UNWRAPPING THE DEFINITIVE GUIDE TO INSTRUCTIONAL COACHING - Instructional Coaching Group
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PA R T I C I PA N T G U I D E UNWRAPPING THE DEFINITIVE GUIDE TO INSTRUCTIONAL COACHING
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The most concise and definitive text for any educator to apply to their coaching program.
FINDINGS
» 25-years of research
» Teacher perceptions of professional development (AREA, 2000)
» Partnership Learning (AERA, 1999)
» Implementation Study (AERA, 2009)
» Lean-Design Research (Corwin, 2018)
» Evaluation Study (2018)
4
WHAT MUST BE IN PLACE FOR COACHES TO FLOURISH?
SEVEN FACTORS
FOR SUCCESS
1. Partnership 5. Data
2. Communication 6. Teaching Strategies
3. Leadership 7. System Support
4. Impact Cycle
5
LEARNING IS ESSENTIAL
“Real learning gets to the heart of what it means to be human. Through learning
we re-create ourselves. Though learning we become able to do something we never
were able to do. Through learning we reperceive the world and our relationship to
it. Through learning we extend our capacity to create, to be part of the generative
process of life. There is within each of us a deep hunger for this type of learning.”
- Peter Senge
In times of change, the learners inherit the earth, while the learned find themselves
beautifully equipped for a world that no longer exists.
To what extent are your teachers avoiding learning?
To what extent are your teaching embracing learning?
6
The Partnership Questions
1. Equality: Do I interrupt of judge others?
2. Choice: Can I let go of control?
3. Voice: Do others know that their opinions matter?
4. Dialogue: Do I see others’ strengths and want what’s best for them? Am I open
to being shaped by their ideas?
5. Reflection: Do I avoid the advice trap?
6. Praxis: Does our coaching allow sufficient time for necessary adaptations?
7. Reciprocity: Am I a learner or a judger?
DESIGN
A Visial Imagery Self Questioning
Training Model Partnership Learning Traditional Training
B Visual Imagery Self Questioning
Training Model Traditional Training Partnership Learning
Implementation Question
Partnership Learning: 59
Traditional Learning: 14
Now that you have learned about two strategies, which one of the two do you
believe you are most likely to teach?
7
EQUALITY
I see others as equal partners in conversations.
“The world’s problems begin with the notion that some lives are more valuable
than others.”
- Nelson Mandela
8VOICE
I want to hear what others have to say.
“When teachers don’t have a voice, students don’t have a voice, but when teachers
do have a voice, students do, too—and when they do, they are five times more
likely to feel engaged in school. ”
-Russ Quaglia
9CHOICE
I believe others should have a lot of autonomy.
“When you insist, I resist.”
-Tim Gallwey
“The opposite of love is…control.”
-Donald Miller
10DIALOGUE
Our conversation should be back and forth.
“Love is the foundation of dialogue…[because dialogue] cannot exist…in the ab-
sence of a profound love for the world and for [people]”
-Paulo Freire
11REFLECTION
Looking Back, Looking At, Looking ahead.
“Consider how something did or didn’t work…consider how things are going…[use]
what you know to make future improvements.”
- p. 6, The Definitive Guide to Instructional Coaching
12PRAXIS
Learning in action.
“We learn best when we apply ideas to our day-to-day experiences.
Learning happens best through action.”
- p. 6, The Definitive Guide to Instructional Coaching
13RECIPROCITY
Conversations should be life-giving.
“When one teaches, two learn.”
-Robert Half
14ASKING BETTER QUESTIONS
» Effective
» Powerful
» The Right Questions (open or closed)
» Real
» Deeper
“The most creative and
successful people tend to be
expert questioners.”
-
“All of our knowledge results
from questions, which is another
way of saying that question
asking is our most important
intellectual tool.”
-
:
15LISTENING
Internal
» Focus
» Notice
» Don’t make assumptions
» Let go of control
» Empathy
» Benevolence
External
» Non-verbal communication
» Taking notes
» Don’t interrupt
» 80-20 rule
» Respond effectively
RESPONDING EFFECTIVELY
» Be supportive
» Allow for silence
» Assume positive intent
» Be on their side
» Be benevolent
» Affirm
» Prepare yourself
On a scale of 1-10, how important is it for coaches to question and listen
effectively?
16On a scale of 1-10, how effectively do you ask questions and listen to your col-
leagues, friends, and loved ones?
Is there anything you’d like to try to move closer to a ten?
WHAT IS A LEADER?
17 18
WHAT IS YOUR PURPOSE?
People “who know the why for [their] experience… will be able to bear almost any how.”
-Viktor Frankl
“Every human being I’ve ever interviewed in depth, thousands of people around
the world, have said one thing and that is they want their life to matter. Somehow
human beings want to make a difference.”
-Richard J. Leider
“Wholeness is always a choice. Once I have seen my dividedness, do I continue to live
a contradiction—or do I try to bring my inner and outer worlds back into harmony?”
-Parker Palmer
That
which you
love
That That
which which
you are Ikigai the world
good needs
at
That
which you
can be paid for
19AM I LIVING A DIVIDED LIFE?
1. To what extent do I refuse to invest in my work?
2. To what extent does my work align/violate my values?
3. Does my work setting nourish me or kill off my spirits?
4. Do I harbor any secrets?
5. Do I hide my beliefs?
6. Do I conceal my true identity?
20THINGS TO DO
» 10.10.10 question?
» Ikigai questions?
» Divided life questions?
21 22
“We are what we repeatedly do. Excellence, then, is not an act, but a habit.”
Aristotle Will Durant
“Do the best you can until you know better. Then when you know better, do better.”
- Maya Angelou
CUE, ROUTINE, REWARD
Cue: Green light that prompts us to act
Routine: A simple repeated behavior
Reward: Something that encourages & reinforces the habit
23THINGS TO DO
» Identify the behavior you want to adopt or change.
» What will be your routine?
» How can you make it easier? Can you change the context? How can you make it
repetitive?
24AM I A MULTIPLIER OR DIMINISHER?
“It isn’t how much you know that matters. What matters is how much access you
have to what other people know. It isn’t how intelligent your team members are. It
is how much of that intelligence you can draw out and put to use.”
- Liz Wiseman, The Multiplier Effect
25 26
Three Approaches to Coaching
Metaphor Sounding Board Partner Expert-Apprentice
Has valuable knowledge but
Knows what they need to know
Teacher Knowledge may need other knowledge to Must implement new knowledge to improve
to improve
improve
Decision Making Teacher Teacher Coach
Approach Does not share expertise Shares expertise dialogically Shares knowledge directly
Focus Teacher/Student Student Teaching practice
Balances advocacy with
Modes of discourse Inquiry Advocacy
inquiry
27HOW TO GET THE MOST OUT OF WATCHING YOUR VIDEO
Goal
Identify two sections of the video that you like and one or two sections of video you’d like to
further explore.
Getting Ready
Watching yourself on video is one of the most powerful strategies professionals can use to
improve. However, it can be a challenge. It takes a little time to get used to seeing yourself
on screen, so be prepared for a bit of a shock. After a little time, you will become more
comfortable with the process.
x Find a place to watch where you won’t be distracted.
x Review the Watch Yourself and Watch Your Student forms to remind yourself of things to
keep in mind while watching.
x Set aside a block of time so you can watch the video uninterrupted.
x Make sure you’ve got a pen and paper ready to take notes.
Watching the Video
x Plan to watch the entire video at one sitting.
x Take notes on anything that catches your attention.
x Be certain to write the time from the video beside any note you make so that you can return
to it should you wish to.
x People have a tendency to be too hard on themselves, so be sure to also watch for things
you like.
x After watching the video, review your notes and circle the items you will discuss with your
coach (two you like, and one or two you would like to explore further).
x Sit back, relax, and enjoy the experience.
Retrieved from the companion website for The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching
by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2018 by Corwin. All rights reserved. Reproduction authorized only for
the local school site or nonprofit organization that has purchased this book.
28i n str uct i o n al coach i n g gr o u p
coaching tools
Watch Your Students
date
After watching the video of today’s class, please rate how close the behavior of
your students is to your goal for an ideal class in the following areas:
Students were engaged in learning (95% engagement is recommended)
not close right on
1 2 3 4 5 6 7
Students interacted respectfully
not close right on
1 2 3 4 5 6 7
Students clearly understand how they are supposed to behave
not close right on
1 2 3 4 5 6 7
Students rarely interrupted each other
not close right on
1 2 3 4 5 6 7
Students engaged in high-level conversation
not close right on
1 2 3 4 5 6 7
Students clearly understand how well they are progressing (or not)
not close right on
1 2 3 4 5 6 7
Students are interested in learning activities in the class
not close right on
1 2 3 4 5 6 7
comments
Copyright © 2011 Instructional Coaching Group
29instructional coaching group
coaching tools
Watch Yourself
date
After watching the video of today’s class, please rate how close your
instruction is to your ideal in the following areas:
My praise to correction ratio is at least a 5 to 1 ratio
not close right on
1 2 3 4 5 6 7
I clearly explained expectations prior to each activity
not close right on
1 2 3 4 5 6 7
My corrections are calm, consistent, immediate, and planned in advance
not close right on
1 2 3 4 5 6 7
My questions at the appropriate level (know, understand, do)
not close right on
1 2 3 4 5 6 7
My learning structures (stories, cooperative learning, thinking devices, experien-
tial learning) were effective
not close right on
1 2 3 4 5 6 7
I used a variety of learning structures effectively
not close right on
1 2 3 4 5 6 7
I clearly understand what my students know and don’t know.
not close right on
1 2 3 4 5 6 7
comments
Copyright © 2011 Instructional Coaching Group
30SEEING REALITY
» Video
» Interviewing students
» Reviewing student work
» Observation data
Is it important for teachers to get a clear picture of reality?
If yes, how would you like to help them do that?
31PEERS GOALS
P - Powerful
E - Easy
E - Emotionally Compelling
R - Reachable, measurable; strategy is identified
S - Student-focused
How does the PEERS goals framework compare to the way you set goals in your
district?
32QUESTIONS FOR SETTING GOALS
» On a scale of 1-10, how close is the lesson to ideal?
» Why did you choose that number?
» What would have to change to make it closer to a 10?
» What would you see your students doing differently?
» Describe what that would look like.
» How could we measure that?
» Should that be your goal?
» If you could reach that goal, would it really matter to you?
» What teaching strategy would you like to try to achieve your goals?
» What’s your next step?
33QUESTIONS FOR OPTIONS
» What are your options?
» How have you handled these kinds of situations in the past?
» What advice would you give another teacher in your situation?
» Would you like some suggestions?
» Which options give you the most energy?
34MODEL
» In the class
» Co-teach
» Prior to class
» Another class (with coach)
» Another class (without coach)
» Video
What do you think coaches should do to prepare teachers to implement new
teaching strategies?
35IMPROVE
» Confirm Direction
» Review Progress
» Invent Improvements
» Plan Next Actions
36ENGAGEMENT
» Behavioral
» Cognitive
» Emotional
ACHIEVEMENT
» Tests
» Checks for Understanding
» Rubrics
» Interviews
DATA NEEDS TO BE
» Gathered at least weekly
» Easy to gather and process
» As valid and reliable as possible
What data are the coaches gathering in your district for setting goals and monitor-
ing progress toward goals? Does anything need to change?
37“Life truly begins after you have put your house in order.”
Marie Kondo
“Simplicity boils down to two steps: Identify the essential. Eliminate the rest.”
Leo Babauta
WHAT IS AN INSTRUCTIONAL PLAYBOOK?
The Playbook
» Table of Contents
» One-pagers
» Checklists
X
38 39
40
CREATING ONE-PAGERS 41
CREATING CHECKLISTS
“Checklists seem simple and lowly, but they help fill in the gaps in our brains and
between our brains.”
- Atul Gawande
42Theoretical Consistency
Time
Safety
Confidentiality
Learning Architecture
Do coaches need to be effective communicators?
If so, how should leaders evaluate coach’s communication skills?
43 The Instructional Coaching Group (ICG) provides professional development on instructional coaching for educa- tional organizations. ICG consultants facilitate professional development sessions, consult on topics related to leading instructional change, and provide coaching for instructional coaches, and other leaders. instructionalcoaching.com → hello@instructionalcoaching.com →
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