COLLABORATIVE AND AUTHENTIC CONVERSATIONS THROUGH THE ART OF COACHING: A COACHING STORY Elizabeth Cifuentes [email protected] WELCOME! 1. Help yourself to some candy 2. Select two different colors and keep these handy (do not eat) – you will be sharing 3. Prepare to share your skittles. SKITTLES ME …. SKITTLES YOU State your name, job title, how many years of coaching you have, then answer the following questions based on your skittles colors: RED: Are you an early (before 6am) or late riser? ORANGE: What was your first job (after college?) PURPLE: What is something that we wouldn’t know by your appearance? GREEN: Why are you an educator? YELLOW: Who has been the biggest influence in your profession? MS. WHOAREYOUTOTELLME… MR. BUTIJUSTNEEDSOMEHELP… • “Between 40 – 50% of teachers will leave the classroom within their first 5 years” – Liz Riggs (2013) GAME-CHANGERS… • “Coaching is one of the most – if not the most – highly effective vehicles for developing the professional capacity of our teachers and administrators” • Agree or Disagree? • While schools are designed to teach students, we must be equally attentive to the learning needs of our teachers and administrators to ensure they keep pace with a changing student body in an even faster changing world.” • - Laurelin Andrade – Blogger, edweek.org ROLE OF THE COACH • Coaches are professionals who are committed to being lifelong learners and scholars through readings, research and professional development • Coaches work through a model of shared leadership in the planning and implementing of coaching experiences for teachers and other professionals. • Coaches will engage in collaboration and conversations about researched-based instructional practices for implementation of the Common Core State Standards. TYPES OF COACHING Description Details (What can it look like) Resource Coaching- Supporting teachers in general topics through activities such as: - Presenting workshops - Facilitating workshops/book studies - Sharing resource materials - Presenting information on different issues - Meeting with teachers to share and problem solve on different content - Sharing materials - Preparing professional development Problem-Solving Coaching- Supporting teachers in areas of specific needs such as: - Modeling Lessons - Co-planning lessons - Analyzing student work - Problem solving strategy/content issues - -Analyzing student data to collaborate, plan, and co-teach lessons -Collaborating with teachers to problem solve issues in the class - Modeling and demonstrating literacy concepts and activities Observation Coaching – Supporting teachers by: - Observing lessons with pre & post feedback - Providing feedback on instructional practice sessions - Co-teaching lessons - Collaborating & problem solving instructional - Observing students and giving teacher feedback plans for students OUR EXPERIENCES ARE EVERYTHING •We, not I •Sharing our experiences, frustrations and hopes help bond with others… even the reluctant. TIMING IS EVERYTHING Ms. Iwasthinkingabout • Scenario After many attempts to sit down and assist this teacher, you continually receive the “maybe next week” runaround. This educator clearly has no desire to meet with you in the beginning of the year. It is now January, and they had a “quick question about centers” but you have a fully booked week ahead…. • Why would this teacher react this way towards a coach? • How do we respond? TIMING IS EVERYTHING! • Although booked for the week, I rearranged my schedule, researched strategies and met her very next day. The first conversation was a great start! • “When a teacher asks for help accommodate him or her as soon as possible. Jump on opportunities where you are invited because their desire or willingness would diminish if you start with not being available.” – Jennifer Allen, 2006. • Being invited is a signal for some type of assistance and we need to take advantage of these openings. BUILDING TRUST •Mr. Ifyousayso • Scenario Mr. Ifyousayso is always hesitant towards the beginning of every conference. He is compliant and “does” everything you ask of him. However, there is no real reflecting or exchanging of ideas. • Why would this teacher react this way towards a coach? • How do we respond? BUILDING TRUST • Kept making myself available, providing resources, having a “open” demeanor • Educator is now eager to try new strategies, think through the “teaching” process with me. • Working in classrooms is all about building relationships and establishing trust over time. • Following through on simple tasks. Ex. Providing a copy of a strategy quickly discussed. • Sharing stories of my teaching frustrations and how I overcame. SHARED LEARNING… SHARED COLLABORATION •Ms. Butcan’tyoujustcomein • Scenario A teacher is constantly asking you to come teach their class. They explain, “I need to do more writing in my class, can you come in and just teach a writing lesson?” You feel obligated to come in but you know the teacher will not really observe or debrief with you… • Why would this teacher approach the coach in this manner? • How do we respond? SHARED LEARNING… SHARED COLLABORATION • If this were followed, we would be teaching many classes, and teachers would never really learn. Modeling needs to be a shared learning experience. • When teachers ask if I can work in their room, this is a good response but they have to learn through it. Supporting classroom instruction is the same approach with learning… the desire to learn and change needs to stem from the individual teacher. • I MODEL, WE MODEL, YOU MODEL, WE REFLECT. •“Coaching is all about change. Change occurs in small actions, week after week. It happens when we change what we do, what we think and believe and how we see the world” -Karla Reiss I MODEL, WE MODEL, YOU MODEL, WE REFLECT. Collaborative Framework For Supporting Teachers in the Classroom Meet with the teacher and design a plan for collaboration Shared planning/collaboration Model strategy for the teacher and students Practice of strategy by the teacher as a follow-up Debrief with the classroom teacher I Model We Model / You Model We Reflect Becoming a Literacy Leader – Jennifer Allen (2006) DOCUMENTATION • Keeping records • Progress/Growth management • Samples • Blank form Alter to fit your needs! First myth: Conflict is negative. Nature uses conflict as a motivator for change. -Thomas Crum, The Magic of Conflict FURTHER RESOURCES • Becoming a Literacy Leader - Jennifer Allen (2006) • Talk about Teaching – Charlotte Danielson (2009) • School Leadership that Works – Marzano, Waters, McNulty (2005) • Reading Specialists and Literacy Coaches – Vogt & Shearer (2007) TAKEAWAY FOLDER • • • • • • • Types of Coaching Handout – Roberta Apostolakis (2009) • • • Reflection Sheet - University of Kansas – Center for Research on Learning Tips For Going Into Classrooms – Jennifer Allen (2006) Coaching Styles of Feedback Language - Roberta Apostolakis (2009) The Seven Norms of Collaborative Work – Robert Garmston, Ed.D Sample of a coaching session – E. Cifuentes Sample Documentation of coaching session – E. Cifuentes After-Action Report (Post-Observation form) – University of Kansas – Center for Research on Learning Protocol- Looking at Student Work – National School Reform Faculty Article, “Use peer coaching to extend your skills,” Martha O. Deblieu NEED FURTHER ASSISTANCE? Elizabeth Cifuentes [email protected] 201-862-6000 x. 6720 Feel free to contact me! All information is available business card.