he is feeling unsuccessful as a coach one of these principles had usually been violated or missed. (Knight, 2007, p. 40)

Feel free to share your additional connections to the principles or a principle that you think should be added in the comments section below or twitter using the #ccoach

Winners and Losers

By Michael Jastremski (© 2004 Michael Jastremski.) [CC-BY-SA-2.0 (http://creativecommons.org/licenses/by-sa/2.0)], via Wikimedia Commons

Worst PD ever!  

No outlet for the interactive whiteboard (IWB) that I was supposed to be conducting a training on.  Yes, this was the focus of the "spray and pray" training I was set up to deliver.  Not to mention there was not one functioning computer in the classroom to connect to the IWB. Over 40 teachers crammed into a classroom with desk/chair combos. Yes, some were standing. Thankfully, I did have a PowerPoint of various screenshots along with a handout for half of the participants.  We were able to rustle up a projector and project my computer image onto a chalkboard that we had covered with white paper.  I made it through the day.  Did this half day  of professional development send teachers running back to their classrooms to use this newly found knowledge?  I highly doubt it, there was no buy-in from the teacher, a lack of communication, and definitely a need to listen to what the teacher's basic needs were (i.e. outlets and a functioning computer)

We all could share a great tale of our worst PD's ever.  You may even have more than one you could share.

#worstpdever

Then the clouds part and we have a "Cloud 9" day with teacher's and students.  We really do have an opportunity to see the fruits of our labor.  For example the day I modeled an assessment strategy in the classroom, the teacher, students and I debriefed the lesson, the strategies and our next steps.  Yes, the students participated in a portion of the debrief! The teacher emails me before school lets out that day and has two new ideas as to how she and her students can continue these formative assessment strategies the following day and throughout the remainder of the week.

#wewin

These are the days a fellow colleague and I like to call a "We Win" day.   Everybody wins, most importantly the students.

Jim Knight shares in his book Instructional Coaching: A Partnership Approach to Improving Instruction  an account of one of his worst PD days.  He was able to take some time to reflect after this awful day and converse and listen to the participants in a more one-on-one environment. Jim points out professional development success can be attributed to taking time to work with individuals one-to-one, listening, demonstrating empathy, engaging in dialogue, and communicating honestly (Knight 2007) These components help to plant the seeds of what Knight refers to as instructional coaching. Any novice or veteran instructional coach can agree with these success indicators.

In chapter 1 Knight goes onto outline the different types of coaching; Executive Coaching, Coactive Coaching, Cognitive Coaching, Literacy/Reading Coach, and Instructional Coaching.  Instructional Coaching will be the emphasis for this book study and our discussion on this blog.

So, we could all share one of our horror stories here, because maybe you just needed to get it off of your chest.  Or we could also share our "Winning" days, because personally these #wewin days are why I skip out of bed.

Share in the comments section below on your #worstpdever or your  #wewin day.