RAISING STUDENT
ACHIEVEMENT
THROUGH DISTRIBUTIVE
LEADERSHIP
A System for Coaching
Janna Stevens, District Administrator
Crystal Hintzman, Director of Curriculum, Instruction and Assessment
Staci Gilpin, Special Education Instructional Coach
Becki Stuart, Instructional Coach

Rational for coaching

Results on student achievement

Attributes of an effective model

Determine implications for your district
OUTCOMES
 Our Story

My Learning

State Mandates

Vision
SUPERIOR’S PATH

Our student data
* math
* reading
EFFECTS OF
COACHING
MAP: MATH FALL 2012 – FALL 2013
ELEMENTARY
100
Percentage of Students
90
80
70
60
50
40
30
20
10
0
% Above
% Below
[Fall 12-13] MAP-Math-04
50.48
49.52
[Fall 13-14] MAP-Math-05
60.49
39.51
MAP MATH FALL 2012 – FALL 2013
SECONDARY
100
Percentage of Students
90
80
70
60
50
40
30
20
10
0
% Above
% Below
[Fall 12-13] MAP-Math08
49.19
50.81
[Fall 13-14] MAP-Math09
32.54
67.46
MAP READING FALL 2012 – FALL 2013
Percentage of Students
ELEMENTARY
100
90
80
70
60
50
40
30
20
10
0
% Above
% Below
[Fall 12-13] MAPReading-04
47.92
52.08
[Fall 13-14] MAPReading-05
45.54
54.46
MAP READING FALL 2012 – FALL 2013
SECONDARY
100
Percentage of Students
90
80
70
60
50
40
30
20
10
0
% Above
% Below
[Fall 12-13] MAP-Reading08
54.4
45.6
[Fall 13-14] MAP-Reading09
61.74
38.26
Professional
development for
coaches/principals on effective
instruction
Principal/coach collaboration
Qualities of an effective coach
Sustained frequency of professional
development
Administrative and School Board
support
ATTRIBUTES FOR
SUCCESS
Show
Be
the method with the method
one step ahead
One
size doesn’t fit all
Shared
vision and outcomes
PROFESSIONAL
DEVELOPMENT FOR
COACHES/
PRINCIPALS
What supports do coaches need in order to
succeed?
 Appropriate
 Principals
 Shared
professional development
who are instructional leaders
vision
 Principals
who take a hands-on approach
PRINCIPAL/COACH
COLLABORATION
Beliefs
 Believes everyone can learn
 Commitment to continuous improvement
 Teaching Expertise
 Data driven instructional planning
 Ability to apply research-based best practices
 Coaching Skills
 Listening
 Questioning
 Encourages reflective practice

Killion, J. & Harrison, C. (2006). Taking the Lead, National Staff Development
Council, Oxford, OH. Wisconsin RtI Center
QUALITIES OF AN
EFFECTIVE COACH


Relationship Skills

Collaborative

Curious

Builds Trust/Creates Partnerships
Leadership Skills

Shared Leadership

Self Management

Builds commitment and capacity

Deep understanding of systems change
Killion, J. & Harrison, C. (2006). Taking the Lead, National Staff
Development Council, Oxford, OH. Wisconsin RtI Center
QUALITIES OF AN
EFFECTIVE COACH
 How
often do you discuss professional
practice?
 How
do you create a platform for
discussion, growth, and continuous
improvement?
 Focus:
Improve teacher ability to use
formative assessment, CCSS curriculum
implementation and high-impact
instructional strategies.
SUSTAINED FREQUENCY
OF PROFESSIONAL
DEVELOPMENT
What
is the model for professional
development?
Science
School
Department: Superior High
Theory,
Demonstration, Practice,
Feedback, In-Situation Coaching
SUSTAINED FREQUENCY
OF PROFESSIONAL
DEVELOPMENT
Understanding
Actually Learn
Knowledge and
Skills
Skills
Use Skills with
Fidelity
Presentation of
Theory
85%
15%
5-10%
Modeling
85%
18%
5-10%
85%
80%
10-15%
90%
90%
80-90%
Practice and Low
Risk Feedback
Coaching
Feedback with Peer
Visits
Impact of coaching on teacher’s
practice
Continued
Asking
telling
reflection
questions, avoiding advising or
Coach
acts as a mirror to classroom
practices
SUSTAINED FREQUENCY
OF PROFESSIONAL
DEVELOPMENT
 An
understanding
 Financial
 Time
ADMINISTRATIVE AND
SCHOOL BOARD
SUPPORT
What
is your student data?
What
level and type of professional
development do you have?
What
resources do you provide?
How
are you supporting staff with
state and federal mandates?
IMPLICATIONS TO
CONSIDER