Strategies for Coaching

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Strategies for Coaching

• Sharon Walpole, Ph.D.
• University of Delaware
• Michael C. McKenna, Ph.D.
• Georgia Southern University

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The RF Conundrum

• It has to be SBRR
• It has to include whole group, needs-based, and
  differentiated instruction
• It has to include extensive, site-based staff
  development
• But how?

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They call it coaching, but it is teaching. You
do not just tell them it is so. You show them the
reasons why it is so." Vince Lombardi
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Coaching Models

• Americans Choice
• Collaborative Coaching and Learning
• Literacy Collaborative

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Americas ChoiceS.M. Poglinco, A.J. Bach, K.
Hovde, S. Rosenblum, M. Saunders, and J.A.
Supovitz. The Heart of the Matter The Coaching
Model in Americas Choice Schools, Philadelphia
Consortium for Policy Research in Education,
University of Pennsylvania, 2003.

• Instructional Modeling
• Joint Planning
• Co-Teaching
• Formal Observation and Feedback
• Informal one-on-one coaching
• Mentoring

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Collaborative Coaching and LearningNeufield, B
(2002) Using what we know Implications for
scaling-up implementation of the CCL model,
Education Matters, Inc.

• Demonstration in the host classroom
• Reading of professional literature
• Engagement with colleagues in inquiry groups
• Use of observation, practice, and reflection to
  improve instruction.
• (BPE document on CCL, SY2001-2002)

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Literacy CollaborativeLesley College web page
http//www.lesley.edu/crr/lc_intro.html

• Awareness and Planning
• Leadership Development and Start-up
• Intensive In-service Courses for Teacher Leaders
  and Classroom Teachers
• Professional Development and Refinement
• Continued and Ongoing Implementation

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• As long as the literacy content is consistent
  with the RF legislation, any coaching model is
  potentially helpful

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But what to I actually do and say when coaching
teachers?
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Heres what you can do

• Schedule and conduct meetings (individual?
  grade-level?)
• Observe and give feedback
• Plan collaboratively
• Analyze data with teachers
• Schedule and conduct study groups or book clubs

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• Within these structures, is anyone struggling to
  manage difficult conversations?
• (remember not to lie)
• There are some things that you can say to help

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Accentuate the Positive

• Validate the teachers concern
• Depersonalize the conflict
• Offer help
• Ask for specific examples

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Eliminate the Negative

• Do not quote research results
• Research says.
• Do not refer to grant requirements
• The Grant says

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Latch on to the Affirmative

• Always point out what the teacher is doing well
  before suggesting changes
• Focus on a small step that will show immediate
  results
• Set reasonable goals for long-range achievement

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Dont Mess with Mr. In-Between words by J.
Mercer music by H. Arlen, 1945

• Work directly with the person who is in conflict
• Deescalate potential situations before they
  become unmanageable.

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Lets try it

• You are an RF Literacy Coach. A brand-new
  first-grade teacher comes to you because she is
  overwhelmed with professional development
  initiatives at school RF being only one of
  them. She simply cannot juggle them all.

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Lets try it

• You are an Regional Coach. You are working with
  a coach who is really struggling. Her principal
  is pressuring her to provide documentation about
  a struggling teacher.

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Now you try it

• Groups of 5 again.
• We have scenarios linked to the content of the LC
  Handbook, and we will assign you a chapter.
• Practice your role play
• Share it with another group
• Share it with the whole group?