Multi-Classroom Leadership

How To Coach

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 Do Now

In your experience being

coached or coaching others, how
would you define coaching?

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 Objectives

During this session, participants will…

• Define coaching and discuss the components of a
coaching cycle.
• Learn about tools used during informal
observations and practice using tools in real time.
• Learn about and practice using Leverage
Leadership’s Six Steps for Delivering Effective
Feedback to lead coaching conversations.
• Explore ways to follow up coaching conversations
with team teacher practice activities.

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 Coaching: A Definition
Coaching is partnering with individuals in a thought-provoking
and creative process that inspires them to maximize their
personal and professional potential. Coaches honor the client as
the expert in his or her lift and work and believe every client is
creative, resourceful, and whole. The coach’s responsibility is to:
• Discover, clarify and align with what the client wants to
achieve.
• Encourage client self-discovery.
• Elicit client-generated solutions and strategies.
• Hold the client responsible and accountable.
(International Coaching Federation, 2005)

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 Feedback vs. Coaching
What is the difference between feedback and coaching?
What role can feedback play in coaching?

Feedback Coaching
Helps individuals be aware of Helps individuals achieve the
strengths and areas of growth. new goals that feedback
Leads to acceptance that helped them set.
something needs to change.

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 Build relationship, set How to Coach:
vision, and norm on
roles and expectations
The Coaching
Cycle
Observe teaching, Facilitate debrief
looking for conversation to deliver
implementation of feedback and identify
action steps action step(s)

Provide interventions,
as needed (i.e. model
lesson, co-teach, etc.)

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 Observation Observation??

• High-stakes • Summative
Formal

• Evaluative • Conducted by
• Implications for principal or AP
contract renewal • Longer observation
Informal MCL
Observation

• Low-stakes • Supportive
• Non-evaluative • Timely, relevant
• Short observation

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 Before an Observation

Agree on expectations for

observation experience

Determine the purpose of

the observation

Determine observation tool

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 Agreeing on Expectations
Meet with your team teachers to:
• Ask about previous experiences with observation.
• Clarify overall purpose for MCL observations: SUPPORT!
• Discuss your observation style and expectations:
• How will you move around the
room?
• How will you engage with students?
• How will you jump in if you see an
opportunity for support or
clarification?
• Plan for how you will tell students about
what’s happening when MCL visits.

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 Before an Observation

Agree on expectations for

observation experience

Determine the purpose of

the observation

Determine observation tool

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 Determine the Purpose
Meet with individual team teacher for a pre-
conference.

• Approach this as a dialogue.

• Discuss the lesson with success indicators and
potential challenges.
• Set one focus.
• Agree on MCL behavior.

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 Before an Observation

Agree on expectations for

observation experience

Determine the purpose of

the observation

Determine observation tool

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 Determine Observation Tool
Does the tool: T. Actions S. Actions

• Match the focus?

• Align with goals for improving practice?
• Have clear, standardized protocols?
• Include guidelines for turning data into
feedback?
• Require a feasible amount of time?

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 Generic, Quick Observation Tools

T. Actions S. Actions

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 Tool #1

Adapted from: Maywood University Clinical Supervision Handbook. Retrieved from http://www.marywood.edu/dotAsset/191876.pdf

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 Tool #2

Adapted from Five Basic Types of Questions, by Leslie Wilson. Retrieved from
http://thesecondprinciple.com/teaching-essentials/five-basic-types-questions/
Sample Observation Techniques Tool, retrieved from ttp://assist.educ.msu.edu/ASSIST/school/mentor/workwith/toolobservation.pdf

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 Tool #3

Adapted from http://assist.educ.msu.edu/ASSIST/school/mentor/workwith/toolobservation.pdf

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 Tool #4

Adapted from Danielson, Charlotte (2008). Electronic Forms and Rubrics for Enhancing Professional Practice: A Framework for Teaching,
by Charlotte Danielson. Alexandria: ASCD. Retrieved from
http://www.peekskillcsd.org/cms/lib07/NY01913880/Centricity/Domain/31/RubricsEnhancingProfessionalPrac.doc

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 During an Observation: Watching
the Team Teacher Teach
Make sure to:
• Be on time
Not Evidence-Based:
• Bring the tool • Students are talking while
• Focus on the goal teacher is giving directions.
• Take evidence-based notes
for specific feedback

Evidence-Based Example:
• 9:20 a.m.– T: “All eyes on me and a voice level 0.” 11/26 students
immediately follow direction.
• 9:22 – 15/26 students silent. Teacher is giving directions; no redirection or
consequences given to remaining off-task students.
• 9:27 – 17/26 students silently following along in notes.

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 During Observation: Practice!

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 After Observation

Provide team teacher with a Organize your notes.

self-reflection form (optional). • Determine what the data show.
• Identify strengths, areas for
improvement, and questions.

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 Six Steps for Effective Feedback

Step 3:
Step 1: Step 2:
Concrete
Precise Praise Probe
Action Step

Step 4: Step 5: Step 6:

Practice Plan Ahead Timeline

Bambrick-Santoyo, Paul (2012). Leverage Leadership: A Practical Guide to Building Exceptional Schools. San Francisco:
Jossey-Bass.
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 Criteria for Action Steps
The probe that you ask your teacher should lead them to
identify their own action step. Action steps should be:
• Highest Leverage: Will this help the teacher to develop
most quickly and effectively? Is it connected to a larger
PD goal?
• Clear and Measurable: Can anyone understand the
action? Can you easily measure if the teacher has
made the change?
• Bite-Sized: If you can’t make the change in a week, the
action step isn’t small enough.

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 Coaching Demonstration

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 Practice!
5 minutes: Prep your coaching conversation. Use the six steps
handout and your notes from the observation.

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 Practice!

Time Allotted Activity

6 minutes Role-play the coaching conversation.
• Partner 1 is MCL. Partner 2 is team teacher.
4 minutes Debrief the conversation:
• What was strong about your partner’s
facilitation of the coaching conversation?
• What improvement would you suggest?
• What are you taking away from this role play to
implement in your own coaching practice?

-- Switch roles --

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 Debrief Role-Play

• What parts of the coaching conversation felt

most natural?
• What was strong about your partner’s
facilitation of the coaching conversation?
• What parts were difficult?
• What do you feel you need more practice
with?
• What outstanding questions do you have
about facilitating coaching conversations?

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 Pop Quiz!

• What is the difference between feedback and

coaching?
• Name the six steps of delivering effective feedback.
• Extra credit: If you were working with a teacher with
a fixed mindset, what adjustments would you make
to your coaching approach?

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 Sources

• Bambrick-Santoyo, P. (2012). Leverage leadership: A practical

guide to building exceptional schools. San Francisco, CA :
Jossey-Bass.
• Observing and Planning Effective Conferences with
Beginning Teachers
• Characteristics of Useful Feedback
• How to Select the Right Classroom Observation Tool
• Coaching Protocol for Post-Observation
• Reflection Meeting Video
• Danielson Framework Implementation Forms
• Classroom Peer Observation
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