Professional Development to Practice
School-Based Implementation
Coaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Welcome and Introductions
Our trainers for the day are…….
Our focus for the day is ……
Professional Development to Practice
Step 1:Coach
COMMIT
Practice, Get Better,
Others
Apply teaching/
learning
practices
in classrooms
Educators
Educators
Step 2: IDENTIFY
receive expert become in-house
Step&3: ADDRESS
GAPS
experts
and
coaching
coach peers
feedback
Step 4: Practice, Get
Better, Coach
Step 5:with
IMPLEMENT
Schoolwide Implementation
Fidelity
Step 6: Step to SUCCESS
Professional Development to Practice
School-Based Implementation Coaching and
Missouri Teacher Standards
Standard #8 Professionalism
The teacher is a reflective practitioner who
continually assesses the effects of choices and
actions on others. The teacher actively seeks
out opportunities to grow professionally in order
to improve learning for all students.
Standard #9 Professional Collaboration
The teacher has effective working relationships with students,
parents, school colleagues, and community members.
Professional Development to Practice
Session At-A-Glance
Introductions and meeting norms
Session outcomes and essential questions
The problem and the research
Unpacking the School-Based Implementation Coaching
Process
Examining Our Thinking
Communicating Effectively
Providing and Eliciting Feedback
Action planning for the school-based implementation
coaching process
Professional Development to Practice
Training Norms
Begin and end on time
Be engaged and present
Be an active listener – open to new
ideas
Use notes for side bar conversations
Use electronics respectfully
Professional Development to Practice
Six Characteristics
of Effective
Professional
Development for
Impact on Teaching
Professional Development to Practice
Six Characteristics of Effective Professional
Development for Impact on Teaching
1. On the job or job-embedded training
2. Connected to classroom practice
3. Shaped by data
4. Intensive, ongoing, and long-term
5. Connects peers with purpose; focuses on
innovation
6. Collaborative and structured to offer educators
chances to learn from others
Professional Development to Practice
Outcomes for the Training
 Understand the purposes of the school-based implementation
coaching process by clarifying:
• The ability to match expertise with school-based implementation
coaching needs.
• The essential elements of the school-based implementation coach.
• The role and responsibilities of the school-based implementation
coach.
• The role of the school-based implementation coach in supporting
fidelity.
 Reflect on the implementation support practices and processes
currently in place.
 Consider the challenges and potential barriers to implementing
the school-based coaching process
Professional Development to Practice
Essential Questions
1.How does fidelity of implementation impact
the efficacy of teaching/learning practices?
2.What behaviors or practices would effectively
support implementation fidelity for new
teaching/learning practices.
3.What supports for fidelity of implementation
are currently in place in your building?
Professional Development to Practice
The Problem…
and the research
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
The Problem
“We give schools strategies & systems
for improving practice & outcomes, but
implementation is not accurate,
consistent, or durable, & desired
outcomes aren’t realized. School
personnel & teams need more than
exposure, practice, & enthusiasm.”
George Sugai, OSEP Center on PBIS
Professional Development to Practice
Knowing & Doing Gap
Superhighway
of
Training &
Knowledge
Student
Success
Professional Development to Practice
Know you need to shed a few
pounds?
Professional Development to Practice
Know you need to quit?
Professional Development to Practice
Presenter Notes
There are two different slides included related to
the initiative fatigue/silver bullet syndrome. :
eSchool News Quote (slide 20)
ASCD Quote (slide 21)
The presenter may choose to use one or both of
these.
Professional Development to Practice
The All-Too-Often Results of Practice Failure
Initiative Fatigue
Meris Stansbury, Associate Editor, eSchool News
Silver Bullet Syndrome
Professional Development to Practice
The All-Too-Often Results of Practice Failure
Initiative Fatigue
Silver Bullet Syndrome
“There is only a certain amount of time, energy,
resources, and personnel to do more than we did
yesterday. Short term fixes fueled by either
intimidation or enthusiasm to change on the part of a
new idea, strategy or even a new paradigm adds to
the pile of initiatives…. The danger here is the belief
that it is a quick fix. Adding to an already full plate just
makes us overeat and become sluggish”
Transforming Professional Development into
Student Results, ASCD
Professional Development to Practice
The Solution
Research-Based
Hattie’s Barometer of
Influence
Focus
Professional Development to Practice
The Need
Getting Started
Discussion Guide
Teaching/Learning
Practices Training
Follow-up coaching to
support classroom
implementation
Ongoing follow-up for
sustainability
Planning
Long term
Short Term
Practice
Structure
Safety
Support
Feedback
Modeling
Resources
Persistence
Safety
• Safety
Accountability
• Accountability
Professional Development to Practice
The Solution
COACHING
Relationships
Planning
Long term
Short Term
Practice
Capacity Building
Process Facilitation
Hands-on Support
Assessment of Progress
Monitoring &
Maintenance
Structure
Safety
Support
Feedback
Modeling
Resources
Persistence
Safety
• Safety
Accountability
• Accountability
Professional Development to Practice
The Implementation Coach
A team leader
that supports
implementation
and
sustainability of
collaborative
work.
Plans Strategically
Collaborates Internally & Externally
Facilitates Practice & Growth
Provides Feedback
Measures Progress
Teacher Transfer Rate
Professional Development to Practice
95%
10%
Workshop
/Training
16%
13%
Workshop Workshop
/Training,
/Training
Modeling,
&
&
Modeling
Practice
19%
Workshop
/Training,
Modeling,
Practice,
&
Feedback
Workshop
/Training,
Modeling,
Practice,
Feedback
,&
Peer
Coaching
Format of Professional Learning
Professional Development to Practice
The Forgetting Curve
Ebbinghaus, 1885
Professional Development to Practice
The Power of Review
t
s
Professional Development to Practice
The Forgetting Curve Formula
t
s
R=
Where R e
is memory retention,
S is the relative strength of memory
and t is time
Professional Development to Practice
What Does All of This Mean?
Peer coaching is a process in
which two or more professional
colleagues work together for a
specific, predetermined purpose
in order that teaching
performance can be improved as
well as validated.
Becker, J.M. (2010, March 3). Peer coaching for improvement of teaching and learning. Retrieved from
essentialeducator.org/?p=688
Professional Development to Practice
The Big Ideas
Coaching capacity is defined as activities or
practices, not person
End goal of coaching is to maximize the positive
impact of evidence-based teaching/learning
practices implemented by teachers and
experienced by students
Coaching practices have varied levels of intensity
Coaching practices are shared responsibilities
Professional Development to Practice
What implementation supports currently exist
in your school setting to enhance your
teaching?
How would school based
implementation coaches
fit?
Professional Development to Practice
Unpacking the
School-Based Implementation
Coaching Process
A Closer Look at Coaching Practices
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
What Does All of This Mean?
“What we’re really talking
about here are the kind of
communication and
collaboration skills that
build a relationship of
trust”
Les Foltus, Peer-Ed
Professional Development to Practice
A Closer Look at Coaching Practices
Developing and maintaining relationships
Facilitating the change process
Communicating effectively
Providing and eliciting feedback
Professional Development to Practice
Developing and Maintaining
Relationships
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
The Essence of the Coaching
Relationship
Reciprocal relationship between the educatorcoach and the coached-educator




Nonjudgmental
No-Fault
Strengths-Based
Appreciative Inquiry
Professional Development to Practice
Five Trust-Building Dos
1. Operate with Respect
2. Eliminate the Blame Game
3. Cultivate Self-Awareness
4. Apply Honorable Intentions
5. Get Beyond Yourself
Moving Toward Trust in an Era of Distrust
Published on December 29, 2012 by Nan S. Russell in Trust: The New Workplace Currency
Professional Development to Practice
The Helium Pole
Activity
Trust
me….
it’s easy!
Professional Development to Practice
Scrambled Sentences Activity
Set- Up
1. Divide the participants into groups of 6
2. Each group will decide on 1 member of
the group to be the “observer”.
3. The other 5 members of the group will
each receive an envelope containing 5
individual word cards. (Do not look at the
cards until instructed to do so.)
Professional Development to Practice
Scrambled Sentences Activity
The Task
The task is for each group to compose 5 meaningful
sentences (regarding coaching) using ONLY the words on the
cards.
This is not as easy as it sounds.
•
•
•
•
Each of you has an envelope that contains individual words
of cards.
Distributed among the 5 of you are the words to complete 5
sentences consisting of 5 words each.
Each participant needs to assemble one of the sentences in
front of them. The task is not complete until each person in
the group has formed a meaningful sentence.
The first word of each sentence has been capitalized.
Professional Development to Practice
Scrambled Sentences Activity
The Rules
• You may give cards to the other members in your group,
but no member may speak.
• You may not ask for a card from another member. This
means no talking, gesturing, motioning, or signaling in any
other way.
• The only way to get a card from another person is to wait
until that person gives it to you.
• You may pass any of your word cards to any other group
member at any time. You do not need to wait for a “turn”.
• No member may talk except for the observer who can
interrupt only to stop a violation of the rules. The observer
may not make suggestions to the players.
Professional Development to Practice
What is Debriefing
• Creating meaning out of an experience
– The What – timeline of events
– So What – drawing meaning from what happened
– Now What – relate to behavior change in the
future
• Debriefing can also be called processing or
reflecting
Professional Development to Practice
What..So What..Now What Debrief
Using the What, So What, Now What
debriefing tool provided, work with your
group to discuss the previous
activity referencing behavioral
observations (What happened how did people act and interact)
within the context of related to
trust and relationships
Professional Development to Practice
The Purpose of the Coaching
Relationship
Provide important supports for bridging
professional development to practice
Provide timely, focused, and contextual
grounding for improving implementation of
effective teaching/ learning practices in the
classroom context
Improve student achievement !
Professional Development to Practice
Examining our thinking
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
The
Ladder of Inference
Understanding Our Own
Thinking and the Thinking of
Others
Professional Development to Practice
The Ladder of Inference
describes the thinking
process that we go through,
usually without realizing it,
to get from a fact to a
decision or action. The
thinking stages can be seen
as rungs on a ladder.
Professional Development to Practice
The Ladder of Inference
Rethinking thinking - Trevor Maber
http://ed.ted.com/lessons/rethink
ing-thinking-trevor-maber
Professional Development to Practice
The Ladder of Inference
Waters Foundation, Interactive Module
http://www.watersfoundation.org
/webed/mod8/mod8-2.html
Professional Development to Practice
The Ladder of Inference
Reflection
If I believe people are
trustworthy, then I am more likely
to be open to others…
If I believe people can’t be
trusted, then I am more likely to be
closed to others…
Professional Development to Practice
The skills needed to examine our
thinking are:
• REFLECTION: The slowing down of
our thinking processes to become
aware of how we form our own
thoughts
• INQUIRY: Conversations where we
share our own thinking & through listening &
questioning develop knowledge about each other’s
thinking or “mental models”
Professional Development to Practice
Communicating Effectively
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Stand Up, Hand Up, Pair Up
Everyone grab their “Effective PD” card from the
opening activity.
Everyone stand up and put hold their cards up high
in the air.
Find a person that is holding the same card as you
– this is your partner.
Find a place to sit together to complete the activity
Professional Development to Practice
Object in a Bag
 Decide with your partner, who will be partner
“A” and who will be Partner “B”
 Turn your chairs so that you are back to back with your
partner, with partner B sitting at the table.
 Partner B will do the drawing, Partner A will be the coach.
 When directed, Partner A will get a brown bag and carry it
back to his/her chair, keeping the bag closed and NOT
LOOKING at the bag’s contents.
 As partner A is retrieving the brown bag, partner
B will get a piece of paper and a pencil as directed.
Professional Development to Practice
Object in a Bag (continued)
 Once everyone is seated and ready, partner A reaches into the
bag. Without looking inside the bag, partner A will touch the object
and describe what they feel to partner B.
 The catch is that they can’t just say “this is a mechanical pencil”; they
can only use words to describe shape or texture (for example:
“There’s a long, smooth cylinder with a point on one end and a
rubbery tip on the other”).
 Partner B then begins to draw what partner A is describing.
 Partner B MAY NOT make any marks or drawings that are not
specifically described by partner A.
 Partner A may not look at partner B ’s drawing.
 When time is called, each pair compares their results.
Professional Development to Practice
Object in a Bag
Reflection
How would you “rate” your final results?
Which did you prefer: to coach or be coached? Why?
What did you like about how you and your partner
“handled” the assigned roles?
If you were going to repeat the activity, what would you
change about your processing efforts?
 What connections can you make regarding the challenges
and implementation of the school-based coaching process?
Finally – Who gets to keep the original artwork?
Professional Development to Practice
Communication Skills for Effective Coaching
1. Nonverbal gestures reflecting positive, open,
attentive attitude
2. Active listening
3. Nonjudgmental reflection statements
4. Feedback that focuses on student outcomes
5. Paraphrasing
6. Questioning
7. Summarizing
Professional Development to Practice
You Be the Judge
https://www.youtube.com/watch?v=kVajUaR0EJQ
Professional Development to Practice
Providing and Eliciting Feedback
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Feedback Defined
“Basically, feedback is
information about how we are
doing in our efforts to reach a
goal.”
ASCD Educational Leadership
Professional Development to Practice
Seven Keys to Effective Feedback
Goal-Referenced
Tangible and Transparent
Actionable
User-Friendly
Timely
Ongoing
Consistent
Wiggins, G. (2012). Seven Keys to Effective Feedback. Feedback, 70(1).
7
Professional Development to Practice
1.
2.
3.
4.
5.
6.
7.
Tools for Developing
Teachers and Teaching
30 second feedback
5 minute Feedback
Reflective Planning
Positive Reinforcement Coaching
Instructional Coaching
Small Group Coaching
Teaching Studies
Rutherford Learning Group, Inc.
Professional Development to Practice
30 Second Feedback Practice
1. Choose a partner to work with.
2. Partners determine which one will
be partner A and which will be
partner B.
3. You will watch two videos of
teachers in action.
Professional Development to Practice
30 Second Feedback Practice
After viewing video 1, partner A will assume the
role of the observer and partner B will assume the
role of the teacher. Partner A will then provide
short feedback to the teacher (partner B) using the
guidelines for effective feedback and the
information presented in the 7 Tools article
Complete the same task after video #2 with
partner B becoming the observer providing
feedback and partner A assuming the teacher role
Professional Development to Practice
Reciprocal Teaching
(Video A)
http://www.youtube.com/v/8oXskcnb4RA
?version=3&start=43&end=212
Professional Development to Practice
Flipped Classroom Lesson – Two
Step Equations
(Video B)
https://www.youtube.com/watch?v=LLmYJ_lI-xU
Professional Development to Practice
Assessment & Reflection
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Implementation
Coaching
is about
the
challenges
of change
by
responding
to
Improving
Instruction
Closing the
knowing/doing
gap
by
responding
to
feedback
by
adopting
a
collaborative
mindset
Reciprocal
relationship
feedback
observation
The components of observation
problem solving effective coaching
problem solving
Professional Development to Practice
Practice Profile
Missouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction.
School-based Implementation Coaching
Unacceptable
Exemplary
Variation
Essential Function
Close to Proficient
Ideal Implementation
Proficient
(Follow-up professional
(Skill is emerging, but not yet to ideal proficiency.
(All items are in place.)
development is
critical.)
Coaches do not take
At the beginning of the coaching relationship, the
At the beginning of the coaching relationship, the
time to develop
educator-coach
educator-coach
positive, professional
 Describes the coaching process and expectations
 Describes the coaching process and
Developing and
relationships with
for the educator-coach and coached-educator
expectations for the educator-coach and
maintaining
the building
coached-educator

Explains
that
confidentiality
will
be
maintained
1
coaching
educators as they
 Poses questions and without listening to the
 Poses questions and listens to the coachedrelationships.
take on the functions
coached-educator describe current teaching
educator describe current teaching successes and
of school-based
successes and challenges
challenges
implementation
 Confidentiality is not addressed.
coach.
The educator-coach supports the coached-educator to The educator-coach supports the coachedThe educator-coach
learn and implement new teaching/ learning practices
educator at a moderate to minimal level.
initiates a coaching
by:
relationship but does
 Addressing coached-educator feelings of being
not follow-through.
 Attaining verbal commitment from the coachedoverwhelmed with the implementation process
educator to engage in the coaching relationship
by creating an awareness of the steps or
and improving implementation of teaching/learning
methods of implementation.
Facilitating the
practices.
 Stating the importance of implementing the
2 improvement
 Addressing coached-educator feelings of being
teaching/learning practice without providing
process.
overwhelmed with the implementation process by
rationale explaining why.
breaking down the steps or methods of
 Assumes that there is a commitment from the
implementation into manageable units.
coached-educator to engage in the coaching
 Giving rationale for the importance of
relationship and improve implementation of
implementing the teaching/learning practice.
teaching/learning practices.
Professional Development to Practice
Fidelity Checklist
Professional Development to Practice
Reflection
Based on what you have learned today,
What steps might you take to identify a skillful
internal coach for your building?
What potential challenges do you foresee?
What tools/resources might you use to ensure
the success of an internal coaching process as
part the practice implementation process?
Professional Development to Practice
Next Steps: Action=Results
Next Steps: Actions = Results
Content Focus
Collaborative Data Teams
Effective Teaching/Learning Practices
School: _________________________
Common Formative Assessment
Data-based Decision-making
Date Next Steps Form Written:_______________________________
Teams (e.g. grade level or content): _________________________________________________________________________________
Action Planned
What?
Responsible
Person(s)
Who?
Timeline
When?
Resources/Support Needed
What steps will you take to start
implementing?
Results
So What?