Prezi Presentation of Our Work

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PARTNERSHIP without COMMUNICATION yields NO PROGRESS

     The concept behind partnership being key to effective coaching relationships seems simple. At first consideration communication may seem just as simple. Communication is just as vital to effective coaching relationships, yet neither one are anything but simple. 
     Communication skills are one of the components of effective coaching that many instructional leaders claim to need more support in order to develop more efficiently. Many times it is initially assumed that since we talk and listen throughout our daily lives that effective communication should simply be there naturally. Knight provides 5 basic 
Partnership Communication Strategies:

1. Listen

• commit to listen "Authentic listening causes a connection"
• make sure your partner is the speaker "See each conversation as a learning opportunity"
• pause before you speak and ask yourself, "Will my comment open up or close down this conversation?" "Listening is about hearing the words and being sure to process them."

2. Ask Good Questions

• be curious "When we ask good questions out of curiosity we are 100% present in the conversation."
• ask open-ended, opinion questions "elicit unlimited responses"
• be nonjudgemental "let go of the desire to give advice"

3. Find Common Ground

• commit to finding common ground "we will have healthy relationships and better conversations"
• find common denominators; avoid common dividers common denominators can be stepping stones to progress; common dividers can build stone walls
• use words that unite; avoid words that divide use words that suggest partnership or team

4. Control Difficult Emotions

• name it "awareness can sometimes be enough to keep us from being overwhelmed"
• reframe it remember even tough conversations are an opportunity to "listen, learn, have a personal victory, or detach"
• tame it keep emotions under control at all times

5.  Demonstrate Love

• pay attention "respond in ways that enrich emotional connection with others"
• make lots of bids; turn toward lots of bids "constantly trying out new ways to connect"
• let it go realizing the need to let go of control of how other people feel or act

At the CENTER of Partnership Principles?

The more I study effective characteristics of coaching relationships especially focusing on the partnership principles, the more deeply I sense a central focus. That focus is simply RESPECT. I realize developing and maintaining partnership principles are anything but simple, yet each principle and effective characteristic has a foundation in RESPECT. The RESPECT must also flow in a circle between everyone involved in the coaching relationships in order for the relationship to provide desired results. My findings combined with the definitions of Partnership Principles from Jim Knight can be summarized by the following:

                  R     reflection - throughout the entire process
                  E     equality - team style environment
                  S     speak together - dialogue
                  P     praxis - ability to work together in implementing learning in real-world classroom
                  E     everyone/ reciprocity - learning together
                  C     choice - from all sides of the partnership
                  T     teachers' voice
         

Approaches to Coaching-Chp 4-Instructional Coaches

There are many different types of coaching that can take place within a school.  All types of coaching play an important role in helping teachers.  The most well known types of coaching within schools are:

• Peer Coaching-  This coaching was first developed by Beverly Showers and Bruce Joyce in 1996.  It provides structures and procedures to help teachers oversee each other and engage in converstations about teaching.
• Cognitive Coaching-  Developed by Art Costa and Robert Garmston in 2002.  This is a process used to improve one's thinking practices.  It is intended to help people help themselves and become self-managing.  Cognitive coaching works to improve higher-level thinking in teachers which will help improve the way they teach.
• Content Coaching- First introduced by Lucy West in 2009, it is focused on improving content. This coaching looks at big ideas in teaching and works to work out the issues within the content. 
• Data Coaching-  Described by Nancy Love in 2009 as coaches developing the capacity to help their school use data in order to improve teaching and student achievement.  These coaches lead teams in collecting, analyzing, and monitor student learning.
• Literacy Coaching-  In 2009, Cathy Toll described this type of coaching as focused on literacy and related aspects of teaching. 
• Instructional Coaching-  Introduced by Jim Knight in 2007 and is described coaches that encourage professional learning within their schools. These coaches bring a teacher's ideas to life.

A supportive school will encourage all type of coaching within their school and seek to best meet each teacher's needs. 

Chapter 2 - Partnership - Obtaining and Maintaining

      Six attributes of effective coaching are provided in the post given by Christy concerning "Who is the Coach?" I can see a balance of two attributes within these six that I believe take place in obtaining and maintaining a successful partnership from the coaching perspective especially. The two sides requiring balance are: knowledge and partnership skills. I have seen instances where either side of that balance is lacking and the partnership relationship failed. The knowledge component is the focus of a large percentage of professional development. I concur with Christy in that professional development on effective coaching needs to be provided as well.
      As Shannon stated earlier much of the content Knight discusses seems like "common sense". However, that does not mean it is simple to establish within partnership relationships. One of the things that makes it most difficult is two or more individuals of separate ideas, beliefs, experiences, and mindsets trying to work together. This takes time and effort from both sides.
     Within Chapter 2 concerning partnership, Knight cites Four Requirements of Partnership which originated in a book by Peter Block called Stewardship in 1993.
      Four Requirements of Partnership by Peter Block

• Exchange of Purpose
• Right to Say No
• Joint Accountability
• Absolute Honesty

      Exchange of purpose requires effective communication. Understanding is necessary of both parties involved in the partnership. This is the area in which good questioning skills on the part of the coach is most necessary. When the exchange of purpose is left unclear, time is lost and it takes more time to get on the "same page". The Right to Say No is one requirement that establishes a true partnership of equality. Not only should each person be heard, but each person should have the right to make decisions in the affirmative or negative within the working partnership relationship.  I consider Joint accountability an extension of the Right to Say No. As each person has a voice, so each person has the responsibility to be an active participant. The manner in which this is obtained within a partnership can be difficult. If it is demanded by the coach or other leader many times it is not freely given. This is a requirement of partnership that takes time to obtain, but is more easily maintained once established. Absolute Honesty can be difficult on both sides of a partnership at times, yet it is absolutely necessary. When honesty is jeopardized any of the other requirements and components of an effective partnership are thrown off balance. 

These requirements are needed in obtaining as well as maintaining a healthy partnership. 

Chapter 7 Unmistakable Impact—Communication

This chapter focuses on the importance of communication between partners.  So much of what is written is clear and concise and when you read it, you have a tendency to say that it is just common sense material.   So many things would be easy to comment from this section but I want to focus on two main points that I feel are instrumental for administrators, coaches, and teachers to focus on.  The two areas involve asking good questions and finding common ground.

Asking good questions is a key component to finding out information.  Questions can drive the instructional process and more importantly the partnership process.  Knight describes the different types and their effects.

Closed-ended questions:

• You get limited response
• Typically short, factual, or yes/no
• Ex:  Who is the governor?

Open-ended questions:

• You may get extended responses
• Typically longer, detailed, knowledge, or opinion responses
• Ex.  What do you think of the governor's policy on....

 Right-or-wrong questions

• You get an answer that is factual in nature
• Some may hesitate for fear of answering wrong
• Ex:  Who was the 20th governor of Alabama?

Opinion questions:

• You get more personal in nature and get a true sense of the person
• Key is to be nonjudgmental with these questions
• Being nonjudgmental elicits trust and opens communication further

 

Finding common ground is so important.  We have more in common than we do different, yet we allow our differences to cause such division.  The following quote from Knight spoke to me:

“In our day-to-day experiences, we can easily lose sight of how much we hold in common with others, especially when people let us down, disagree with us, treat us poorly, or stand in the way of us achieving our goals.  This is especially true when leading change in schools because we can become frustrated when others’ legitimate questions slow down a change initiative we are championing….if we label others as resistors just because they need time to think through new learning on their own, we may make change more unlikely by damaging relationships.” Unmistakable Impact p. 217

Enough said after that quote!  Guilty as charged!

Chap 4-Instructional Coaches Leading Intensive Learning Teams and Workshops

         As stated earlier, without instructional coaches, professional learning will have little impact on how our teachers teach.  These coaches can ensure that workshops and learning teams are successful and move toward helping the target (students). There are four areas in which coaches can improve their skills of leading these teams and workshops.

• Leading effectively:  Coaches are the perfect people to lead because it helps them to be seen as the go-to people.  Leading also helps the coach synthesize their learning and then communicate that learning to others.  Anyone who has prepared for presenting understands how much planning goes into it.  Coaches can deepen and sharpen their skills while preparing for these workshops.  Coaches who are presenters need to be a part of professional learning networks and be in contact with others who present.  Jim Knight offers a website for coaches to join together in understanding how to present and practice their skills.  (www.instructionalcoaching.com )
• Providing support during sessions:  If a coach is not presenting, they can still lead small group discussions during workshops.  They can also be used to answer questions and provide valuable insight during the presentation.  Bottom line...use a coach in some capacity during the workshop if they are not the presenter.
• Conduct interviews prior to presenting:  Conducting interviews prior to workshops or team meetings will help the coach gain great insight into a teacher's point of view.  This will allow the coach to address any prior issues before or during the presentation.  Teachers will appreciate the time given by the coach to seek out their thoughts. 
• Provide follow-up to meetings:  Providing follow-up is essential to the success of any presentation or team meeting.  These follow-up meetings need to schedule prior to the workshop or team meetings.  This will let the participants know the importance of what is being done.  On page 104 in the book, Jim Knight list some great follow-up questions a coach can ask during a teacher interview. 

        Stock (2010) suggest having a mentor for the instructional coach.  In his article entitled, Mentoring As A Professional Development Strategy For Instructional Coaches: Who Mentors the Mentors?, he found that 58% of instructional coaches never had a mentor but 90% thought it was important.  I had never really thought about instructional coaches having a mentor but it really is a great idea!  Instructional coaches are just like teachers, they do not automatically understand how to coach effectively.  Having a seasoned coach to model and reflect with could only lead to better instructional coaching!  I found a website out of Pennsylvania that supports instructional coaching and mentoring http://piic.pacoaching.org/index.php/piic-home. 

Unmistakable Impact—Chapter 4 part 2: Instructional Coaching support from the administrator’s perspective.

My last post focused on how Knight stressed that it is extremely important for the administrator to be actively involved with instructional coaching in his/her school.  I shared that two of the most important roles the administrator has in supporting instructional coaching involve the leadership style of the administrator and the fact that the administrator needs to clarify the role of the coach.  Today, I want to share the last few items that are important for how the administrator needs to support instructional coaching in the school.

Ø  Confidentiality

o   The administrator needs to respect that what occurs between teacher and coach needs to be confidential (within legal means of course).  This is critical because:

§  Teachers need to be free to express their fears, concerns, and thoughts.

§  Teachers often share private matters and that should remain private.

§  Adherence to confidentiality increases the likelihood that teachers will participate in coaching.

o   Trust is imperative in the coaching relationship.  Administrators must realize and honor this.

o   It is important that administrators and coaches discuss what they will discuss and make sure that is followed consistently and communicated to all stakeholders.

Ø  Frequent meetings are important for the following reasons:

o   Communication is key in all relationships; especially so between the coach and administrator

o   For the principal to effectively lead as an instructional leader, she/he must have support.  The coach is an effective person to discuss the professional learning of the school.

o   As the instructional leader, the principal needs to set the tone for the learning in the school and the coach can help convey the message to the teachers. 

Chp. 4- Instructional Coaching--"Who is the Coach?"

          Without a doubt, the most important factor in the effectiveness of a coaching program is "Who is the coach?"  Poorly skilled and under-prepared coaches will struggle to make any kind of meaningful impact on teachers.  A talented and well equipped coach can make an impact in almost all circumstances they face.  Knight has identified six attributes of successful coaches through his years of research, observations, and professional readings. In the article, Instructional Coaching, the authors also named four of the six same attributes that Knight discovered.  The six attributes are:

Knowledge of Teaching Practices:  The coach is ultimately the link for real change. They need to be  able to share the vital behaviors of a practice by explaining, clarifying, adapting, modeling, and providing partnership feedback to the teacher.  Coaches must continuously deepen their knowledge base through the use of reading materials, by joining online professional learning networks, and long-term personal experiences using practices with students. 

Emotional Intelligence:  A coach does need to understand what they are talking about, but it won't mean very much if others will not collaborate with them.  Surveys and interviews by Knight discovered that most want a coach to be someone that others like to be around.  They need an infectious personality and have strong communication skills.  Coaches need to always remain positive and optimistic when working with others. 

Growth Mindset:  A mindset is how we view our learning.  Some of us have "closed" mindsets which means we believe that only a certain amount of intelligence, personality, etc... is obtainable. A great coach will enter the relationship with a view of "unknown" potential for the teacher.  A coach with a "growth" mindset inspires others to also adopt the growth mindset for not only themselves but hopefully for the students too!

Humility and Ambition:  A coach that is too aggressive or too passive runs the risk of being unsuccessful.  The goal is to have a good mixture of both humility and ambition.  These coaches need to learn how to channel their ego and ambition toward the team goal and not personal goals. 

Trustworthiness:  Trust is a word that always is expressed by teachers when it comes to coaches.  A simple way to think about it is through a fraction model described by Galford in Knight's book.  The foundation to building trust is having a larger numerator which equals a larger number when solved.  Having more credibility, reliability, and intimacy leads to more trusting relationships. 
                                            
                                                    Credibility, Reliability, Intimacy
                                                  -------------------------------------------
                                                                       Self-Focus

Informed and Adaptive Thinking:  A coach needs to have the ability to align themselves emotionally with a teacher and then be able to adapt in any situation.  In order to do this well, one must be well informed on effective instructional coaching. 

Unmistakable Impact—Chapter 4—The Principal’s Role in Instructional Coaching

Christy shares that chapter 4 discusses the role of the coach in Instructional Coaching.  Also, discussed in this chapter is the fact that the principal also plays a role in instructional coaching.  Partnership is the key in this chapter.  The coach must be a partner to the teachers.  The principal must be a partner with the coach.  I will share the first couple that Knight indicates as important to the process:

·         The principal must be involved in the process—but not too much or too little.  Knight refers to this process as the bottom-up approach or the top-down  approach. 

o   Bottom-up approach is when the administrator is hands-off and doesn’t serve as the instructional leader.  Teachers may or may not participate as it is totally voluntary.  Teachers who need to partner the most are often the ones to opt out.

o   Top-down approach is when the administrator dictates that all participate.  Teachers resent being forced to “partner” and make it difficult.

o   Knight advocates a blend of both—administrator encourages participation and shows the importance of the coaching. 

·         The principal must clarify the role of the coach and make sure all understand what the coach should or should not do.

o   The coach’s primary role is to work with teachers.

o   The coach’s work with teachers is about professional learning for the teachers.

o   The coach’s primary role is not to work with students or to be a sub or to do administrative tasks! 

§  A quote from Knight: “Leaders are often tempted to ask coaches to work directly with students instead of coaching….However, this is a quick fix that does not fully exploit a coach’s ability to make a lasting impact.  When coaches work with students instead of with teachers, they only affect those particular children for that year….when coaches help teachers reach their students, they help every student teachers will teach for the rest of their lives.” Unmistakable Impact, pp.98-99.

Unmistakable Impact- Partnership- Ch. 2

What causes trouble with having a helper in a partnership relationship?
     Effective coaching experiences are built with a foundation of partnership. As Christy has shown us Knight even describes further, 8 partnership principles that create that strong foundation. If coaches implement these principles into practice, what might cause teachers to have an issue with being helped? 

The issue is just that - being helped.

Knight states 5 simple truths about helping:

1.     People often do not know that they need help.
A teachers perception of instruction in the classroom may not be the same as the perception of students' or other teachers' regarding that same instruction. A teacher's experience, planning, and intentions may skew that perception somewhat. 

2.     If people feel "one down", they will resist help.
Adults prefer to work in relationships that are on an "even playing field". Realization is present that teams need coaches, yet the teams working together actually get the jobs done.

3.     Criticism is taken personally.
We as teachers identify ourselves with the quality of work we devote ourselves to - thus there is no other way to take criticism. 

4.     If someone else does all the thinking for them, people will resist.
Teachers are paid for their services based on their education, experience, and expertise. Change is much more productive when the idea originates from the teacher individually. 

5.     People aren't motivated by other people's goals.

Building productive coaching partnerships not only needs to have an understanding of these issues, but also create an environment of true partnership that does not have a separate helper in that partnership. 

Unmistakable Impact-Instructional Coaching-Chp. 4

When you think of the word "coach" what are your first thoughts?  One might think about a coach from a sports team they played on or a life coach that helped them with weight loss.  When classroom teachers hear the word "coach" probably several pictures come to mind.  Views on coaches will vary from good to bad but why?  The role of a coach in any situation can have the potential to dramatically improve or destroy the people involved.  In the article, Teacher-to-Teacher: The Heart of the Coaching Model by Linda Shidler, she describes the word coach as a professional who works closely with another professional to increase productivity or to meet a common outcome.  Knight from Unmistakable Impact, describes coaches as those that help teachers take all the ideas and practices they are learning and bring them to life.  He goes on to say that without coaching, too often, no significant change can occur.  Among the types of coaches a teacher may be exposed to are: cognitive, literacy, peer, data, content and instructional coaches.  The primary goal of any type of coaching must be to support implementation of the target.  This target is set by the teacher and usually will focus around improving instruction.  In order to improve the quality of teaching which will "impact" student achievement and lead to better schools, Knight suggest the following must be present between an instructional coach and the teacher:

1. Partnership                             
2. Equality
3. Choice
4. Voice
5. Reflection 
6. Dialogue
7. Praxis
8. Reciprocity

Bottom line is...successful coaches create an environment that allows teachers to reflect on their current approaches and strategies.  They then focus on helping the teacher build confidence and competence to practice new skills. 

Unmistakable Impact—The role of the Principal, Chapter 3

How will you have an impact school?  According to research shared by Jim Knight in chapter 3 of Unmistakable Impact on page 50, “in every work setting, people are most concerned by the person they report to directly.”  Knight states: “if a school is going to be an Impact School, the principal must roll up her sleeves and be at the heart of the professional learning…”  In other words, if it isn’t important to the principal then it most likely will not happen.

                What can the principal do then to make sure he or she has an Impact School?   Knight suggests that principals should do the following:

·         Take part in a partnership approach with the faculty.

·         Provide or design opportunities for professional learning that will make an impact.

·         Guide the development of an Instructional Improvement Target which will focus all the professional development opportunities.

·         Learn and gain a deep knowledge of what effective instruction will look like.

·         Make sure they are walking the talk by learning themselves

·         Make sure central office supports the vision of the instructional target.