CoachingThe New Leadership Skill

Marek Beckmbeck@gcds.net

Director of Professional DevelopmentGreenwich Country Day School

Expert Testimonials

The Role of the Instructional Coach

Effective Coaching

The Coaching Cycle

Instructional Rounds

Agenda

People don’t resist change;

they resist being changed

Expert Testimonials

"Instructional coaching is one of the keys to translating research into effective teaching practices that enhance student learning. Effective use of trained instructional coaching also increases the school and district capacity for and continuity of crucial professional development." 

"You don't change performance without changing the instructional core.  The relationship of the teacher and the student in the presence of the content must be at the center of efforts to improve performance."  

"Coaching is the art of identifying and developing a person's

strengths.                        

         ~National Staff Development Council/Learning Forward, 2009

         ~Richard Elmore, Harvard DataWise Institute

         ~Richard Elmore, Harvard DataWise Institute

        ~Differentiated Coaching for Teachers, Jane Kise

The Role of the Instructional Coach

A Coach Does...build a trusting relationship with teachers

work in coaching cycles that address a narrow focus and enable the coach to spend significant time in a teacher’s classroom

support all teachers (e.g. master teachers, inexperienced teachers

facilitate mutual learning through reflective conversations with teachers (e.g. observations, demo lessons, student work, teaching dilemmas, lesson/unit planning, professional literature)

establish a coaching goal with a teacher and develop an action plan to achieve the goal

share a teacher’s coaching goal with the school administrator to ensure that the administrator understands the professional work the teacher is doing

revisit a teacher whose cycle has ended in order to ensure transfer

encourages teachers to take risks

A Coach Does not...spread herself too thin that the

effectiveness of her work is diluted

base coaching work solely on a deficit model

present herself as the “expert”

work on numerous topics with a teacher

without a clear focus for the work

evaluate teachers

Effective Coaching

1. Equality

2. Choice

3. Voice

4. Reflection

5. Dialogue

6. Praxis

7. Reciprocity

Principles

(Knight, 2011)

1. Enroll Teachers

2. Identify Teachers’ Goals

3. Listen

4. Ask Questions

5. Explain Teaching Practices

6. Provide Feedback

Actions

(Knight, 2011)

The Coaching Cycle

1. Pre-Observation

2. During the

Lesson

3. Post-

Observation

3 Step Process

(Nidus, Sadder, 2011)

Instructional Rounds

1. Assemble a Network

2. Define the Problem of Practice

3. Observe in Classrooms

4. Debrief

5. Identify the Next Level of Work

How Do You DO Instructional Rounds?

(City, 2011)

1. To Take Improvement to the Next Level

2. To Build a Common Understanding of Effective Learning and Teaching

3. To Reduce Variability

4. To Focus the Work

5. To Put Educators in Charge of Their Own Learning

6. To Provide Data and Inform Professional Development

Why DO Instructional Rounds?

(City, 2011)

DiscussionIs there an effective model for coaching in your school? If

not, how is your school providing systematic growth-

producing professional learning experiences that is

targeted towards whole-school initiatives and individual

teacher’s needs?

What challenges exist with the instructional leadership at

your school? What are your desired outcomes?

Considering what is within your control, how can this be

achieved?

Can you envision this type of coaching model at your

school? Discuss.