Student-Focused Coaching: The Skills for Success!

Student-Focused Coaching:Student-Focused Coaching:The Skills for Success!

Carolyn A. Denton, Ph.D.

The University of Texas at

Austin

with Jan Hasbrouck, Ph.D.

Seattle, WA

What Are Reading Coaches?ß Experienced teachers

ß Strong knowledge-base in reading

ß Success in providing effectivereading instruction, especially to strugglingreaders

ß Trained in how to work with peercolleagues to improve students’ reading

ß Receives support for providing coaching(includes having enough TIMETIME during aschool day to provide coaching services)

COACHINGCOACHING……more than justmore than just

observing inobserving inclassrooms &classrooms &

modeling lessons!modeling lessons!

Coaching is a form ofprofessional development.

It is personalized,individualized, andsustained over time.

The Role of the Coach

……but wait! Therebut wait! There’’s more!s more!

Coaching vs. Mentoring?Coaching vs. Mentoring?

MENTORINGMENTORING::

Helping talented and trained novicesimprove their general professional skills

COACHINGCOACHING::

Helping talented and trained individuals— novices or veterans — to improve theirgeneral professional skills AND toachieve a specific goal

Specific goal for a reading coach?Improve studentsImprove students’’ reading & writing skills! reading & writing skills!

What Do Reading Coaches Do?

ßß OBSERVEOBSERVE reading lessons &provide feedback

ßß COLLECT DATACOLLECT DATAon students & teachers

ßß ADVISE & SUPPORTADVISE & SUPPORTteachers to improvereading/literacy lessons(materials, instruction, assessments)

AND MUCH MORE…

¸What do YOU THINKYOU THINK youwill be doing, or

¸What do YOU DOYOU DO as areading coach, or

¸What do you think a coach

SHOULD DOSHOULD DO?

What Do Reading Coaches Do?

Think…pair…share

Goals of CoachingGoals of Coaching

(1)(1) Improve students’reading skills &competence

(2)(2) Solve problems

(3)(3) Learn from each other

(4)(4) Prevent future problems

Issues to consider…

ß How to introduce the ROLEof coach into a school?

ß How to provide ADVICE topeers without insulting them?

ß How to get TEACHERS to improve theirteaching?

ß How to collaborate with ADMINISTRATORS?

ß How to address SYSTEM-WIDE ISSUES?Etc., etc., etc….

Student-FocusedStudent-FocusedCoachingCoaching

Coaches as Coaches as ““ConsultantsConsultants””

CONSULTATION:CONSULTATION:

ß Extensive research base

ß Indirect service delivery

Student-Focused CoachingStudent-Focused CoachingHasbrouck & Denton (2005)

A cooperative, andideally collaborative,relationship with partiesmutually engaged inefforts to provide betterservices for students.

Mutually engaged in efforts

¸̧FacilitatorFacilitator

¸̧CollaborativeCollaborativeProblem-SolverProblem-Solver

¸̧Teacher/LearnerTeacher/Learner

Student-Focused CoachingStudent-Focused Coaching

Better servicesBetter servicesCoaching is about the kids!

RelationshipRelationshipForming & maintainingprofessional relationships

CooperativeCooperative,, ideallycollaborative

!Student-Focused CoachingStudent-Focused Coaching

Student-Focused CoachingStudent-Focused CoachingHasbrouck & Denton (2005)

A cooperative, andideally collaborative,relationship with partiesmutually engaged inefforts to provide betterservices for students.

Characteristics of Characteristics of Student-Student-Focused Focused CoachingCoaching

• Data-based decision making withprimary attention directed to studentoutcomes

• Observations focus on interactionsbetween student and teacherbehaviors

• Systematic problem-solving focusedon improving student outcomes

Data-BasedDecisionMaking

• Student assessments•Interviews

•Observations

UsingAssessment Data

to AnswerQuestions

•Screening: Which students need intervention?

•Planning instruction: How can we design instruction tomeet students’ needs?

•Monitoring progress: Are our students making enoughprogress?

•Evaluation: Did we succeed?

MonitoringProgress “What gets

monitored getsdone.”

Which individual students need changes ininstruction?

Which teachers need support?

How should the coach use her/his time?

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Growth in Oral Reading Fluency for CICCONE,SUSANNA 2

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Growth in Oral Reading Fluency for RIDLEY,LAMONT 4

Observe the Student(s) Insteadof the Teacher

Selectobservation toolsand approachesthat focus onteacher-studentinteractions

Reading Class Observation Form

• Focus on one or two specific elements ofinstruction (elements you have discussed)

• Method 1: Observe the teacher and record eachtime she/he successfully implements theelement, along with associated studentbehaviors

• Method 2: Focus on an aspect of studentbehavior and record teacher behaviorsassociated with different student behaviors.

The Observation “Non-Form”

Student BehaviorsTeacher Behaviors

Teacher ____________________ Grade or Class ________ Date _________

Coach _______________________ Start time _________End time _________

Observation Focus: _______________________________________________

_______________________________________________________________

Systematic Problem-Solving

1. Identify theproblem.

2. Develop a solution.

3. Implement thesolution.

4. Evaluate theeffectiveness ofthe solution.

What kinds of problems?• Marsha’s not making progressin oral reading fluency.

•Lamont is failing reading.

•Roberto is off task for much ofthe reading period each day.

•Mrs. Mackey’s lowest readinggroup is not making progress.

•Mr. Romero says that severalstudents are not doing well in hisscience class because they can’tread the textbook.

Student-Focused CoachingStudent-Focused CoachingHasbrouck & Denton (2005)

A cooperative, andideally collaborative,relationship with partiesmutually engaged inefforts to provide betterservices for students.

¸How does the SFC modelfit with YOURYOUR work as (orwith) a reading coach?

Think…pair…share

Student-Focused CoachingStudent-Focused Coaching

Building ProfessionalRelationships

Communication SkillsCommunication Skills

“I know you believe you understandwhat you think I said, but I am

not sure you realize that what youheard is not what I meant.”

The moreTENSETENSE or HIGH-STAKESHIGH-STAKES the situation, the more aSKILLFULSKILLFUL and FORMALFORMAL

use ofcommunication skills

is required

KEY RULE OFKEY RULE OFCOMMUNICATION SKILLSCOMMUNICATION SKILLS

Use SOLERSOLER position

ß Sit SSQUARELY in front of other person(no desk between you; not twisted in seat)

ß Maintain an OOPEN POSTURE(no crossed arms or angry expression)

ßß LLEANforward slightly

ß MaintainEEYE CONTACT

ß Try to be asRRELAXED aspossible(“relaxed alertness”)

SOLERSOLER

ÿ Use NON-VERBAL listening skills “minimalencouragers” (nodding; uh-huh; etc.)

ÿ REFLECT feelings; check PERCEPTIONSÿPARAPHRASE content (words/ideas): Conciselysummarize key facts or ideas

Other key communication skillsOther key communication skills……

ÿ Ask focused, relevant QUESTIONS to clarify,check perceptions, seek elaboration

ÿAvoid unnecessary JARGON and INTERRUPTIONS

ÿ Avoid OFFERING SOLUTIONS

THREE ROLES:THREE ROLES:(1) Coach

(2) Colleague/Parent

(3) Observer/Time Keeper

5 minutes to talk

3 minutes to debrief

COMMUNICATION SKILLSCOMMUNICATION SKILLSpracticepractice

First 5 MINUTES

COACHCOACH:: “Hi. I’m ****, the readingcoach. You asked to see me? I haveabout 5 minutes to visit with you right

now. Is this a convenient time?”Follow with open-ended questionFollow with open-ended question

COLLEAGUE/PARENT:COLLEAGUE/PARENT:Share a real story/concern with someemotion. Don’t share too much; make

the coach work! Don’t “over do it!”

COMMUNICATION SKILLSCOMMUNICATION SKILLSpracticepractice

First 5 MINUTES

OBSERVER/TIME KEEPER:OBSERVER/TIME KEEPER:

(1) Use observation form to take notestake notesand check Coach’s use of formal

communication skills.

(2) Keep track of timetime. Signal at 5minutes to let coach wrap up.

COMMUNICATION SKILLSCOMMUNICATION SKILLSpracticepractice

COMMUNICATION SKILLSCOMMUNICATION SKILLSpracticepractice

FINAL 3 MINUTES

OBSERVER LEADS A DEBRIEF:OBSERVER LEADS A DEBRIEF:

Step 1:Step 1: Ask Colleague/Parent:

“How well did you feel the Coach listened and responded to yourconcerns? What skill did the Coach use most effectively incommunicating with you? Do you have any suggestions for theCoach?”

Step 2:Step 2: Observer shares observations from the notes and offerscomments about what the Coach did well.

Step 3:Step 3: Coach can share his/her thoughts.

A new role in schools…

ß for the COACHCOACH

ß for your

COLLEAGUESCOLLEAGUES

ß for your

PRINCIPAL!PRINCIPAL!

Creating a New Role in a SystemCreating a New Role in a System

CLEARLYDEFINE ROLE:Rationale, roles,responsibilities,LIMITATIONS ofcoach AND ofclassroom/schoolcolleagues

A lack ofcommunication aboutthese expectationswill lead tomisunderstandingsand conflict.

What are the expectations of theCOACH, TEACHERS, ANDADMINISTRATORS?

Expectations

With your group,identify at least twoexpectations for thereading coach thatmay be held by

– The teachers

– Administrators

– The coach

– Reading First

Building Trust• Teachers are most

likely to work withprofessionals whothey trust

• Confidentiality isessential

Avoid the “Expert Aura”

Knowledge

Knowledge

AnswersAnswers

GreatGreatIdeasIdeas

• Avoid “Youshould…” or “Youneed to …”

• Convey mutualrespect

• Treat teachers asyou would want tobe treated: like avaluedprofessional!

Positive Feedback about StudentSuccess

A summary of over 200 studies ofcoaching and staff developmentconcluded that teachers’ initial

attitude toward a program is not asimportant as

their perception of its effects ontheir students.

Give teachers the credit!Give teachers the credit!

Keep the focus on the students’instructional needs

(1)(1) EAGER for help & OPENto trying new ideas

(2)(2) EAGER for help butRESISTANT to trying newstrategies

(3)(3) NOT SEEKINGimmediate assistance butNOT RESISTANT

(4)(4) NOT SEEKINGassistance & RESISTANT

Four Types ofFour Types ofColleaguesColleagues

EAGER for help & OPENto trying new ideas

ß Facilitator: Encourage,network

ß Collaborative Problem-Solver: Build skill &professional repertoire of skills,strategies, resources

ß Teacher/Leader: Watchfor appropriate professionaldevelopment opportunities

Share success stories to build caseload!

EAGER for help butRESISTANT to tryingnew strategies

Watch your time…

But keep the door open!At least once per month useFacilitator questions:

ß What is working well for you?

ß Do you have a concern about theprogress of any of your students?

ß Do you have any questions orsuggestions for me?

NOT SEEKING immediateassistance but NOTRESISTANT

ß Keep advertising; sharesuccess stories publicly

ß Use Facilitator questionsonce per month to keep the

door open

NOT SEEKING immediateassistance & RESISTANT

COOPERATION a minimumrequirement…

ß Sharing student data:Public & nonjudgmental

ß Keep advertising; share successstories publicly

ß Use Facilitator questions onceper month

Working with AdministratorsWorking with AdministratorsConversations between coach& principal:

ß Rationale for coaching?

ß Understanding of coaching?

ß Previous experiences supervisinga reading coach? Positive or negative?

ß KEY: What tasks to do? How to spendyour time as a reading coach?

continuing…

“How can a buildingBUILD TRUSTaround the position ofa new reading coach?

Our staff isSUSPICIOUS orSCARED the personwill be a SPY for theprincipal.”

Comment from teacherSummer 2004 conference

Working with AdministratorsWorking with Administrators

Coaching is NOTNOT supervision!

Differences:

¸ PURPOSE Evaluation vs.Evaluation vs.helping teachers help studentshelping teachers help students

¸ COOPERATIONPower & authorityPower & authority

Issues of confidentiality…

Deciding How to Use Your Time:Purposeful Coaching

Purposeful Coaching: The Vision

1.What do we want ourschool to be like?

2.What are our goalsrelating to readinginstruction?

3.How well are we currentlymeeting our goals?

A Cohesive Plan for Coaches

1. Establish clear goals: What do we want ourschool to be like?

2. Determine the needs of students andteachers (student assessments, teacherneeds assessments, interviews, observations)

3. Prioritize the needs

4. Write objectives: Instruction, Problem-Solving, Using Data…

A Cohesive Plan for Coaches

5. Design and deliver professional development in largegroups, small groups, and individually

6. Model effective planning, instruction, problem-solving, collaboration, etc.; Observe teachers as theypractice new strategies and support them as theytackle challenges (guided and independent practice)

7. Engage in collaborative problem-solving to movetoward goals

8. Evaluate the effectiveness of the program and“reteach” as necessary

Strategic Coaching Planning GuideStrategic Coaching Planning GuideHasbrouck & Denton, p. 159Hasbrouck & Denton, p. 159

1. Assess the Needs of the School– Survey and Summarize Teacher Priorities

– Summarize Observation Results

– Summarize Needs Reflected inAssessments

2. Prioritize the Needs

3. Write Objectives

4. Plan Activities to Address Objectives

“Think Big, but Start Small”

• Don’t try to changetoo much too soon.

• Successful programshave long-term goalsbased on gradualchange over time

• Introduce newpractices so that theywill not require largechanges or a lot ofadded work

“The Reality Principle”

• Teachers are most likely to adopt newpractices when they are practical,manageable, and not overly demanding oftime (for planning or instruction)

• Teachers who have the time, resources,and support needed to develop realcompetence are more likely to implementand sustain new practices

Coaching Objectives• Kindergarten and First Grade teachers will

implement 10 minutes of game-likephonological/phonemic awarenesspractice each day.

• Second and Third Grade teachers willprovide 20 minutes each day for repeatedoral reading in pairs.

Small investment of time and energy.Small investment of time and energy.

Likely to have effects that show up in progressLikely to have effects that show up in progressmonitoring.monitoring.

We must help ALLstudents to beFULL PARTICIPANTSin learning & growing—

We must teach ALL of our students to read!

Hasbrouck, J. & Denton, C. (March, 2005). The ReadingCoach: A How-to Manual for Success. Longmont, CO: SoprisWest. www.sopriswest.com (search by author)

Sugai, G. M. & Tindal, G. A. (1993). Effective SchoolConsultation: An Interactive Approach. Pacific Grove, CA:Brooks/Cole.

Vaughn Gross Center for Reading and Language Arts at theUniversity of Texas at Austin. http://www.texasreading.org/

RESOURCESRESOURCES

Carolyn Denton, Ph.D.The University of Texas at Austin

cdenton@mail.utexas.eduhttp://www.texasreading.org

Jan Hasbrouck, Ph.D.Seattle, WA

www.jhasbrouck.com