Coaching+Matters

=**Coaching, Mentoring, Observation for growth and not evaluation**= Harrison || Arianne || * // It is important to be clear on the role of coaches. // As an organization, we should work towards a shared definition and understanding of coaches, and their roles. A suggestion is that this understanding include that principals are the instructional leaders of schools and have support from coaches. Implications for us - getting our principals to embrace their role as visionaries and instructional leaders is key - the coach is valuable only if they are used as conduits for the shared vision oI instructional improvement. Building sustainable structures and formative evaluation, as wellas clear roles are necessary. || You will receive less than desirable results when your coach:
 * **Coaching Matters** Callie Brownlee- Groff, Chris Bryan, Heather Clifton, Cindy
 * // Effective coaching programs change based on the needs of the school and the school year. // While we should have commonalities (definition, core beliefs, core components) across coaching programs at various KS campuses/programs, we should recognize that there should/could be differences based on the various settings. We should also have the mind set of responsive growth and evolution. Having a plan for evaluation of the coaching program will support our success.
 * // Teachers need voice and choice in a coaching program. // As we continue our KWO work, we need to keep this in mind. We should work to gather the various assumptions and perspectives people currently hold, and listen to their needs. ||
 * || Cathy || * Effective coaches work themselves out of a job and create sustainable structures around professional development
 * The principal, as the instructional leader, holds the vision for instructional improvement, and the coach and principal must operate with the same vision to improve teaching
 * Coaches, in the role of school leaders help to monitor and support the transfer of practice from PD to action
 * || Jeannine || Trainings alone are not the answer, coaching makes a difference. We need to be very clear about the roles of coaches and share with teachers so everyone knows the roles and responsibilities of the coach?
 * Is a master teacher with no support, resources, or trainings
 * Has a different mental model (philosophies and beliefs)

Fewer roles for coaches has greater impact - no more than 4

As a coach, if you are not bringing in the research or resources you aren't pushing the teacher's thinking. Shared ignorance - talking about what didn't work and not having strategies - you have to have a reference.

Implications for our work: "The time to plan an evaluation of the coaching program and coaches is //before //the program is implemented..." We need to keep this in mind as we look at the support piece we are building for teacher leaders/coaches. || 1. Program developed on philosophy of growth for teachers administrators. Targeted professional development is on principals with assistant principals able to participate in school-embedded coaching sessions. Teachers were originally not trained as well in procedures and the Danielson Framework. Program built capacity for teacher development through training trainers who were strategically located in schools and districts. 2. Reviewed forms and documents - Danielson Framework is intact but the procedures or decision-making for teacher performance is flawed. Example: Unsatisfactory and basic are treated the same - teachers rated in these categories are placed on PIP. Program staff believe there is no reason for a veteran teacher to be performing in basic. 3. Program shared the process for coaching that includes observing administrator from pre-observation conference to observation to post-conference. Shared training videos modeling the conferences. I would not recommend the use of the videos as the conferences did not allow for the teacher to analyze data, reflect on her practice, and in fact, from the point of view of the participants in the workshop, put the teacher on the defensive. Principals on my table labeled the teacher basic, but in the video the principal rated the teacher distinguished. Thoughts for KWO: 1. Determine what will be structures and processes for qualifying the accuracy of ratings as well as skills in observing and conferencing; support the development of administrators to do these functions well; provide access to feedback and support for administrators and teachers. 2. Consider the concept of development coaches for principals and access to coaching sessions for vps, and other leaders. ||
 * **Impact, Climate, Culture, and Practice Using Observational Protocols** Lisa Drangsholt, Roberta Reed || Cathy || =====** Takeaways to think about for our own work: **=====
 * Action research (AR) changes cultures in schools, and when combined with PLCs, ingrains a culture of inquiry and reflection that are sustainable, even if key leaders are moved or leave.
 * Student growth goals (sgo) for non-tested content areas can be focused on AR +PLC model - For example, our PE department is working on common content area vocabulary that adds and expands from grade 6-8. They have baseline data, and through AR and peer observation, they can use their PLC to work on "how can students 'own' the PE vocabulary by showing their vocabulary knowledge in a different context?"
 * The **celebration** and sharing based on the PDU - AR cycle is the missing component for transformation ( sharing out to a wider audience) ||
 * **Reflection and Revision: Create a Responsive Coaching Program** Priscilla Straughn, Cindy Harrison || Arianne || * Need to define change theory: What we believe needs to be in place.
 * Need to be clear about how we will measure change. ||
 * **Coaching for Principal Evaluation through Observation** || Phyllis || Session conducted by University of Delaware. Originally interested because I knew that Hawaii DOE was considering using their work for their principal training.