risc coaching model - 1st draft

“We Partner with Educators to Bring Hope and Empowerment to Student Learning”

Personal Mastery Coaching

Re-Inventing Schools Coalition


Second Order Change Mentoring Peer Coaching Professional Learning Community

RISC Coaching Shared Vision: Provide facilitative leadership in developing the

framework and processes ensuring equal voice and ownership among all stakeholder groups for a shared vision of what we want our learners to know and be able to do in the 21st Century Global Community.

Coaching services:


Second Order Change Mentoring

Provide direct one on one coaching to develop capacity around second order change and implementation of Performance Mastery Learning at the organizational and/or site level.

District Leaders Building Leaders School Boards Personal Mastery

Facilitators

How do we efficiently lead a paradigm shift to a shared leadership culture, navigate the change process, provide effective instructional coaching and build systems to ensure systemic and systematic implementation?


Peer Coaching This is an opportunity to build capacity in teacher leaders to develop practices at the “Joint Work” level of collegiality and collaboration in support of teacher professional development and implementation of a student centered-proficiency based classroom.

Teachers Support Staff

Teachers will: take turns observing each others

classroom interview students work together to identify next

steps/action plans for continuous improvement

Outcomes: include a deeper understanding

of collegiality high impact strategies to

become more student centered gap analysis/action plan to

support continued learning


Professional Learning Community

Participate in consistent and routine collaborative team meetings around the implementation of the Performance Mastery Learning (PML) systems and provide real and timely access to supplement the planned site visits and training opportunities.

Educator Team Leadership Team

Coach will provide: collegiality development problem solving processing SMART goal setting tools and processes to support implementation timely response to impending challenges ensuring

efficient implementation of PML clear objective to build capacity gradual release of control


A Flow in Coaching

Establish Relationship

• Trusting, respectful and collegial relationship serve as the foundation of the coaching work.• Learn alongside teachers• Collect, manage, and share materials• Develop strategies for creating and sustaining the Shared Vision for a shared focus on the work• Get to know students and teachers by being visible• Together develop a written set of teacher’s hopes and fears related to coaching• Agree on scheduling• Establish roles and responsibilities as a team

Recognize

Openings

• Participate in small/large group sessions and listen for teachers to name their needs in the context of their learning

• Survey teachers regarding their needs• Share coaching opportunities with teachers• Check in informally to see how things are going

Engage

• Develop relationships with students to build trust with teacher• Identify strengths that can be built upon• Familiarize yourself with teacher’s practices to assist in implementation in a seamless

fashion• Ongoing coaching cycles• Informal coaching• Ongoing goals and assessments

Adapted from Sweeney 2011


Research Says…Effective coaching…• Encourages collaborative, reflective practice• Embeds professional learning promotes positive cultural changes• Is linked to teachers’ increase in using data to inform practice• Targets issues such as closing achievement gaps and advocating for

equity• Promotes the implementation of learning and reciprocal accountability• Is an embedded support that attempts to respond to student and

teacher needs in ongoing, consistent, dedicated ways• Raises the likelihood of using new learning and sharing responsibility

when colleagues, guided by a coach, work together and hold each other accountable for improved learning and teaching

• Supports collective leadership across the school system• Promotes a collaborative culture where staff feels ownership and

responsibility for leading improvement efforts in teaching and learning – attending to the ‘social infrastructure’

Based on the Annenberg Foundation for Education Reform report 2004


What Must a Coach Know?

1)Inquiry2)Change Management3)Systems Thinking4)Adult Learning5)Systemic Oppression6)Emotional Intelligence

The Six Lenses of Coaching

Adapted from Elena Aguilar 2013


InquiryThe lens of inquiry assumes the following:

• The way we pose the question determines the nature of the answer• The way we define the problem dictates how we define the solution• The questions we ask are as important as the answers we find• People can create their own knowledge and solutions• Seemingly intractable problems can be addressed• It is easier to engage and enroll people to address inequities when we

affirm that we don’t yet know everything we need to know to create transformed systems, but we have a responsibility to do so, so we must ask questions together and move forward

• If you own the question, you will take responsibility for the answer• Evidence and data are critical to making informed decisions and

judgments• Multiple forms of data are necessary for effective decision making• Knowledge is socially constructed• We never know everything we need to, but we need to act anyway



Change ManagementThe lens of change management assumes the following:

• Beneficial change is possible• Conditions and strategies can be manipulated to get

the system to produce different outcomes• Change can be studied, understood, and influenced• Analysis of conditions for change is necessary for

effective implementation• Certain elements need to be present for successful

change to occur: leadership, vision, skills, incentives, resources, a clear plan of action

• People need to have the will, skill, knowledge, and capacity to change



Systems ThinkingThe lens of systems thinking assumes the following:

• What we observe, whatever is happening in this moment, is exactly what is supposed to happen in the system that is

• Everything we observe is the result of a complex set of interactions

• We must seek to understand these interactions in order to intervene effectively to change them

• Process and product are part of the same whole• Conflict and tension are necessary and natural• Complexity and diversity are good, healthy thing• All energy moves in cycles


Adult LearningThe lens of adult learning assumes the following:

• Problems of change are problems of learning• People can only be where they are• Every human being is “on a path” from one place to another, and

it is important to find out both where people have been and where they are going

• We all enter the work of equity and justice from very different starting points

• If you don’t acknowledge progress, you lose people’s trust• Adults have had a lot of life experiences that affect how they

continue to learn• Adults must feel safe to learn• Adults want to be the origin of their own learning; they want to

control certain aspects of it• Adults want and need feedback



Systemic OppressionThe lens of systemic oppression assumes the following:

• Oppression and injustice are human creations and can therefore be undone

• Systemic oppression exists and negatively affects relationships and the educational process in multiple ways

• Oppression and systematic mistreatment (such as racism, classism, sexism, and homophobia) are more that must the sum of individual prejudices

• Systemic oppression has historical antecedents; it is an intentional disempowerment of groups of people based on their identity to maintain an unequal power structure that subjugates one group over another



Emotional IntelligenceThe lens of emotional intelligence assumes the following:

• We are all born with a certain level of emotional intelligence, and we can also develop these skills and capacities

• The emotional intelligence of a leader is a primary act of leadership• There are four areas of emotional intelligence: self-awareness, self-

management, social awareness, and relationship management• An effective leader can speak about their emotions, welcomes

feedback, and knows when they need help• An effective leader manages their emotions by demonstration self-

control and by clear about their beliefs and actions• Adaptability and flexibility are indicators of high emotional intelligence;

an effective leader sees adversity as an opportunity• Demonstrating empathy is an expression of social awareness• Organizational awareness and an understanding of power relationships

are indicators of emotional intelligence• Managing relationships between people is the skill of an emotionally

intelligent leader



Student-Centered Coaching Method

Coaching Cycles – 4 to 6 week cycles, 1 to 3 classroom visits a week, 45 minute one to one session weekly

Standards - Establish learning goals (Common Core or other standards), unpack for transparency, define proficiency

Framework for Teacher Evaluation – coach and teacher embed effective instructional practice, coaching is focused on student outcomes, while supporting

teacher achievement

Formative assessments – partnership to design formative assessments to understand how students are performing on a daily basis

Planning and Delivery of Instruction – Lessons co-planned during weekly meeting with teacher and coach, decision is made for coach as co-facilitator, observer, or

modeled depending on needs of students. Adapted from Sweeney 2011

Top 5 Practices for Student-Centered Coachingby Diane Sweeney


http://dianesweeney.com/top-5-practices-student-centered-coaching/

http://dianesweeney.com/


Strategic Coaching

Coaching practices to make a greater impact on all students.


Classroom Follow-Up Visit Purpose1. Identify next steps with support of ‘how’ to do it2. Celebration of success Talking Tips with Students Talking Tips with Teachers

Introduction with general reason for talking with them, “Hi, I am ___ and I am here to learn about your school.”

Welcoming greeting and body language; ask if they have used the CFV rubric and reviewed the questions

If recording; ask permission Give your general purpose, “RISC is here to support and celebrate success.”

Allow the student to drive the conversation, to some extent

Allow student/class needs/data to lead the coaching; from the students “I saw…I heard…” taking judgment out of the conversation, always state at least one positive.

Stimulate the conversation through artifacts in the room; Shared Vision, Code of C, SOP’s, Goal Monitoring

Ask if there is anything they are focusing on or maybe ‘stuck on’, letting their need drive the direction.

“Why do you come to school? What is it you are learning about? Why? How do you know how you’re doing in school?”

Next steps offered (limit 2), let teacher decide next step based on data/readiness/evidence; written to make it real.

Provide the ‘how’ with resources and research.


Strategies for Coaching Women Strategies for Coaching Men

Welcome a source of support to improve; offering ‘help’.

Instead of offering ‘help’, use an action word; partner to problem solve

Address both what work will accomplish and how it will impacts others.

Use action words like “This will increase student achievement by…”

Women interrupt each other frequently to confirm they are listening; verbal responses.

Avoid interrupting; listen carefully and address their stated needs, avoid addressing their perceived needs.

Allow time to process, supportive wait time.

Address the main point and eliminate any fluff or unnecessary information.

Enjoys sharing stories and anecdotes; getting to the point too quickly may seem abrupt.

Using words sparingly and speaking directly to the point; beating around the bush can be seen as a sign of weakness.

Women see a complete picture; seeing a connection is crucial.

Men prefer taking on one task at a time and conquering it.

Coaching Strategies – Mars and Venus

Study by Dr. Leonard Sax 2009Sweeney 2011 – “Student-Centered Coaching”


The Coaching Dance - Elena Aguilar, “The Art of Coaching”

Transformational Coaching requires deep listening…create a clear, safe, nonjudgmental field – leaving plenty of space for the client.1. Quiet Listening – Allowing people to do their own thinking,

discover solutions, and figure out their next steps. Keeping your own personal ‘mind chatter’ clear.

2. Intentional Listening – In order to help people change beliefs and behaviors, a coach must listen carefully to understand the client’s patterns of thinking assessing where the client is on their learning trajectory.

3. Collecting Stories- Finding patterns in people’s stories allows a coach a ‘data set’ to help connect the dots giving the opportunity to begin shifting thinking or behaviors.


Sound Like…• In other words…• What I am hearing then…• It sounds like you are saying…Is that correct? Did I miss anything?• I am hearing many things…• As I listen to you, I am hearing…

What Does Active Listening Look Like, Sound Like, and Feel Like?


Ensuring that we are hearing and understanding what our client is saying and helping us to identify the questions we might ask to provoke deeper reflection…

Look Like…• Be mindful of how your body

and words demonstrate attention

• Maintain eye contact • Mirroring their posture • Be careful not to glance at the

clock or cell

Feel Like…• Coach has joined coachee

in their world• Being honored• Being heard


Transformational Coaching Manifesto

Everything is connected Meet people where they are There is no coaching without trust Be here now Second Order Change takes time The journey is a destination Be unattached to the outcome We can transform our education

system!



Coaching: How are we doing?


Daniel Coyle, author of ‘The Talent Code’ 2009 describes

coaches as farmers who cultivate talent in others.

Aguilar responds, “I love this analogy. It is also apt when considering what needs to be in place for coaching to be effective: the land must be fertile, invasive weeds need to have been removed, and the seeds can’t be old and moldy. A farmer must be aware of local climate – you can’t plant pineapples in Alaska and expect them to thrive.”

risc coaching model - 1st draft

Education

coaching work

coaching services

continued learning

systematic implementation

shared leadership culture

implementation timely

shared focus

staff teachers