Session 2: Experienced with NTI
Facilitator’s Guide: Instructional Coaching:
Acting on the Data Part 1
Sequence of Sessions
Targets for this Session

I can identify the characteristics of high-quality instructional coaching on the modules.
High-Level Purpose of this Session

Participants will learn the fundamentals about instructional coaching aligned to the needs of adult learners and based on
cognitive science and how to apply those to coaching teachers or coaching coaches, depending on the role they play. We will
examine the concepts of coaching light/coaching heavy, as well as coaching actions and language that promote positive
change in teacher behavior and increase student achievement.
Related Learning Experiences

Session 1: Using Teacher Data to Support Module Implementation

Session 2: Instructional Coaching: Acting on the Data Part I
1

Session 3: Instructional Coaching: Acting on the Data Part II
Key Points



All principals are instructional coaches, they just might coach the coaches versus coach the teachers. In that case, principals
need to ensure coaches are effective.
Understanding cognitive science can lead and influence mindful change–organizational transformation that takes into account the
physiological nature of the brain, and the ways in which it predisposes people to resist some forms of leadership and accept
others.
Leaders need to create “moments of insight” for teachers through their coaching–they should keep this phrase in mind throughout
the remaining sessions
Session Outcomes
What do we want participants to be able to do as a result of
this session?
Participants will be able to identify the characteristics of highquality instructional coaching on the modules.
How will we know that they are able to do this?

Engagement in protocols and application in the next
session.
Session Overview
Section
Time
Overview
Prepared Resources
Facilitator’s Preparation
The Science of
Change
20
Introduction to change that is
mindful of physiological
processes and “moments of
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Work through activities as a
learner prior to facilitation.
Participant notebook
2
insight” leaders help to create Video: Principal and Coach
Collaboration
Application to our
Coaching
40
Download videos to a
jumpdrive.
Explore their own identify
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regarding coaching heavy/light
Participant notebook
and learner/judger mindset.
Session Roadmap
Section 1: The Science Change
Time
11:2511:32
7 min
Slide #/Pic of Slide
1,2,3
Time: 20
Script/Activity directions

Introduce the session topic and targets. Clarify that even if
principals do not coach teachers directly, they need to know
quality instructional coaching so they can support their
coaches in doing so.

Conduct a poll
o How many principals are the main instructional
coach at their school?
o How many do some coaching?
o How many have coaches who do all of the
coaching?
All principals are instructional coaches–just might coach the
coaches versus coach the teachers–in that case–how do

Grouping
3
you know your coaches are effective?
Principal and Coach Collaboration - (only show 1st 3:30)
Michael is the Principal of a High School designed primarily to
serve the economically disadvantaged in the city of Denver.
Brooke serves as the Instructional Coach and supports teachers
across grades 9-12 and in all subject areas. Michael and
Brooke regularly collaborate around professional development
systems and structures that support teaching and learning
across the school. Today they are reviewing teacher feedback
in order to plan future professional development.
While viewing, note the role of the principal, and the role of the
coach. What are your observations and questions?
The teacher feedback they are reviewing is similar to the
teacher data that participants analyzed in session 1. This video
illustrates one more way to collaborate with other instructional
leaders to be facilitators of change. No one can do this alone.
11:3211:42
10 min
4,5,6,7





Make the connection to the previous session that the
Concerns Based Adoption Model tell us the “what” people
need (they need more information, or to collaborate, or to
refine their practice), but cognitive science teaches us “how”
to deliver it in a way that leads to actual changes in
behaviors.
Participants read Rewiring the Adult Brain. (3 min)
Follow with slides to reinforce concepts and especially this
“moment of insight” needed to produce change that
connects to point 1. The processes being taught today will
help them to do this.
Ask leaders to share with a partner how they might go about
cultivating “moments of insight” for their teachers in a
coaching session.
Address the key take-aways:
4
o
o
Section 2: Application to our Coaching
Time
11:4211:45
3 min
Slide #/Pic of Slide
8
11:4512:09
24 min
9
12:0912:14
10
Understanding cognitive science can lead and
influence mindful change–organizational
transformation that takes into account the
physiological nature of the brain, and the ways in
which it predisposes people to resist some forms of
leadership and accept others.
Leaders need to create “moments of insight” for
teachers through their coaching–they should keep
this phrase in mind throughout the remaining
sessions.
Time: 40
Script/Activity directions








Grouping
Share the graphic of coaching heavy, coaching light on slide
with a descriptor at each end.
Identify where would you fall?
Where would your coaches fall?
Review the Text Rendering protocol with the group
Have them split into triads (really strive for no more than 3
here).
Reading time of Coaching Heavy Coaching Light (12 min)
Discussion time (10 min)
Triads
Bring participants back to the whole group and set up the
next portion – “So what needs to be in place to “coach
5
5 min
12:1412:25
11,12, 13
12:30-1:30
60 min
heavy” successfully and not create fear and anxiety, which
will stop the change process?”
o A great deal depends on the mindset we approach
coaching with and the corresponding language used.
 Participants review Learner/Judger mindset table.
 Ask: Which of these mindsets from a leader will cultivate
“moments of insight” for teachers?
 Remind them that the guiding question for the day is: Who
am I as an instructional leader and who do I want to be?
o Think about how these mindsets help answer that
question.
 Keep this resource as a tool for your coaching or to share
with your coaches.
 Let participants know that the entire afternoon will be spent
applying these ideas. They are now armed with more tools
for teacher-centered coaching, and will learn effective
practices for student-centered coaching.
 Teacher-centered coaching is focused on the teacher
behaviors–the coach verbally points out to the teacher
effective and less effective teacher moves that were
observed.
 Student-centered coaching focuses on the student
work/data. It moves away from focus on teacher behavior to
student level outcomes on learning targets.
Capture a couple of whole group share-outs of biggest takeaway so far today if there is time.
LUNCH
Turnkey Materials Provided
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All documents
Video: Principal and Coach Collaboration
7