Many of us have sat through professional development sessions that felt good (and many that didn’t!) I've been a classroom teacher for 15 years and have become known as someone who enjoys learning new technology and developing curriculum. Instructional coaches and the leaders of the Pathways to Success project in Topeka, Kan., have done just this. Another way to ensure principals are on the same page as their coaches has been adopted by principals working with instructional coaches from the center’s Pathways to Success GEARUP project in Topeka, Kan. Let’s be honest, there are extra pressures when your superior is in the room observing. Administrators, by definition, are not peers. Ensuring principals and coaches work together.The instructional coach can be and should be the right-hand person of the principal when it comes to instructional leadership in schools, but the principal must remain the instructional leader. Indeed, coaches who do not deeply understand what they are sharing with teachers could misinform teachers and actually make things worse, not better, for students.The Passport to Success statewide coaching program sponsored by the Maryland State Department of Education Division of Special Education emphasizes professional learning for coaches. As an instructional coaching trainer, who works with Knight, I have found that IC’s need to take as much time gathering evidence to prove their own impact, as they do with the teachers who work with them. Evaluating Instructional Design. (c) Activity — What should the student be doing? This seems obvious, but the most frequent concern raised by the more than 300 instructional coaches we worked with in 2005 was that they are asked to complete so many non-instructional tasks they had little time left to work with teachers. Resources for Instructional Coaching. In Topeka, coaches and principals from six middle schools and three high schools meet one-on-one each week for approximately 45 minutes. Among the tools in CHAMPs is a framework coaches can use to identify and explain what they expect from students in five important areas of behavior, encapsulated in the CHAMPs acronym. In this model, teachers and coaches use video evidence to co-construct a student-based goal and identify best practices to reach their goal. (b) Help —How should students ask for help? Because teaching is such a personal activity, coaches need to win teachers’ trust. Then, the Passport coaches participate in a week-long summer institute where they deepen their knowledge of the teaching practices they will share with teachers. At the same time, if a coach is too self-centered or aggressive, there is a good chance the coach will push teachers away. Evaluation is not a prelude to development, and development is not a consequence of evaluation. If they don’t like the coach, they’ll even resist helpful teaching practices.Jim Collins’ study of great organizations in Good to Great offers additional insight into the desirable attributes of an effective coach. Great leaders, Collins writes, “are ambitious first and foremost for the cause, the movement, the mission, the work — not themselves — and they have the will to do whatever it takes to … make good on that ambition.”. Second, it increases coaches’ buy-in to the guidelines and process of being evaluated since they created them. Usually people are more guarded when they talk with their bosses than when they talk with their peers. Specifically, instructional coaches affiliated with our center learn how to employ powerful, proven practices to (a) enroll teachers in coaching; (b) identify appropriate interventions for teachers to learn; (c) model and gather data in the classroom; and (d) engage in dialogue about classroom and other data. Finally, the effectiveness and continual improvement of any coaching program hinges on hiring the right people and evaluating them professionally.Instructional coaching holds much potential for improving the way teachers teach and the way students learn, but that potential will only be realized if leaders plan their coaching program with care. Instructional Coaching . Additionally, the center’s instructional coaches improve their professional skills in areas such as communication, relationship building, change management and leadership. This content is provided by our sponsor. In Topeka, coaches and principals from six middle schools and three high schools meet one-on-one each week for approximately 45 minutes. This partnership approach is based on the assumptions that (a) coaches and teachers are equal partners, (b) teachers should have a choice about what and how they learn, (c) teachers should reflect and apply learning to their real-life practice as they are learning, (d) professional development should enable authentic dialogue and (e) coaches should respect and enable the voices of teachers. Simply put, if teachers like a coach, they usually will try out what the coach suggests. In addition, coaches should be highly skilled at building relationships. For that reason, coaches must understand fully what their principals’ vision is for school improvement, and principals need to understand fully the interventions that their coaches have to offer teachers. If a coach is too passive about change, chances are that little will happen in the school. Ensuring principals and coaches work together.The instructional coach can be and should be the right-hand person of the principal when it comes to instructional leadership in schools, but the principal must remain the instructional leader. In Topeka, coaches and principals from six middle schools and three high schools meet one-on-one each week for approximately 45 minutes. Then, the Passport coaches participate in a week-long summer institute where they deepen their knowledge of the teaching practices they will share with teachers. E-mail: jknight@ku.edu. Evaluating Coaches Evaluation is a major mechanism for continuous improvement of any coaching program. Additionally, Passport coaches read research articles and complete many learning tasks that enable them ultimately to become certified professional developers for the content enhancement routines and learning strategies they share with teachers.Protecting the coaching relationship.Many, perhaps most, teachers see their profession as an integral part of their self-identity. This partnership approach is based on the assumptions that (a) coaches and teachers are equal partners, (b) teachers should have a choice about what and how they learn, (c) teachers should reflect and apply learning to their real-life practice as they are learning, (d) professional development should enable authentic dialogue and (e) coaches should respect and enable the voices of teachers. E-mail: jknight@ku.edu. The number of school districts using instructional coaches is growing at a staggering rate. If an instructional coach and teacher agree to address content knowledge, the coach collaborates with teachers to develop critical questions, course and unit content maps and concept diagrams using scientifically proven “content enhancement routines” developed by Keith Lenz, Jan Bulgren and other researchers at the Kansas University Center for Research on Learning. Evaluating instructional coaches can offer unique challenges because no one in a district, including the principal, may ever have been a coach before and there may be no guidelines for evaluating coaches.One way to address this challenge is to involve coaches in the process of creating guidelines, standards and tools to be used for their evaluation. Simply put, if teachers like a coach, they usually will try out what the coach suggests. Indeed, the most critical factor related to the success or failure of a coaching program may be the skills and attributes of the instructional coach. “The principles really help me think through what should happen when I work with teachers,” she says. When planned carefully and when the success factors are addressed, instructional coaching can begin to deliver on the promise of making a real difference in schools.Jim Knight is a research associate and the director of Instructional Coaching Institutes at the Kansas University Center for Research on Learning, 1122 West Campus Road, Suite 508, Lawrence, KS 66045. Building relationships in instructional coaching is the most integral part that must be in place, to ensure success in any coaching model. Coaching is not a quick fix, but it can be a real fix — a powerful way to help teachers and students be more successful. They’ve established a culture of fear instead of a culture of trust. For that reason, coaches must understand fully what their principals’ vision is for school improvement, and principals need to understand fully the interventions that their coaches have to offer teachers. Prior to starting their new role, the coaches receive two weeks of intensive professional development focusing on the theory, practice, teaching strategies and routines they will share with the teachers. Effective coaches embody what Collins describes as a “compelling combination of personal humility and professional will.” They are affirmative, humble and deeply respectful of classroom teachers, but they are unwilling to rest unless they achieve significant improvements in teaching and learning in their schools.Evaluating Coaches Evaluation is a major mechanism for continuous improvement of any coaching program. Simply put, if teachers like a coach, they usually will try out what the coach suggests. Instructional coaches can have an enormous impact on the teaching and learning that happens in a school. Sitemap They need to be ambitious for change in their schools and willing to do, as Collins emphasizes, “whatever it takes” to improve teaching practices. August 23, 2019. asiseeit / iStock. Instructional coaches and the leaders of the Pathways to Success project in Topeka, Kan., have done just this. Coaching Documentation Resources 4 5 In Pflugerville, middle and elementary principals, along with the directors of special education, language arts, mathematics and technology, attended sessions with their lead teachers and coaches to ensure that both administrators and coaches developed a shared understanding of each coach’s goals, responsibilities and methods. Coaches will find it easier to have open conversations about teaching practices if their collaborating teachers do not view them as bosses and, therefore, do not have to worry about how their comments might affect the way they will be evaluated. Additionally, project leaders and instructional coaches together have described the skills necessary to build relationships and effectively execute the components of the coaching process. Just like teachers, leaders can keep track of surveys and opinion polls, and in many states their evaluations are tied to state assessments. Specifically, project leaders and coaches have collaborated to spell out in detail the knowledge coaches need to have about the various scientifically proven teaching practices they are sharing with teachers. Coaching is becoming popular, in part, because many educational leaders recognize the old form of professional development, built around traditional in-service sessions for teachers, simply doesn’t affect student achievement. Without their own professional development, instructional coaches run the risk of being ineffective, wasting time and money or even misinforming teachers. Instructional coaches need to have a repertoire of tools to help them assist teachers in addressing their most pressing concerns. E-mail: jknight@ku.edu. The survey that can be created by the coach can focus on the “Identify” stage that Knight refers to in the article linked above. Suddenly, the superintendent decides that coaches should work solely with students with low test scores rather than with teachers. var abkw = window.abkw || ''; All the factors described here will not yield success if the wrong people are hired as coaches. Protecting the coaching relationship.Many, perhaps most, teachers see their profession as an integral part of their self-identity. If a coach is too passive about change, chances are that little will happen in the school. IC’s can begin every instructional coaching cycle, which you can read more about here, with a baseline survey, asking what the teacher is working on and where there is an area of need. Evaluating instructional coaches can offer unique challenges because no one in a district, including the principal, may ever have been a coach before and there may be no guidelines for evaluating coaches.One way to address this challenge is to involve coaches in the process of creating guidelines, standards and tools to be used for their evaluation. collaborative forms of evaluation is engaging stakeholders in the evaluation process, so they may better understand evaluation and the program being evaluated and ultimately use the evaluation findings for decision-making 05-Preskill.qxd 7/22/2004 5:44 PM Page 102 The coaches develop a deep understanding of scientifically proven practices they can share with teachers to help them improve in any or all of the four areas. Evaluating instructional coaches can offer unique challenges because no one in a district, including the principal, may ever have been a coach before and there may be no guidelines for evaluating coaches.One way to address this challenge is to involve coaches in the process of creating guidelines, standards and tools to be used for their evaluation. var AdButler = AdButler || {}; AdButler.ads = AdButler.ads || []; Protecting the coaching relationship.Many, perhaps most, teachers see their profession as an integral part of their self-identity. The meetings usually follow the same format. description of the Instructional Coach. First, instructional coaches must be excellent teachers, particularly because they will likely provide model lessons in other teachers’ classrooms. ©2020 Editorial Projects in Education, Inc. The areas of behavior are: (a) Conversation — What kind of conversation is acceptable? Effective coaches embody what Collins describes as a “compelling combination of personal humility and professional will.” They are affirmative, humble and deeply respectful of classroom teachers, but they are unwilling to rest unless they achieve significant improvements in teaching and learning in their schools.Evaluating Coaches Evaluation is a major mechanism for continuous improvement of any coaching program. Second, professional development for coaches should deepen their knowledge about the teaching practices they are sharing with teachers. Asking more from students, research shows, makes them care more about their work. Evaluating instructional coaches can offer unique challenges because no one in a district, including the principal, may ever have been a coach before and there may be no guidelines for evaluating coaches.One way to address this challenge is to involve coaches in the process of creating guidelines, standards and tools to be used for their evaluation. Coaches who learn our center’s approach to instructional coaching define their relationship with teachers as a partnership. (b) Help —How should students ask for help? Because teaching is such a personal activity, coaches need to win teachers’ trust. > The evaluation phase occurs at the end of the coaching cycle and earlier if agreed. ET. Instructional Coaches: How Do You Evaluate Your Impact? First, the coach asks the principal to discuss her or his most pressing concerns; the issues discussed are usually a blend of long- and short-term issues that most interest the principal. Gathering evidence is a way for IC’s to show school leaders that they have a direct impact, and perhaps will prevent them from being on the receiving end of a reaction to low test scores. First, it enables school districts to develop a rubric for evaluating coaches that is especially designed for coaches. The Instructional Coaching Assessment (Reddy, Glover, Kurz, & Elliott, 2017) is an online, multirater assessment system that provides feedback reports to support the evaluation and development of instructional coaching talent. E-mail: jknight@ku.edu. Additionally, project leaders and instructional coaches together have described the skills necessary to build relationships and effectively execute the components of the coaching process. No matter how much a coach knows, and no matter how effective a coach is, the principal’s voice is ultimately the one most important to teachers. Sufficient time to work with teachers.To move a school forward, coaches must spend the bulk of their time working with teachers on instruction. If a coach is too passive about change, chances are that little will happen in the school. Second, it increases coaches’ buy-in to the guidelines and process of being evaluated since they created them. Trust is an essential component of an open coaching relationship. First, instructional coaches must be excellent teachers, particularly because they will likely provide model lessons in other teachers’ classrooms. In addition, coaches should be highly skilled at building relationships. Missouri’s Educator Evaluation System was created and refined by hundreds of educators across the … In this way, the coach and principal fully understand all the tools they have at their command to help students.Hiring the right instructional coaches. Instructional coaching holds much potential for improving the way teachers teach and the way students learn, but that potential will only be realized if leaders plan their coaching program with care. Prior to starting their new role, the coaches receive two weeks of intensive professional development focusing on the theory, practice, teaching strategies and routines they will share with the teachers. Therefore, coaches need to participate in their own professional development to ensure they know how to coach and what to share when they coach classroom teachers. No matter how much a coach knows, and no matter how effective a coach is, the principal’s voice is ultimately the one most important to teachers. Additionally, leaders can make it easier for coaches to succeed by protecting the coaching relationship and by preparing coaches and principals to work together effectively. However, one situation that pops up for instructional coaches has to do with their superintendents. Additionally, project leaders and instructional coaches together have described the skills necessary to build relationships and effectively execute the components of the coaching process. Additionally, project leaders and instructional coaches together have described the skills necessary to build relationships and effectively execute the components of the coaching process. Also, a principal who is unaware of the tools that an instructional coach can offer will be unable to suggest them to teachers who might benefit from learning them. In our experience, whether a teacher adopts a new teaching practice has as much to do with the instructional coach’s communication skills as with whatever intervention the coach has to share. Instructional coaches and the leaders of the Pathways to Success project in Topeka, Kan., have done just this. They also need to be flexible since their job requires them to change their plans almost daily to meet the changing needs of teachers. To make it easier for coaches to work as partners with teachers, educational leaders must protect the coaching relationship. Coaches who learn our center’s approach to instructional coaching define their relationship with teachers as a partnership. “The principles really help me think through what should happen when I work with teachers,” she says. var abkw = window.abkw || ''; of instructional coaching, school administrators must critically evaluate the purpose and background of coaching as professional development, their role in the successful implementation of coaching, and the quali-ties and experiences they should look for when hiring instructional coaches in their district and school build-ings (Heineke, 2013). All the factors described here will not yield success if the wrong people are hired as coaches. Second, it increases coaches’ buy-in to the guidelines and process of being evaluated since they created them. Content coaches can help teachers gain a better understanding of standards and subjects. Coaches who learn our center’s approach to instructional coaching define their relationship with teachers as a partnership. By using the Analysis-Design-Develop-Implement-Evaluate (ADDIE) Model of instructional design, the instructional coach can effectively demonstrate a proper return on expectation for each of his or her intended stakeholders. Third, the coach reports on what she or he has done since the previous week’s meeting. A performance evaluation is not the same as coaching. The meetings usually follow the same format. For that reason, coaches must understand fully what their principals’ vision is for school improvement, and principals need to understand fully the interventions that their coaches have to offer teachers. Coaches will find it easier to have open conversations about teaching practices if their collaborating teachers do not view them as bosses and, therefore, do not have to worry about how their comments might affect the way they will be evaluated. Principals who do not understand the importance of protecting the coaching relationship may act in ways that make it difficult for a coach to be successful. Fourth, the coach and principal discuss teaching practices they would like to share with each other. (d) Movement — What kind of movement, if any, is permitted? Consequently, if coaches and others are careless with their comments or suggestions about teachers’ practices in the classroom, they run the risk of offending teachers, damaging relationships, or at the very least not being heard. IC’s, according to instructional coaching expert Jim Knight, should work with teachers in non-evaluative ways, and they should never be put in the position where they have to break confidentiality. In our experience, whether a teacher adopts a new teaching practice has as much to do with the instructional coach’s communication skills as with whatever intervention the coach has to share. Obviously, if coaches have a superficial knowledge of the information they share with teachers, they will not know what to emphasize when they discuss, model or observe during professional learning with teachers. Laziness is universal, but so is the upside to effort. Proven research-based interventions.If instructional coaches are going to make a difference in the way teachers teach, they need to have scientifically proven practices to share. Evaluating instructional coaches can offer unique challenges because no one in a district, including the principal, may ever have been a coach before and there may be no guidelines for evaluating coaches.One way to address this challenge is to involve coaches in the process of creating guidelines, standards and tools to be used for their evaluation. Second, the coach and principal solve problems together. Sometimes this happens because the position isn’t seen as necessary. Then, before it has been implemented effectively and for a sufficient length of time, various individuals in the school or district begin to attack the practice or program and, not surprisingly, many of the teachers implementing it begin to lose their will to stick with the program. Hiring coaches but not ensuring they have proven practices is a bit like trying to paint a beautiful painting without any art supplies. Hiring coaches but not ensuring they have proven practices is a bit like trying to paint a beautiful painting without any art supplies. Indeed, the most critical factor related to the success or failure of a coaching program may be the skills and attributes of the instructional coach. The coaches develop a deep understanding of scientifically proven practices they can share with teachers to help them improve in any or all of the four areas. One way to address this challenge is to involve coaches in the process of creating guidelines, standards and tools to be used for their evaluation. Third, the dialogue coaches have while creating the guidelines is an excellent form of professional development.Coaching FixesSchool district leaders can increase the likelihood that their instructional coaching program will succeed if they ensure their coaches have sufficient time to work on instruction with teachers and their coaches know how to coach and what to share with teachers. If a coach is too passive about change, chances are that little will happen in the school. Additionally, the center’s instructional coaches improve their professional skills in areas such as communication, relationship building, change management and leadership. Sue Woodruff, a leader of professional developers from Grand Rapids, Mich., considers the partnership principles to be a central part of her professional practice. Third, the dialogue coaches have while creating the guidelines is an excellent form of professional development.Coaching FixesSchool district leaders can increase the likelihood that their instructional coaching program will succeed if they ensure their coaches have sufficient time to work on instruction with teachers and their coaches know how to coach and what to share with teachers. First, it enables school districts to develop a rubric for evaluating coaches that is especially designed for coaches. In this way, the coach and principal fully understand all the tools they have at their command to help students.Hiring the right instructional coaches. School leaders who use IC’s as assistant principals or school informants are only setting up a bad dynamic. This seems obvious, but the most frequent concern raised by the more than 300 instructional coaches we worked with in 2005 was that they are asked to complete so many non-instructional tasks they had little time left to work with teachers. While most organizations send these evaluations to the coachee only, several other key people can evaluate certain aspects of the coaching engagement — including the coachee’s manager or other coaching sponsor, HR business partner, and coach. Second, professional development for coaches should deepen their knowledge about the teaching practices they are sharing with teachers. Another way to ensure principals are on the same page as their coaches has been adopted by principals working with instructional coaches from the center’s Pathways to Success GEARUP project in Topeka, Kan. Professional development for instructional coaches.Coaches need to understand the interventions they are sharing, and they need to understand how to productively employ the coaching process. One way to ensure principals get the most out of their instructional coaches is to provide them with sufficient training. Post-coaching evaluations generally occur shortly after a coaching engagement has ended. rigorous evaluation.1-3 This chapter will outline some of the key aspects of effective evaluation of coaching programs. We designed a multiple baseline study to evaluate an instructional coaching model in which coaches use video recordings of collaborating teachers' classrooms to inform their coaching practices. The areas of behavior are: (a) Conversation — What kind of conversation is acceptable? Third, the dialogue coaches have while creating the guidelines is an excellent form of professional development.Coaching FixesSchool district leaders can increase the likelihood that their instructional coaching program will succeed if they ensure their coaches have sufficient time to work on instruction with teachers and their coaches know how to coach and what to share with teachers. During the school year, the instructional coaches meet monthly with other coaches in a coaching professional learning community, and they also participate in formal professional learning sessions twice a semester. They argue that this massive amount of money could be more effectively used elsewhere. Instructional coaches and the leaders of the Pathways to Success project in Topeka, Kan., have done just this. First, the coach asks the principal to discuss her or his most pressing concerns; the issues discussed are usually a blend of long- and short-term issues that most interest the principal. Evaluating Coaches Evaluation is a major mechanism for continuous improvement of any coaching program. Professional development for coaches should address at least two subjects. TLE Observation and Evaluation Rubric Instructional Coaches/Instructional Technology Coaches/New Teacher Mentors* 2015-2016 Domain/Relative Weight Dimension Page Professional Development 10% 1. Instructional coaches working with the Center for Research on Learning use interventions that address what we refer to as the “Big Four” areas of behavior, content knowledge, instruction and formative assessment. Simply put, if teachers like a coach, they usually will try out what the coach suggests. If necessary, this allows the coach and principal to adjust the time allocations so they can focus their efforts on improving instruction.Proven research-based interventions.If instructional coaches are going to make a difference in the way teachers teach, they need to have scientifically proven practices to share. In our experience, whether a teacher adopts a new teaching practice has as much to do with the instructional coach’s communication skills as with whatever intervention the coach has to share. This partnership approach is based on the assumptions that (a) coaches and teachers are equal partners, (b) teachers should have a choice about what and how they learn, (c) teachers should reflect and apply learning to their real-life practice as they are learning, (d) professional development should enable authentic dialogue and (e) coaches should respect and enable the voices of teachers. Few simple strategies COVID-19 has affected achievement, instruction, assessment, and quantitative data like. Various professional learning for coaches should work solely with students with low test scores and other assessments! With each other and does not necessarily reflect the views of Education week editorial! A collection of stories from the previous week ’ s not that all teachers are weak and need.... 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