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Chapter 8: Consulting, Coaching, and Mentoring
Presented by: Ashley Dubiel, Ashley Sack, Jessica Walser, Brittney Kevern, Caitlin Huff,
and Alexa Maciejewski
Tip #1: Every teacher is a leader with a team to lead.
Objectives
1. Students will be able to decipher between a coach, consultant, and a mentor.
2. Students will be able to apply their knowledge of a coach, consultant, and a mentor to a realistic scenario.
Tip #2: Leadership starts with vision.
Agenda1. Take a look at five interviews2. Small group activity using information from the interviews
3. Small group discussion about findings from the activity4. Large group discussion about findings from the activity5. Summary of Chapter6. Resources
Tip #3: Make time to map out your best year ever on a calendar.
Interview #1 - Nate Stevenson
1. What is your official job title?Data and Systems Support Coach at Ingham Intermediate School District
2. What does your typical day look like? What are your responsibilities?There isn't really a "typical" day. However, throughout a typical week I spend time doing each of the
following:
-Work with teachers and administrators to create school-wide systems to support struggling learners in both academics and behavior
-Provide professional development sessions in research based instructional strategies, data management and analysis, engagement strategies, leadership and positive behavior interventions and support
-Provide on site training in data systems and analysis, behavior management, and research based intervention
-Collect and analyze data from a variety of sources for use in data-based decision making -Teach teachers and administrators how to use multiple data sources to improve classroom practice-Develop customized data tools to enable efficient access and analysis of student data-Work with Ingham ISD staff to provide systematic support for MTSS for local schools
Tip #4: Adopt a team concept.
Interview #1 - Nate Stevenson (cont.)
3. What types of adult-to-adult professional communication do you engage in?I communicate frequently over email, phone, and in-person. I often work directly with teachers and
administrators in applied settings. I model engagement strategies, demonstrate the use of specific data tools, and walk teachers and coaches through the analysis of specific data sets. I also regularly attend meetings to coordinate MTSS support services countywide. I spend time communicating research based practice and interpret assessment results for superintendents and administrators. I split my time pretty evenly between working directly with teachers in their classrooms, delivering professional development sessions to 60+ people per session, and meeting with building leadership teams to assess and remove barriers to MTSS implementation.
tip #5: use an answer ball to engage all students.
Interview #2 - MaryJo Fralick 1. What is your official job title?K-3 Special Education Teacher and Literacy and Methods Coach Maple Valley School District
2. What does your typical day look like? What are your responsibilities?II have 4 half hour classroom visits each day. During the initial visits I observe the teacher’s strengths and
weaknesses as they relate to the goal we are working toward. Documentation is extremely important for later reflection and movement toward change. After the observation stages, the teacher and coach have brainstorming meetings to share the positives and the areas of need. Teachers should also at this time set personal goals that are observable and measurable. The last stage of coaching include setting a timeline for completion and continued classroom time. .
Coaching is much more effective for both the coach and the teachers if it is provided on a voluntary basis and with a shared vision of outcomes. When coaching is mandated by policy and/or administration the lack of shared vision and philosophy it borders on threatening for the teacher.
Tip #6: Its all about building relationships.
Interview #2 - MaryJo Fralick (cont.)
3. What types of adult-to-adult professional communication do you engage in?Maple Valley schools are on a new path of learning so everyone in our building is a great candidate as we are all
starting from zero and going forward with personal mastery. I have a second grade teacher that started from the basic training we received and moved to master teacher in personal mastery in 8 weeks. She started by introducing a Common Core Standard of telling time to 5 minute increments using analog and digital clocks and identifying a.m. and p.m. The kids discussed and identified their roles in learning this standard. The teacher gave a pretest that she brought to the coach. The coach and teacher scored the pretest and divided them into 3 levels: below grade level, at grade level and above grade level. The teacher with the coach collaborated on how the needs of all the kids could be met. The kids that were above grade level were given a new standard to master and were seen by the teacher twice a week in place of the conference time 2 days a week. Resources for center and individual work on the telling time standard as well as the new standard were gathered by the coach and shared with the teacher. The coach then modeled meeting with 4 groups for a total of 40 minutes of actual instruction time and then 21 minutes of conferencing with 7 individual students (3 minute conferencing) on where the students are missing the concepts or proving that they have mastered the concept.
The coach now stops in once a week for a half hour to talk with the kids on how they are working towards new goals, gives the teacher supporting notes and comments, and asks how the coach can be of further help.
Tip #7: Integrate ideas from outside education world.
Interview #3 - Bill Cecil 1. What is your official job title?5th grade General Education TeacherTeacher of the Year-State of Michigan 2005Mentor Teacher for those in the Waverly School District and many other new teachers
2. What does your typical day look like? What are your responsibilities?Go out and observe teachers who are struggling and give them observations and advice about where the
struggling blocks are. The four areas where I look for these stumbling blocks are: -Are they building a team? -Do they have a shared vision? -Are there procedures set in place? Does the class have clear rules and consequences? Well thought out and
well-practiced so that it becomes a habit. Once the teacher has the procedures set in place, they can then move on with curriculum.
-Is there effective behavior management? There needs to be more positive reinforcement. Giving and taking positive reinforcements will be more effective for a team.
***Most teachers leave because of poor management.Tip #8: Create a community of risk takers.
Interview #3 - Bill Cecil (cont)
3. What types of adult-to-adult professional communication do you engage in?Encourage young teachers to find a mentor, and if they need one offer to mentor them. Many times, it is beneficial
for the mentor to be an unbiased source to confide in. Sometimes it is beneficial to find a mentor outside of your school if you are unable to connect with anyone in your building.
Many teachers who have taught for years are tired and overwhelmed with education right now. It is essential to find someone in the building that you feel comfortable talking to and someone who you connect with and admire their style of teaching.
New teacher workshops at the ingham isd
One day workshops for Best Year Ever
Talk to new teachers at CMU- Interns
Tip #9: Allow yourself to make mistakes.
Interview #3 - Bill Cecil (cont)
http://www.youtube.com/watch?v=n9QtEjCJvJE#t=14
tip #10 Treat other adults the way you want to be treated.
Interview #4 - Kelly Kochanny
1. What is your official job title?Teacher consultant for the deaf and hard of hearing (TCHI)
2. What does your typical day look like? What are your responsibilities?I have a caseload of 22 students. In my job title I can work with any student from pre-k to 26 years old. My current
case load includes mostly students in elementary school. All students participate in the general education classroom. Some students receive additional services within the school setting. I cover five counties in the north to northwest state of Michigan from Northport to Frankfort. My schedule is made up by the amount of time each student requires services. On average, I see about three to four students in a single day. My time spent with each student consists of pulling the student out of the classroom, working with them for 15-20 minutes on their goals, and then consulting with the general education teacher about the student’s progress on a daily basis. I check to make sure students are wearing hearing aids and completing daily work. I also help teacher differentiate between listening challenges and auditory processing difficulties. With my job I am constantly e-mailing teachers to stay on top of the students in the classroom and any of the technology being used to support the students within the classroom. I keep logs on each child and report on them after each session. I also make sure to clean hearing aids and devices each session and make sure the students have batteries at the school. Tip #11: Motivate your students to go slow and show what
they know.
Interview #4 - Kelly Kochanny (cont)
3. What types of adult-to-adult professional communication do you engage in?My main form of communication is done through emailing. I am in constant communication with general education
teachers and special educators through email. I also work with interpreters on a regular basis within the schools. In each school I work with the principles. On average I meet with the principle in each school once a week. We usually discuss the student’s performances as well as making sure all services can be provided for students before it becomes too complicated. This usually includes behavioral and support services for the student that they may need on top of hearing services. The first two weeks of school are extremely crucial in my position. I travel to each school after each emailing general education teachers about the students that are in their class that I will be providing services to. I inform them on their students’ abilities and the particular details of their unique situation. I explain typical situations in which the student may perform best and instructional strategies that will benefit all students. In my first visit I introduce myself to the general educator and give them a copy of tips with working with students that have hearing loss or impairments. I explain what I will be doing with the students and try to let the teacher know they can contact me at any time. On a regular basis I work with general educators, special educators, and conference with parents and other ISD professionals including occupational therapists, speech therapists, and physical therapists.
Tip #12 BUdget before and after school prep time to your advantage.
Interview #5 - Krista Vaughen
1. What is your official job title?I am an autistic itinerant support teacher for an intermediate unit (private service agency) called Lancaster-Lebanon
IU 13.
2. What does your typical day look like? What are your responsibilities?I am assigned to 2 school districts in Lancaster and am the only autistic itinerant, so I travel to 4 buildings a day. I
work with higher functioning autistic children. I teach social skills, emotional regulation, problem solving, organization skills, expected and unexpected behaviors and goal setting skills. All of my kids have at least 2 goals in these areas on their ieps. I have 20 students ranging from kindergarten to 9 th grade. Most of my students participate in the general education classroom for most of their day. Some of my students receive emotional support services for part of their day. I have 3 kids who only receive 30 minutes of direct instruction a week. Most receive 60 minutes a week and I have 2 students that receive 120 and 150 minutes a week. I pull most of my students out for direct instruction. I do push into the general education classroom at times to collect data and to work on generalizing skills into the real setting. I also have one student I strictly push in and work on getting him through the class period calmly.
Tip #13: provide daily positive quotes to your team.
Interview #5 - Krista Vaughen (cont.)
3. What types of adult-to-adult professional communication do you engage in?Part of my job also provides consultation to the teachers. Consultation can consist of face-to-face meetings, phone
calls and emails. I check in to see what I can help them with, what problems they may be seeing in the classroom that I could work on and to pass along or discuss strategies they could use in their classroom. Many of my kids have emotion regulation issues and need visual reminders of calming strategies they can use to help them avoid unexpected behaviors. I have made laminated visuals the student and teacher could refer to “in the heat of the moment.” I have provided consultation on what autism is, how to best communicate to their student, informed them of certain vocabulary I use during group time that they could try in the classroom (like staying focused on correct topic-keeping their brain on the correct channel). I am sometimes just a sounding board for frustrations.
Tip #14: Keep an open door policy.
- Who, what, when, where, why, how?- Who are you going to call?- What form of communication will you accomplish this?- Who will be responsible for solving this situation?- Why did you feel that they would best fit your scenario?- Why might they be a better fit than the other two roles?- What skills or experiences does that person have that might benefit your
situation?- How do you plan to solve this situation with that professional?
Discussion Questions
Summary of Chapter - Consultation
Consultation: is triadic and indirect as well as voluntary; where one professional assists another professional to address a third party problem.
Consultation, as part of providing support to students at risk or those with disabilities, is one of the activities that special services providers often associate with collaboration in schools.
Two main consultation models are Behavioral Consultation and Clinical Consultation.
Tip #15: integrate ideas from outside the education world.
Summary of Chapter - Coaching
Instructional coaching is a process in which a highly skilled professional works with teachers in order to increase their capacity to improve student achievement.
Coaching is a collaborative practice focused on mutual goals and parity in the relationship.
Two of the most common coaching models are technical coaching, designed primarily to introduce new skills to teachers through job embedded professional development, and reform coaching, intended to help the professional in a struggling school to improve students outcomes.Tip #16: ENthusiasm is your key to success.
Summary of Chapter - Mentoring
Mentoring is a strategy to help new teacher learn important skills and to improve likelihood that they will stay in the field.
Like coaching, mentoring is premised on a collaborative relationship.
A number of issues exist regarding the indirect services described in the chapter, including participants' understanding of the process and their roles and responsibilities in it, time allocations for these services, participants' awareness of and responses to their cultural differences, and confidentiality.
tip #17: greetings, goodbyes, and lots of high fives.
Resources1. Nate Stevenson2. Bill Cecil - See Business Card3. Krista Vaughen4. Kelly Kochanny 5. MaryJo Fralick6. bestyearever.net - Bill’s Website
Resources for Coaching Help:1. http://www.edutopia.org/how-to-instructional-coaching-tips2. http://www.edutopia.org/blog/power-educational-coaching-ben-johnson
3. http://www.education.vic.gov.au/Documents/about/programs/archive/coachteach.pdf
4. http://www.edweek.org/tm/articles/2011/02/15/tln_coaching.htmltip #18: End the day on a positive note.
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