Transcript Utah Personnel Development Center Fall, 2010

Utah Coaching Network
(UCN) - South
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1. Connect – Audience Expertise
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2. Explore how to “Make a Switch”
 Consider” Bright Spot” – Lessons Learned
 Focus on “Positive Deviance”
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3. Coaching Revisited
 Why . . . What . . . How . . .
 Focus for 2010-2011
▪ Behavior
▪ Assessment
▪ Interventions & Instruction
▪ Problem Solving
 Case Studies – using the data
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For things to change, someone has to start
acting differently . . .
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Must do 3 Things
 Motivate the Elephant – emotional (energy)
 Direct the Rider – rational (planning & direction)
 Shape the Path – environment & people
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Vietnam – Jerry Sternin – 1990
 “FBA” on malnutrition
 Six months to make a change
 Analyze existing data – it was TBU
 New approach was needed – had to make
“sweeping change with limited resources”
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Go to the villages – spoke with mothers
Weigh the children (get the data)
Find the biggest & healthiest
Observe patterns in homes of healthier
children
Synthesize the information
Replicate “what works” – find the “Bright
Spots” – successful efforts worth emulating
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Simple changes resulted in powerful impact
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Observed practices in homes of healthier
children . . .
 Changed schedule of feeding (instead of 2x/day –
increased to 4x/day)
 Active feeding – hand fed, even when children ill
 Included additional items in feeding
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Differences made with limited resources
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Solved “in house” – not an imported solution
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Those involved trained one other – network
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Often need to increase intensity &
supervision
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Knowledge doesn’t change behavior – have to
practice what you want to have happen
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Network of mothers were, “Acting their way into a
new way of thinking”
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How do these lessons learned apply in your
setting???
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Motivate the elephant – Hope
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Direct the rider – Specific How To’s
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Shape the Path – actually changed the
culture of the village
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Impact – 2.2 million Vietnamese people in
265 villages
Six months later, 65% of the children were
still better nourished (many weren’t initially
involved with the project )
Accomplished by those closest to the
problem – they weren’t experts!
Jerry’s team had deep faith in power of the
bright spots
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“We need to switch from archaeological
problem solving to bright-spot evangelizing.”
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“Even in failure there is success.”
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“These flashes of success – these ‘Bright
Spots’ – can illuminate the road map for
action and spark the hope that change
is possible.”
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Positive Deviance is based on the belief that
in every community or organization there are
certain individuals or groups of people
(Positive Deviants) whose special practices or
strategies enable them to find a better
solution, than their peers, to a pervasive
problem even though they have access to the
same resources and face similar challenges.
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It is not “best practice” per se. Best practice
comes from the outside, from an expert.
Positive Deviance finds the solution from
within. By doing so, it avoids the following
reactions…
 “That can’t work in Utah public schools!”
 “Our school is different than yours.”
 “That won’t work with students in my classroom.”
 Are passionate
 Have a high moral or social purpose
that is always expanding
 Have a constantly expanding vision
and are always looking for a better
way
 Engage in “Ready-Fire-Aim” behavior
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Have a compass of where they are going
Check the edge; are always on the fringe of
the possible-impossible.
Have a generally low regard for the status
quo
Are often shunned
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Why is your selected school/team a “Bright Spot”?
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What practices would you replicate?
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Are you a “positive deviant”?
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How can you apply hard work, clever innovations, and
the courage of your imagination to your current
setting?
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How would you share the information with others
(“Bright Spot Evangelizing”)?
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What support is needed to “Make a Switch”?

Commitment to students . . . we have “Promises to
Keep”

Mission of Public Education
 Literacy & numeracy for all children
 High quality instruction
 Curriculum with high standards and relevance
 Effective assessments to inform high quality
instruction & accountability

Willingness to do things differently
 Understand the challenges and still step forward to be
involved
 Roger Kroth (1997) said it goes
without saying that in schools we
will “never have enough money,
enough time, or enough trained
personnel to do the hard work we
have undertaken”.
 Keeping this in mind…
 We cannot use any of these excuses or we
will become too discouraged to keep on
trying to meet the needs of all students.
 We accept these realities and proceed with
our challenging work in spite of them.
 We adhere to a no-excuses model for our
work.
 The most direct impact upon student
achievement is the experiences students
have each day in classrooms.
 A major objective should be to equip,
empower, and expect staff to implement
effective instructional practices.

Research consistent agrees on the importance of
teachers as the most potent factor in education .
..
 With this in mind, how can we impact the
effectiveness of teacher’s practices???
100
90
80
70
60
50
40
30
20
10
0
Theory
Demonstration
Knowledge
Practice
Skill Demonstration
Coaching
Use in Classroom
*Joyce, B., & Showers, B. (2002) Student Achievement
Through Staff Development (3rd Ed.). Alexandria, VA: ASCD
Avg. Retention Rate
Lecture
5%
Reading
10%
Audio-Visual
Demonstration
Discussion Group
Practice by Doing
20%
30%
50%
75%
Teach Others/Immediate Use of Learning
National Training Laboratories Bethel, Maine
90%
Lecture
5%
Reading
10%
20%
30%
50%
75%
90%
Adapted from: National Training Laboratories Bethel, Maine
“We consider coaching to be the keystone –
the final stone placed at the peak of an arch
that gives strength & stability. Without
coaching, on-the-job learning by teachers is at
best scattershot; the effect of professional
development is muted, and the measure of
successful implementation ill-defined. The
bottom-line is that, without coaching, any
professional development teachers receive is
far less likely to become a reality in
classrooms.”
Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006)
Coaching Classroom Management
“Coaching is not the panacea for all the ills
of education and the challenges related to
student learning . . . However, coaching
contributes to change – in student learning,
in teaching, in professionalism, and in
school culture. . .”
(Killion & Harrison, Taking the Lead: New Roles
for Teachers & School-based Coaches, p. 155)
Coaching is the active and repeated use
of:
(a) prompts that increase successful
behavior, and
(b) corrections that decrease
unsuccessful behavior
Rob Horner, 2009
 F – Feedback – I, We, You – prompts &
corrections
 A – Adjusted – differentiated
 C – Context – on site, real time
 T – Time – distributed practice
 S – Student-focused - data
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An excellent teacher
Kind-hearted, respectful, patient, honest
Has high-expectations and provides affirmative &
honest feedback – feedback that helps people
realize those expectations
“Can see something special in you that you didn’t
know was there and help you to make “that
something” a living part of you.” Knight, 2006
It’s As Easy As . . .
A
B
C
 Fluency with trained skills
 Increased fidelity of implementation
 Increased utility of data
 Increased sustainability
Rob Horner, 2009
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Finding the right starting point
 The UPDC Pillars (“Big Four” )
 Meeting the teachers where they are
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Building an emotional connection
Encouraging implementation through
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Collaboration
Modeling
Observation with feedback
Support throughout the process
A coach teaches, models, inspires,
critiques (provides feedback), and
continues in this relentlessly until
mastery is achieved – and long
afterward.
T.
Sprick, R., Knight, J., Reinke, W. & McKale,
(2006) Coaching Classroom Management
Students will hit any achievement target they can
see and that will hold still for them ( Richard
Stiggins.) The same can be said of teachers. They
can hit the target (of implementing classroom
management & instruction) if they can clearly see it
– and provided that the target remains stable. Your
job as a coach is to furnish both the springboard and
the stability that effective coaching represents.
Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006)
Coaching Classroom Management
Assist district instructional coaches in
developing . . .
Sustainable District Infrastructure
Designed to Support Effective Practices
System with necessary resources & personnel
UCN Training
Special
Education
Director
Coaching
Coordinator
District Coach
Site Based
Coach
Teachers
Coaching
Coordinator
District Coach
Site Based
Coach
Teachers
Coaching
Coordinator
District Coach
Teachers
Teachers
Teachers
Teachers
Standards
+
Motivation
+
Data
+
Goal
Resources
+
Action
+
+
Skills
Evaluation
Performance Excellence
…is the capacity to create and
communicate a view of a desired
state of affairs that induces
commitment among those
working in the organization.
Thomas Sergiovanni, 1984
Change because you see the
light, not because you feel the
heat.
Dr. Steve Edwards, speaking on change, June, 2009
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Assessment
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Assessment
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Behavior/Social
Competency
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Behavior
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Content / Curriculum
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Content Knowledge
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Instruction/Intervention
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Direct Instruction
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Need to know if students are learning what is
being taught!
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Ongoing assessment
Identify learning targets
Make decisions based on data
Enable students to see and monitor their
progress
Provide constructive feedback to students
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Create a safe, productive learning
environment
Articulate and teach expectations
Effectively teach correct behavior
Increase praise statements
Increase students’ opportunities to respond
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Deep understanding of what is being taught
Standards
Lesson plans
Curriculum mapping
Prioritizing what content to teach
Heart of EVERY Lesson
 Review
 Preview
 I do it – teacher directed instruction
 We do it – guided practice - 80%
accuracy
 You do it – independent practice - 90
-100%
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Increase implementation in classroom
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Focus on “Simple Things” – Target Behaviors
 OTRs, Ratio of Interactions, Error Correction,
Disruptions, On-Task behavior
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Providing specific feedback – use data
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Microteaching
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The rate at which opportunities to respond
(OTRs) occur has a direct effect on classroom
management.
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William Heward said opportunities to
respond (OTRs) generate more learning,
provide important feedback to the teacher,
and correlate to increased on-task behavior.
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Power in asking . . .
 “How am I doing?”
 “Where to next?”
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Willingness to seek evidence on where
students are not doing well – with focus to
improve teaching practices
Use data & evidence-based models
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Intense “under-the-microscope” view of
teaching
Includes theory, demonstration, practice,
feedback, & coaching
Safe & cooperative climate to learn:
 From errors
 From each other- models &
 From specific feedback
Standards
+
Motivation
+
Data
+
Goal
+
Resources
+
Action
+
Skills
Evaluation
All Components Included = Execution = Success!
District
“Game Plan”
Considerations for Achieving Sustainable Results!
What organizational infrastructure is present to support implementation at the district level? School level?
What support is needed from the district level? School level?
What steps need to be taken to move forwar d at the District level? School level?
Promises to Keep (Utah State Board of Education, 2009)
Standards: “Mission of Public Education”
Ensuring literacy & numeracy for all Utah childr en.
Providing high quality instruction for all Utah childr en.
Establishing curriculum with high standar ds and relevance for all Utah children.
Requiring effective assessment to inform high quality instruction and accountability .
Data (Gathering): Teacher Performance
(Observations, Self-evaluations, walk-thr oughs
on Instructional Routines, OTRs, Praise, Err or
Correction, Student Performance, etc.)
Goal: Ensuring high-quality instruction and
management through coaching. (Instructional
Routines, OTRs, Praise, Error Correction,
Student Performance)
Skills: Coaching & Teaching
Motivation: It’s about the Students!!!
Support to Coaches & Teachers
Resources: Within & Outside of District
(Playbook, Release Time, etc.)
Action Plan: Making it Happen!
(District, School, Self)
Evaluation: How Do You Know?
(Instructional Routines, OTRs, Praise, Err or
Correction, Student Performance)
2290 East 4500 South Suite 220, Salt Lake City , Utah 84117 801-272-3431 www.updc.org
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Tool – District “Game Plan”
 Tasks
1. Revisit your goal/vision for coaching
2. Consider other components on “Game Plan”
form
3. Discuss action plan for 2010-2011
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Tool – Case Studies (next slide)
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Tool – Case Studies
 Tasks
1. Review case studies
2. Use problem solving model to identify areas of
need
3. Answer the following:
1. How would you provide feedback to the teacher?
2. What would be your recommendations?
3. Discuss possible action plan/next steps
Consider the following example …
 The most direct impact upon student
achievement is the experiences students
have each day in classrooms.
 A major objective should be to equip,
empower, and expect staff to implement
effective instructional practices.

Make a Switch

Be a “Positive Deviant”

Be a “Good” Instructional Coach



An excellent teacher
Kind-hearted, respectful, patient, honest
Has high-expectations and provides affirmative &
honest feedback – feedback that helps people
realize those expectations
“Can see something special in you that you didn’t
know was there and help you to make “that
something” a living part of you.” Knight, 2006

“We can no longer ignore the leadership
capacity of teachers-the largest group of
school employees and those closest to
students. Empowered teachers bring an
enormous resource for continually improving
schools. School reform is dependent on
teacher leadership being developed,
nurtured, and reinforced both in schools and
throughout the district.”
Brown & Moffett