Oregon
Welcome
Oregon Scaling-up EBISS
Coaching Makes a Difference
Coaching Effective Teams
Kathleen Ryan Jackson, D. Ed.
kmj@uoregon.edu
Erin A. Chaparro, Ph.D.
echaparr@uoregon.edu
Oregon Scaling-Up EBISS Blog
http://blogs.uoregon.edu/oregonscalingupebissblog/
Please contact Erin Chaparro if you encounter problems accessing the Blog
Thank You
The National Reading First & Technical Assistance
Center
https://www.k12.wa.us/Reading/pubdocs/Dissemination_7ACollectionofOnlineResAb
outScientificallyBasedK-3ReadingInst.pdf
State Implementation and Scaling-up of Evidence
Based Practices (SISEP)
http://sisep.fpg.unc.edu/
Nancy Golden & Joyce P. Gall
Jan Hasbrouk and Sprick, Sprick & Garrison
Knowledge Check
Do you know the 5 steps used in the 25minute process for academic or behavioral
concerns?
Can you identify two examples of blended
coaching stems?
Coaching Effective Teams
Purpose:
• Understand your current context and culture to
manage complex change
• Provide you with effective strategies to manage
complex change when you are coaching teams
• Deepen understanding of adaptive and
technical change
Outcome:
• Walk away with tools and strategies that you
can immediately put into practice
Implementation Drivers
Coaching
Competency
Organization
Leadership
Adaptive & Technical
6
© Fixsen & Blase, 2009
Coaching Communication &
The Art of Really Listening
From Social Grace to
Discussing the “undiscussables”
The object is to do everything a little better
tomorrow than it was done today.
Continuous improvement is the path
to a higher standard of leadership
-Gandhi
Presenting a Compelling Reason
for Change
Coaching….an effective practice
for sustainable change
Melissa Williams
Director of Instruction and Student Services
Ontario School District
Effective Teaming
Guiding Systems Change
1. Managing Complex Change
2. Adaptive and Technical Leadership
3. Toolkit for Building High Performance
Work Teams
4. 25 Minute Solution Process
A Key Role For Coaches
Guiding Systems Change
Coaches must recognize the challenges of
implementing systems-wide change and have
strategies in place to lead staff successfully
Readiness
Readiness is defined as a developmental point at
which a person, organization, or system has
the capacity and willingness to engage in a
particular activity
• Creating readiness for change is a critical
component at every stage of
implementation
The Human Response to Managing Change
Adapted from Knoster, T., Villa, R., & Thousand, J. (2000). A framework for thinking about systems change. In R. Villa & J. Thousands. (Eds.).
Restructuring for caring and effective education: Piecing the puzzle together. (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.
13
It is not going to be the way “it” was...
We are not sure what
“it” will look like…
That leaves us
uncertain…
14
“ Loose-Tight”
DuFour, DuFour & Eaker, 2005
Skillful and Simultaneous
1. Systematic framework that stipulates
clear, non-discretionary priorities (tight)
2. Foster autonomy and creativity (loose)
Demonstrated Commitment
Collective Commitment
--
15
Guiding Systems Change
Reflect: What kind of emotion does change
arouse in your district? Is it different from
school to school, across district
departments?
Turn and Talk: Share your reflection with a team
member.
Next Steps: What would you have to do to
coach leadership in the development of a
“loose-tight” system of reform?
Reflection
16
Guiding Systems Change
Nancy Golden and Joyce P. Gall
http://x.naf.org/presenterfiles/2007%20Conference%20and%20Summit/2007%20Summer%20Institute%20%20Washington%20DC/Intensives/Toolkit%20for%20Building%20High%20Performance%20Work
%20Teams/toolkit.pdf
17 Tools: 3 Phases
1. Laying the Groundwork
2. Working Toward Consensus
3. Moving Into Action
Phase 1: Laying the Groundwork
Foster the effective function of your team
Tool 1, State a Purpose
Tool 2, Set Group Agreements
Tool 3, Develop a Common Base Knowledge
Tool 4, Clarify Consensus
e.g., One member says, “Before the group can move
forward everyone needs to come to an
understanding of the importance of their being
willing to live with whatever decision is reached.”
Tool 5, Develop Kaleidoscope (diverse) Groups
Phase II: Working Toward Consensus
Ensuring varied perspectives are expressed, shared
and accommodated
Tool 6, Fly the Helicopter Higher, Focus on Big Ideas
Tool 7, Float a Trial Balloon
Tool 8, Ask Yes-No-What Do You Need?
Helps clarify the extent of member agreement with a proposal and
the conditions that a modified proposal must include to satisfy
various member of the team.
Tool 9, Brainstorm From-To
Tool 10, Listen for a Breakthrough
Tool 11, Call for a Power Sweep
Tool 12, Do a Five Finger Share
Tool 13, Take a Back-up Vote
Tool 14, Test for Critical Mass
Circular Conversations?
Here is another powerful tool to help a
team reach a solution
• 25 Minute Process for Academic Concerns
• 25 Minute Process for Behavior Concerns
5 Steps: 25 Minutes
Prior to meeting: Conduct assessment analysis
Step 1: Background 5 minutes
Step 2: Problem and Goal 3 minutes
Step 3: Strategies (Brainstorm) 8 minutes
Step 4: Create the Plan 3 minutes
Step 5: Final Details 3 minutes
During the meeting: Facilitator and time-taker
Need Help Finding the Right Words?
Sentence Stems can help….
The Coach is the Key Ingredient
Capacity building is the crucial variable affecting
instructional quality and corresponding
student achievement
Fullan 2002
Implementation Drivers
Competency
Technical
Organization
Leadership
Adaptive
© Fixsen & Blase, 2009
29
Leadership
Technical and Adaptive
Technical and adaptive leadership styles are
exercised to manage and continually improve
the evidence based programs and
implementation components to support and
sustain high levels of staff performance.
Leadership
Technical Leadership
• Greater certainty and more substantial
agreement about the ‘right’ course of action
to pursue.
Adaptive Leadership
• Values, philosophies and long-standing ways
of work are challenged or found to be
ineffective
(Heifetz & Linsky, 2002)
Adaptive & Technical Leadership
Leadership on the line: Staying alive through the
dangers of Leading. Heifetz, R., & Linsky,M. (2002).
To lead is to live dangerously, because when leadership
counts, when you lead people through difficult change, you
challenge what people hold dear…with nothing more to offer
than a possibility…and it often means exceeding the authority
you are given…people push back when you disturb the personal
and institutional equilibrium…they can resist in all sorts of
creative and unexpected ways (pg. 2).
Effective Team Strategies
Reflect: How can these strategies help to focus
your teams on problem solving and action
planning to strengthen effective practices?
Turn and Talk: Share your reflection with a
partner.
Next Steps: What strategies will you choose to
use to strengthen team practices?
Reflection
33
Knowledge Check
1. The 5 steps used in the 25-minute process
for academic or behavioral concerns?
Background, problem and goal, strategies, create
the plan, final details
2. Two examples of blended coaching stems
– Paraphrasing and clarifying
Resources
Carroll, C., Patterson, M., Wood, S., Booth, A., Rick, J., & Balain, S. (2007). A
conceptual framework for implementation fidelity. Implementation Science,
2. doi: 10.1186/1748-5908
Daly, A.J., & Chrispeels, J. (2007). A question of trust: Predictive conditions for
adaptive and technical leadership in educational settings. Leadership and
Policy in Schools, 7, 30-63.
Golden, N. & Gall, J.P. (2000). The complete toolkit for building high performance
work teams. Retrieved from http://x.naf.org/presenter-files/2007 Conference
and Summit/2007 Summer Institute - Washington DC/Intensives/Toolkit for
Building High Performance Work Teams/toolkit.pdf
Heifetz, R.A. & Linsky, M. (2002). Leadership on the line: Staying alive through the
dangers of leading. New York: Harvard Business School
Knoster, T., Villa, R., & Thousand, J. (2000). A framework for thinking about
systems change. In R. Villa & J. Thousands. (Eds.). Restructuring for caring and
effective education: Piecing the puzzle together. (pp. 93-128). Baltimore: Paul
H. Brookes Publishing Co
Thank You
Kathleen Ryan Jackson, D.Ed.
kmj@uoregon.edu
Erin A. Chaparro, Ph.D.
echaparr@uoregon.edu