Coaching Series

Millions of dollars are spent annually on professional learning; current research indicates that it provides little to no impact on student achievement or adult behavior change. One evidence-based practice (EBP) that turns the curve from ineffective to effective professional learning is coaching.  Coaching as an EBP increases the likelihood that the knowledge, skills, and dispositions acquired during professional learning opportunities will be implemented and sustained. The coaching modules in these series highlight the essentials of coaching as an EBP and support the practical application of concepts to implement a coaching system.

COACHING SERIES 1 

COACHING IN AN MTSS FRAMEWORK: WHAT? WHY? AND HOW OF COACHING?

Coaching Series 1 provides a description of coaching, a research-based rationale, and an introduction to Jim Knight's partnership principles of coaching. Series 1 introduces foundational concepts essential for districts beginning or "rebooting" their coaching system.

INTRODUCTORY MODULE

Coaching in an MTSS Framework-What? Why? and How of Coaching? provides a brief overview of the series' modules; the most effective way to use/view the modules; how to access and use handouts; and, details about the pre- and post-assessment you will be required to participate in to receive continuing education credits.

MODULE 1: WHAT IS COACHING

While many districts utilize coaches, coaching is not always well defined within the system. In the first module of this series, learners will explore a definition of coaching, as well as, walk away being able to describe effective coaching characteristics. Learners are provided sample coaching job descriptions and the supports for creating district and school job descriptions tailored to district needs.

MODULE 2: WHY COACHING

Adult learners need to understand the why behind the practice. The second module of series one concentrates on the rationale and research that supports coaching as an EBP. Learners will be able to identify why coaching is a valuable part of the professional learning process. Additionally, learners will be able to identify characteristics of effective professional learning and how these are connected to coaching. Through understanding the rationale learners will be better equipped to develop and implement effective professional practices and a sustainable coaching model.

MODULE 3: THE HOW OF COACHING

While modules 1 & 2 of this series focused on defining coaching and why coaching is important, the third and final module of this series concentrates on the "how" or practical application of coaching. In this module, introduces learners to Jim Knight's extensive work around coaching adults within an educational setting. Learners will be able to describe Jim Knight's seven partnership principles and identify at least one application of each.

SERIES 2: CREATING EFFECTIVE TEAMS AND MEETINGS

Coaching Series 2 moves forward by exploring how effective teams work and the structures they regularly use to make meetings efficient. The series consists of four modules focusing on creating effective teams, supporting teams through the stages of development, and assisting teams in holding effective meetings.

INTRODUCTORY MODULE

Coaching in an MTSS Framework: Creating Effective Teams and Meetings, provides a brief overview of the series' modules; the most effective way to use/view the modules; how to access and use handouts; and, details about the pre- and post- assessment you will be required to participate in to receive continuing education credits.

MODULE 1: CREATING EFFECTIVE TEAMS

The first module in the series begins the journey by creating common understanding around building effective teams. By the end of this module learners will be able to identify the type of teams that need to be part of the district structure; understand the purpose or focus for each team; describe a team's responsibilities; and list skills that might improve a team's effectiveness.

MODULE 2: STAGES OF TEAM DEVELOPMENT AND THE 7 NORMS OF COLLABORATION

The second module in the series again focuses on teaming. As groups come together to work, they experience several stages of develop. This module concentrates on the stages of team development and the norms that support teams in working collaboratively. Learners will be able to describe the stages of teaming, determine where their current teams may be functioning, and explain how the 7 Norms of Collaboration support effective teaming.

MODULE 3: EFFECTIVE MEETINGS

Carolyn McKanders, former Co-Director of the Center for Adaptive Schools, states "The quality of the adult talk that happens in an organization directly influences the quality of the work that gets done for students." Much of the adult talk in schools occurs in meetings. For adult talk to be impactful for students, meetings must be effective and productive. The third and final module of the series concentrates on improving meeting effectiveness and answers the questions:

  • What strategies might increase meeting predictability and why is this important?

  • How might participation be increased to include ALL?

  • What are some effective communication skills teams might consider?

  • What impact does accountability have on a team's overall effectiveness? By the end of this module, learners will be able to identify 1-3 strategies that a team can implement to improve meeting effectiveness.

SERIES 3: COMMUNICATING – CONNECTING - RELATING

Coaching Series 3 takes a closer look at the importance of positive communication patterns and building collaborative relationships. The manner in which adults interact impacts students achievement is a central theme to this series. The series consists of four modules focusing on climate and culture, collaboration, professional conversations, and reaching consensus.

INTRODUCTORY MODULE

Coaching in an MTSS Framework: Communicating-Connecting-Relating provides a brief overview of the series' modules; the most effective way to use/view the modules; how to access and use handouts; and, details about the pre- and post- assessment you will be required to participate in to receive continuing education credits.

MODULE 1: CLIMATE AND CULTURE

The words climate and culture are so frequently used together that often people consider them synonymous. This module explores the differences between climate and culture and why this difference is significant as districts implement a systemic coaching model. Also, content will focus on why both are important for positively impacting student outcomes, and how positive climate and culture expands the capacity for success. Learners will be provided a variety of interactive strategies throughout this module to support skill development and to reinforce coaching ability.

MODULE 2: PARTNERSHIP COMMUNICATION

Coaching is a collaborative relationship. As in any relationship where collaboration is the expectation, it is about how each person in the pair is connecting with the other person. How are they able to establish and build rapport and trust? How do they communicate? How do the partners relate to one another? Module 2 in this series focuses on the essential areas of effective communication and how developing these skills support coaching endeavors. Learners will be able to identify five areas of partnership communication and at least one strategy for each of the five areas.

MODULE 3: DIALOGUE AND DISCUSSION

Developing a staff's capacity for professional conversation is not easy, but it can represent one of the single most significant investments that faculties can make for student learning. Module 3 of this series explores the nuances of professional talk and makes a clear distinction between two ways of talking: dialogue & discussion. Learners will be able to identify the purpose of dialogue and discussion and select the appropriate use of each.

MODULE 4: COMING TO CONSENSUS

Collaboration and conflict are two sides of the same coin. When we ask individuals to work collaboratively, conflict will inevitably arise. Effective teams understand

the necessity of problem-solving and using a conflict-resolution process. The final module of this series explores consensus building and answers the questions:

  • Why should we be concerned with consensus?

  • What are some strategies that support consensus?

  • What does successful consensus look like? Learners will be able to identify the benefits of a group coming to consensus, identify at least three strategies to support coming to consensus, and identify characteristics of successful consensus.

SERIES 4: SYSTEMS CHANGE

Coaching in an MTSS Framework: System Change provides a brief overview of the series' modules; the most effective way to use/view the modules; how to access and use handouts; and, details about the pre- and post-assessment you will be required to participate in to receive continuing education credits.

INTRODUCTORY MODULE

Coaching in an MTSS Framework: Communicating-Connecting-Relating provides a brief overview of the series' modules; the most effective way to use/view the modules; how to access and use handouts; and, details about the pre- and post- assessment you will be required to participate in to receive continuing education credits.

MODULE 1: SYSTEMS APPROACH AND INFRASTRUCTURE

Establishing effective systems often require change. Organizational change is often a challenge. Module 1 of this series focuses on the big ideas around a Systems Approach and how those big ideas support sustainable organizational change. Additionally, this module explores the importance of a tiered coaching infrastructure along with the expectations for each type of coach. Learners will have the opportunity to assess their current coaching infrastructure and describe the components in place, partially in place, and not in place within their district related to coaching system.

MODULE 2: CAPACITY BUILDING AND GRADUAL RELEASE

A building capacity model emphasizes instruction and support that provides teams with the competencies and skills that build upon their current levels of expertise. In other words, meeting people where they are is the starting point and increase their capacity and confidence is the intended result. Module 2 of this series focuses on the purpose and characteristics of a capacity building model. Additionally, learners will be able to explain how the Gradual Release of Responsibility Model supports building capacity.

MODULE 3: CHANGE AND TRANSITION

To change a system and meet improvement goals, school staff members, families and the community must transition into new ways of doing business. Module 3 of this series concentrates on the differences between change and transition and addresses both to achieve successful systems change. This module is designed to provide content, resources, tools, and support to leaders and coaches to successfully facilitate a district or team meeting around change and transition. Learners will be able to support a team to identify strategies to assist a team through their current stage of change.

MODULE 4: COMING TO CONSENSUS

Collaboration and conflict are two sides of the same coin. When we ask individuals to work collaboratively, conflict will inevitably arise. Effective teams understand

the necessity of problem-solving and using a conflict-resolution process. The final module of this series explores consensus building and answers the questions:

  • Why should we be concerned with consensus?

  • What are some strategies that support consensus?

  • What does successful consensus look like? Learners will be able to identify the benefits of a group coming to consensus, identify at least three strategies to support coming to consensus, and identify characteristics of successful consensus.