4.0 leadership and coaching session 4 powerpoint handout

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1/8/2020 1

Leadership and Coaching for

Systems Change

The Wisconsin RtI Center (CFDA # 84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this

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Session 4 | 2019-20Heidi Laabs

Kathy Myles

#LeadCoachSucceed



1/8/2020 2

Norms for Our Time Together

• Respect everyone’s time–begin/end on time

• Stay engaged

• Be kind

• Be solution oriented, positive, and open to new ideas

• Presume positive intentions

• Use technology to enhance learning

• Keep conversation student focused



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Check-in/Join-up

If you were a weather report, what would

you be today?

What, if anything, has become apparent

since our last session?

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1/8/2020 4

Your Recent Coaching Session

• How did it go?

• How are your skills

growing/improving?

• What is your greatest

challenge?



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Common Behaviors

• Talk too much

• Don’t inquire about feelings

• Allow interruptions

• Give too much advice, too soon

• Stay at the surface



1/8/2020 6

Today’s Agenda

• Synchronizing Coaching Practice and Client Needs

• Roles and Activities of Instructional Coaches

• Powerful Questions

• Live Coaching Demo

• Reading Conversation – Four “A”s Text Protocol

• Systems Readiness for Coaching

• Wrap-up

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1/8/2020 7

Program Outcomes…

So that

you will

be able

to…

You will know and understand…

•The stages of individual skill development, and

•The differences between “coaching light” and “coaching heavy”

•Differentiate coaching strategies and approaches in response to client

needs and level of skill development in order to build staff capacity

for adaptive change



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You will know and understand…• The roles and activities of instructional coaches

Program Outcomes…

So that

you will

be able

to… •Differentiate coaching strategies and approaches to build teachers’ capacity to use your school’s/district’s non-negotiable instructional

strategies with fidelity

•Assess the richness and effectiveness of your coaching program

•Achieve the goals, objectives, and outcomes of your coaching program



1/8/2020 9

You will know and understand…

•The use of Powerful Questions in coaching

Program Outcomes…

So that

you will

be able

to…

•Use questioning to clarify, deepen thinking, and invite diverse perspectives

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The Mentoring – Coaching Continuum for Systems Change

Purpose Building/

Exploration

Infrastructure/ Installation

Initial Implementation

Full Implementation

Mentoring/Consulting

Coaching Peer Coaching/ PLC

Teaching/ Telling

Asking/ Supporting

Participating Delegating

Directive Facilitative Transformational



1/8/2020 11

Gordon’s Ladder of Skill Development (1974)

Unconsciously Unskilled

Consciously Unskilled

Consciously Skilled

Unconsciously Skilled

Gordon’s Skill Development Ladder (1974).#leadcoachsucceed



1/8/2020 12

Client Needs/Coaching Strategies

Stages of

Individual Skill

Development (Gordon, 1974)

Unconsciously

Unskilled

Consciously

Unskilled

Consciously

Skilled

Unconsciously

Skilled

Coaching

Strategies

Mentoring

Consulting/

Directive Coaching

Mentoring/

Directive

Directive/

Facilitative

Facilitative/

Transformational

Stages of Change

Implementation(Fixsen & Blasé, 2009)

Purpose Building InfrastructureInitial

Implementation

Full

Implementation

Coach Behaviors Teaching/ Telling

Telling/Asking

Interpretive &

Mediational

Questions

Asking

Mediational &

Powerful

Questions

Asking

Mediational &

Powerful

Questions

5



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Check Your Thinking…

What makes sense

about this?



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A Coaching

Style of

Leadership

MLSS Coaching

Roles &

Activities

Coaching

Conversation

Format

Coaching

Competencies

The Change

Process

Instructional

Coaching

Roles &

Activities

#leadcoachsucceed

EQUITY



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• Professional developer

• Resource provider

• Modeling instructional &

assessment practices

• Arrange & lead focused classroom

observations

• Co-planning

• Data analysis

• Co-teaching

• Individuals or teams

• PLCs

Instructional Coaching

#leadcoachsucceed

EQUITY

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1/8/2020 16

Chapter Title Person

3 Collaborative Resource Management 1

4 Content Presentations 2

5 Focused Classroom Visits 3

6 Co-planning 4

7 Study Groups 5

8 Demonstration Lessons 6

9 Peer Coaching 7

10 Co-teaching 8

Coaching Roles Jigsaw



1/8/2020 17

Coaching Roles/Activities Handout

• Describe/define the role that you read about.

• What are key points/tips to keep in mind when using this activity/role?

• At what stage of individual skill development or change

implementation could this be used?

• Give an example of how you might use this in coaching toward

achievement of your E-MLSS goal.



1/8/2020 18

10 minutes – read assigned chapter

2-3 minutes per person – discuss what you read

Coaching Roles

• Describe/define the role

• Share key points/highlights

• Stage of Individual Skill Development

• Level of Change Implementation

• Example

At what stage/level

could this role be

used?

7



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Coaches

• Data Coach

• Resource Provider

• Mentor

• Curriculum Specialist

• Instructional Specialist

Killion, 2009

• Classroom Supporter

• Learning Facilitator

• School Leader

• Catalyst for Change

• Learner

Roles, Responsibilities, and Reach



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Data Coach

• Focuses on grade-level, team, and classroom data

• Makes instructional and curricular decisions

• Monitors instructional progress

• Creates a safe, blame-free environment for the ruthless

analysis of data



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Resource Provider

• Improves instruction by providing a variety of

expanded resources for teachers’ use

• Assists teachers with materials, tools, and

information to support classroom instruction

• Can help coach cross the “threshold” into classrooms

8



1/8/2020 22

Mentor

• Critical friend

• Provides guidance and structure

• Encourages relationship building

• Focuses on teachers’ strengths, while collaborating and creating a safe space to discuss common issues of concern



1/8/2020 23

Curriculum Specialist

• Focuses on “what,” not “how”• Non-negotiable content at universal level with fidelity

• Tier 2 and tier 3 interventions with fidelity

• Aligns balanced assessment system with curriculum

• May find it difficult to support all teachers in all content areas



1/8/2020 24

Instructional Specialist

• Focuses on “how,” not “what”• Full implementation of universal non-negotiable

instructional practices with fidelity

• Must be highly skilled in identified instructional practices

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1/8/2020 25

Classroom Supporter

• Works inside the classroom with one or more teachers - while

teaching and learning are occurring

• Models, co-plans, co-teaches, observes, and gives feedback

• May be perceived as intrusive

• No teacher faces instructional challenges alone

• Incorporates many other roles



1/8/2020 26

Learning Facilitator

• Resource provider, professional developer

• Starts with student achievement data, and determines

teachers’ learning needs• Collaborative and inclusive

• Work is grounded in school/district non-negotiable HQI,

balanced assessment, and collaborative practices



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School Leader

• Contributes to and supports the implementation of change

through your RtI framework

• Facilitates teams and committees in partnership with all

leaders

• Creates a community of learners and collaborative practices

• Walks a fine line between administration and teachers

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Catalyst for Change

• Initiates change for continuous improvement

• Generates productive disequilibrium by challenging

the status quo and asking hard questions

• Asks, “How satisfied are we with the level of student learning in our school?”



1/8/2020 29

Learner

• Strives for continuous self-development

• Attends conferences and trainings, reads,

networks, writes, and reflects

• Constantly revisits their own coaching vision



1/8/2020 30

Balancing the Roles of a Coach

• Job descriptions and role expectations

• Goals of the coaching program

• Context – time of the year, stage of implementation,

experience level

• Role of the principal

• School culture

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1/8/2020 31

“Coaching Heavy”vs.

“Coaching Light”



1/8/2020 32

Coaching Light

• Accepted, appreciated, and even liked by teachers

• Focused more on building and maintaining relationships

than improved teaching and learning

• Provides resources and support, but avoids challenging

conversations

• Valued, but not necessarily needed

• Key factor is coach’s intentions and the results of their work



1/8/2020 33

Coaching Heavy

• Deep commitment to improved teaching and learning

• High-leverage services with the greatest potential for

improved learning

• Works with all teachers, not just those who volunteer readily

• Works outside the comfort zone

• Productive disequilibrium

• Feels heavy

• Makes a difference

• Focused on goals, action plans, and vision

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1/8/2020 34

Coaching Light Coaching Heavy

Focus on teaching practice

identified by teachers

Focus on student learning and

use of specific practices

Feedback on teaching

practices

Feedback on interaction

between student engagement in

learning performance, and

achievement and teaching

Teacher self assessment

based on perceptions or

opinions

Data-driven assessments

based on student data

Voluntary coaching Expectation for all teachers to

engage in coaching

Reprising Coaching Heavy and Coaching Light- Joellen Killion



1/8/2020 35

Focus on adapting or

refining instructional

strategies

Focus on transforming

practice, examining beliefs,

and testing assumptions

Focus on implementing

strategies

Focus on deep understanding

of theory and research

Emphasis on feeling

supported

Emphasis on developing

expertise

Coaching Light Coaching Heavy

Reprising Coaching Heavy and Coaching Light- Joellen Killion



1/8/2020 36

How well are each of our

students learning?

How satisfied are we with our

outcomes?

How can we improve teaching

so their learning improves?

#leadcoachsucceed

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1/8/2020 37

Give One/Get One

What makes sense to you about the concept

of Coaching Heavy vs. Coaching Light?

Where are you now in your

coaching/leadership practice?

Where do you want to be? What will it take

to get there?

Give One

Get One



1/8/2020 38

• Reflective Practice

• Change Facilitation

• Coaching Conversation

Facilitation

• Communication Skills

• Relationship Development

• Knowledge Base Development

Coaching Competencies

EQUITY

#leadcoachsucceed



1/8/2020 39

Coaching Competencies

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1/8/2020 40

What do you know

about effective questions?

What are the most effective

questions that you’ve used in your coaching sessions so far?

#leadcoachsucceed



1/8/2020 41

“Good” Questions

• Lead to clarity

• Allow for exploration and elaboration

• Lead to action

• Encourage possibility thinking

• Examine available resources

• Identify barriers

• Provide closure, completion, and continuity



1/8/2020 42

The Language of Coaching

• Paraphrasing questions

• Clarifying questions

• Interpretive questions

• Mediational questions

• Coaching comments

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1/8/2020 43

Questions in the Coaching Format

• Getting started

• Goal setting

• The desired state vs. the current state

• What could you do?

• What will you do?



1/8/2020 44

Powerful Questions

• Cause inquiry

• Lead to reflection and insight

• Provide access to new action

• Connect to vision and commitment

• Create resourcefulness

• Surface root causes

• Insure sustainability#leadcoachsucceed



1/8/2020 45

Is It a Powerful Question?

• There’s a “grand pause”• There’s a shift in perspective• There’s a sudden insight• There’s a release of tension• “A-ha” moment• It speaks to the client’s heart and vision, not just the issue• It stops you (one or both) in your tracks

16



1/8/2020 46

• Sometimes comes from

the heart or the gut, or

your intuition

• Very bold

• Hard to ask

• Not common in daily

conversation



1/8/2020 47

Powerful Questions

Which

Powerful Questions

do you think you’d like to try out?



1/8/2020 48

Story Listening

• Change vantage points – imagine the story/experience/situation

from another’s point of view

• Imagine pivot points – consider what might have happened if they

had done something differently or taken a different perspective

• Imagine lesson points – what have you learned from changing

vantage points or considering pivot points

Tschannen -Moran and Tschannen-Moran

17



1/8/2020 49

Key Points

• Great coaches tease out what the client(s) may

be hiding or unable to see

• There must be strong rapport and trust between

coach and client

• Listen for the unsaid

• Question what doesn’t feel right in your gut; use your intuition• You must have the client’s full attention and be fully present



1/8/2020 50

Facts vs. Interpretations

FACT INTERPRETATION

• Are tied to an agreed upon

standard

• Are declarations of

opinion

• Reside outside the speaker; are

known to others

• Reside inside the speaker; are not

known to others

• Are true or false • Are not true or false

• Are backed by

evidence/verifiable

• Are not backed by

evidence/verifiable

#leadcoachsucceed



1/8/2020 51

Fact vs. Interpretation?

• I shouldn’t have to teach kids good behavior

• According to his running record, Jon is making slow progress

• We can’t make room in our schedule for an intervention block

• My kids can’t handle balanced literacy

• The Daily 5 didn’t work for me

• Our ODR rate has declined since we started PBIS

18



1/8/2020 52

Quick Write

Describe a scenario

that you’ve had that relates to what we

have learned/

discussed/reflected

on this morning…



1/8/2020 53

Coaching Demonstration

• Script questions

• What did you notice?

• What questions did you like/might you use?

• What Powerful Questions were asked?

How did you know?



1/8/2020 54

Lunch Break!

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1/8/2020 55

Four “A”s Text Protocol

Discuss:

What assumptions does the author of the text hold?

What do you agree with in the text?

What do you want to argue with in the text?

What parts of the text do you aspire to?

As a group:

Decide to discuss Chapter 6, 7, 9, or 10

Choose a facilitator, timekeeper, and reporter



1/8/2020 56

Deliberate Practice

• In your coaching triads:

• hold 3 coaching sessions

• 10 minutes each

• During each session, the observer will script questions

• Following each session:

• review the scripted questions and give feedback

• client to coach

• observer to coach

• coach reflection

What did you notice? What did the coach do well?



1/8/2020 57

0.79

0.82

0.94

1

1

1.06

1.09

1.18

1.36

1.45

1.52

1.64

0 0.5 1 1.5 2 2.5 3

Structures in place for evaluating and supervising…

Clear job description

Benefits and rationale communicated to staff

School schedules aligned to support coaching

Positive culture

Aligned with school vision for RtI

Incorporated into systematic plan for PD

Aligned with Improvement Goals

Teachers participate in coaching

Coaches receive formal training

Shared leadership

Designated coaches

School/District Systems for Leadership and Coaching

Qu

est

ion

Average Score

Scoring: 0 = Not in place

1 = Beginning

2 = Developing

3 = In place

20



1/8/2020 58

To Ensure Coaching Success…

• Make the goal(s) of your coaching program clear

• Give coaches the right work

• Train your coaches

Knight and Fullan, 2011



1/8/2020 59

Leadership Components for an Equitable,

Multi-Level System of Supports

District Leadership

Team

School

Leadership Team

Grade Level/

Course Team

Classroom

District Vision

School

Vision

Grade Level/

Course Vision

Classroom

Vision

District

Non-Negotiables

School

Non-Negotiables

Grade Level/

Course Non-

Negotiables

Classroom

Non-

Negotiables

District

Goals/ Action Plan

School

Goals/Action Plan

Grade Level/

Course Goals/

Action Plan

Classroom

Goals/Action

Plan



1/8/2020 60

Beloit Timeline

2008-2009 – Begin E-MLSS Implementation

2009-2010 – Instructional Coaching Training

2010-2011 – Implement E-MLSS for Literacy and PBIS

2011-2012 – Reorganization of elementary schools

2012-present – Implementation

https://www.youtube.com/watch?v=-KPfU4vyrsU&feature=youtu.be

https://www.youtube.com/watch?v=-KPfU4vyrsU&feature=youtu.be

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1/8/2020 61

Artifacts

• Beloit Literacy Statement

• Beloit Absolutes

• Beloit Coaching Statement



1/8/2020 62

• What is the coaching goal at your school/district?

• What non-negotiables will be implemented with fidelity

through coaching support?

• What Beloit coaching model elements would you like to

include in your model?

• What is one next step for developing your coaching model?



1/8/2020 63

Wrap-up, Assignment

Team

• Complete Table Tent

Individual

• Complete formative feedback if you have

attended sessions 3 and 4

• Read chapters 11-15 in The Art of Coaching

• Hold 1-2 more coaching sessions

• Complete a “For Your Eyes Only” reflection for each session

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Stay connected, join the conversation

#leadcoachsucceed

@WisconsinRtICenter

@WisRtICenter

Tips to Your Inbox: http://bit.ly/WisRtICenter

@Wisconsin RtI Center/PBIS Network

Live webinars and networking events



1/8/2020 65

Evaluation Completion

What makes this evaluation unique and special?

1) Used as both formative and summative data

2) Two types of questions for you to consider:

• Questions related to this training’s content and…

• Questions related to your school’s current knowledge and beliefs around implementing an equitable, multi-level system of supports



1/8/2020 66

Formative Feedback on Sessions 3 & 4

Please take a few minutes to provide feedback. Your input is valuable in helping us

determine the effectiveness of this training.

Complete this evaluation ONLY if you have attended days 3 and 4 of this training.

Please note the rating scale: Strongly Disagree/Disagree/Neutral/Agree/Strongly Agree

lead4.questionpro.com

https://www.facebook.com/WisconsinRtICenter/

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http://bit.ly/WisRtICenter

http://bit.ly/WisRtICenter

https://www.youtube.com/channel/UC_vRDVKaw0fIKjVXmKlgSSQ

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4.0 leadership and coaching session 4 powerpoint handout

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