Maximizing Capacity-Using
Evidence to Collectively
Personalize Student Learning
1
A Coach Helps School Staff
Members Improve…
• Competency
• Confidence
• Commitment
2
Reflection
How does a
coach build the
instructional
capacity of
individual
teachers, teams,
and schools?
3
Maximizing Capacity
• Promoting data driven decision-making
• Asking the right questions
• Facilitating critical reflection, dialogue,
and discussion
4
Data-Driven Decision Making
“If schools are not getting
the results they want, they
need to consider their
processes, or how they are
getting their results. If they
want different results, they
must change the processes
that create the results.”
Bernhardt, 2004
5
Considering the Meaning of Data
“The term data does not mean just test
scores; it encompasses all the talk and work
of teachers and students. Data may come
from homework assignments, writing
samples, portfolios, exit slips, journals, or any
information that provides the opportunity to
discuss student work in the context of the
lesson and instruction.”
Nidus and Sadder, 2011
6
Effective Questioning
• Clarifying Questions gather additional
information.
• Eliciting Questions extend thinking.
• Leading Questions encourage reflection.
7
Facilitating Critical Reflection,
Dialogue, and Discussion
“A committed listener helps people think
more clearly, work through unresolved
issues, and discover the solutions they
have inside them. This often involves
listening beyond what people are saying to
the deeply held beliefs and assumptions
that are shaping their actions.”
Hargrove, 1999
8
Pace and Lead
1. Acknowledge the individual’s or
group’s current state of mind.
2. Treat the state or experience as valid.
3. Match the state.
4. Gently lead the individual or group to
the new, desired state.
9
Acknowledging the Current
State of Mind
• “You seem to be feeling anxious.”
• “I’m sensing that you feel frustrated."
• “I get the sense that you are
overloaded.”
• “It seems to me that you’re feeling
confused.”
10
Treating the State of Mind or
Experience as Valid
• “This is not surprising.”
• “You have every right to feel this way.“
• “This is a very normal feeling.”
• “Many others are feeling this same way.”
11
Matching the State of Mind
• “I’ve felt exactly the same way myself.”
• “I’ve been there myself.”
• “I’m having the same reaction.”
• “I can empathize with you.”
12
Gently Leading to a New
State of Mind
• “I believe that when some of your questions
are answered, you’ll feel more comfortable
with this.”
• “Let me tell you how I dealt with a similar
situation.”
• “Here are some strategies I’ve used to deal
with this problem.”
• “Tell me what’s bothering you. Perhaps I can
clarify some points of concern.”
13
Pace and Lead
From
To
Uninterested
Resentful
Stressed
Overwhelmed
Some interest
Less annoyed
Some comfort
Seeing some
possibilities
Some potential
Some clarity
Powerless
Confused
14
Pace and Lead
• Acknowledge the current state of mind.
• Treat the state of mind or experience as
valid.
• Match the state of mind.
• Gently lead to a new state of mind.
15
Coaching Cycle
Pre-observation
Conference:
Establish Focus
Classroom
Observation:
Observe or Model
Lesson
Post-observation
Conference:
Debrief Lesson
16
Giving Feedback
•
•
•
•
Descriptive
Specific
Well-timed
Clearly communicated
17
Using Praise
• Contingent
• Specific
• Sincere
• Varied
• Credible
18
References
Bernhardt, V.L. (2004). Data analysis for continuous school
improvement. Larchmont, NY: Eye on Education, Inc.
Blanchard, K. (2007). Leading at a higher level: Blanchard on
leadership and creating high performing organizations.
Upper Saddle River, NJ: Prentice Hall.
Block, P. (2000). Flawless consulting: A guide for getting your
expertise used. San Francisco: Jossey-Bass/Pfeiffer.
Carroll, T. (2009). The next generation of learning teams. Phi
Delta Kappan, 91(2), 8-13.
DuFour, R., DuFour, R., Eaker, R., and Many, T. (2010). Learning
by doing: A handbook for professional learning
communities at work. Bloomington, IN: Solution Tree.
19
References (continued)
DuFour, R., & Eaker, R.(1998). Professional learning communities
at work: Best Practices for Enhancing Student
Achievement. Bloomington, IN: Solution Tree.
Elmore, R. (2003).School reform from the inside out; Policy,
practice, and performance. Boston: Harvard Education
Press.
Fullan, M. (2001). Leading in a culture of change. San Francisco,
CA: Jossey Bass.
Hargrove, R. (1999). Masterful coaching: Extraordinary results by
impacting people and the way they think and work
together. San Francisco: Jossey-Bass/Pfeiffer.
20
References (continued)
Harvard University. (2003). The CLG concept of the change
coach. Unpublished paper.
Kaser, J.,Mundry, S., Stiles, K., & Loucks-Horsley, S. (2002),
Leading every day. Thousand Oaks, CA: Corwin Press.
Knight, Kim. (2011). What good coaches do. Educational
Leadership, 69(2), 18-22.
Lencioni, P. (2005). Overcoming the five dysfunctions of a team:
A field guide for leaders, managers, and facilitators. San
Francisco: Josey-Bass.
Nidus, G., and Sadder, M. (2011). The principal as formative
coach. Educational Leadership, 69(2), 30-35.
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References (continued)
Schmoker, M., (1999). Results: The key to continuous school
improvement (2nd ed). Alexandria, Va: Association for
Supervision and Curriculum Development.
Senge, P. M., Kleiner, A., Roberts, C., Ross, R., Roth, G., & Smith,
B. (1999). The dance of change: The challenges to
sustaining momentum in learning organizations. New
York: Doubleday.
Speck, M. (1996, Spring). Best practice in professional
development for sustained educational change. ERS
Spectrum, 33-41.
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