Chapter 2: Creating a coaching program - Learning Forward

1 coaching Matters 2: Creating a coaching for successful coaching programsUse this tool as a checklist of the components of effective coaching coaching model charge statementguide the steering committee s work with this example of a charge timeline for designing a coaching programBase your timing for Creating and rolling out a new coaching program on this coaching committee agendareview this example of a steering committee meeting of the Learning support coachUnderstand the specificity needed to delineate coaching Matters for successful coaching programsWrite Y for yes or N for no in the first column to indicate whether an element

2 Is present in your coaching program . Y/NCore elemeNTsTaskevIdeNCePurpose, rationale, and goalsDevelop program goals and identify type of coaching . Goal and rationale statement Charge statementexpectationsClarify the coach s role and responsibilities. Job description Coaches length of service Workday planagreement and policy reviewreview agreements with teachers federation officials and review provisions of school district policies to ensure that the coaching program aligns with and is supported by the agreements and policies. Meetings with stakeholder groups to review the coaching program s purpose and goals, and the expectations of coachesCharacteristics of effective coachesDetermine the attributes of effective coaches.

3 Expected knowledge, skills, and dispositionsselection processDevelop a process for selecting or identifying coaches. Procedure description with timelinePlacement of coachesPost the position, screen applications, interview candidates, and select coaches. Feedback to candidates Published list of coachesCoach championidentify a coach champion and clarify the champion s status and role. Champion Role description for champion, including level of authorityChapter 2: Creating a coaching programCoaChing Matters c o n t dY/NCore elemeNTsTaskevIdeNCeCoach dataDetermine what data coaches and principals will collect.

4 Data log Procedure for using data Confidentiality agreement Data collection schedule Protocols for data review Planning guide Coach deploymentDetermine how to place coaches in schools. coaching assignments or rotation schedulesCoach preparationengage coaches in professional development. Assessment of coaches confidence, readiness, and competencePrincipal preparationengage principals in professional development about working with coaches. Principal-coach partnership agreements Principal s introduction of coach wto staff Principal s expectations of coach s interaction with staff Teacher preparationPrepare teachers to work with staff.

5 Teacher-coach partnership agreements Teachers expectations of coachingongoing professional development for coachesProvide frequent and ongoing professional development, problem solving, and support within a community of practice for coaches. A schedule that accommodates professional development Professional development plan Continual feedback to coachesevaluation of coaching programConduct evaluation of coaching program based on program goals. Evaluator or evaluation team Evaluation plan Data collection plan Evaluation timelinesevaluation of coachesConduct ongoing formative and summative evaluations of coaches.

6 Completed evaluation documentssource: Naperville (Ill.) School 2: Creating a coaching programCoaChINg MatterS Learning Forward l 2: Creating a coaching programTool coaching model charge statementQuesTIoNs To be do we want the desired outcomes for instructional coaching to be in Year 1? in Year 3? are the main roles we want instructional coaches to take? Do these roles change over time? job description will instructional coaches have? characteristics of instructional coaches make the greatest difference in student achievement? will we ensure that coaches stay connected to classroom practice? hiring process will we use for instructional coaches?

7 Will we evaluate the instructional coaching program ? will we define confidentiality? will instructional coaches communicate with others about their work? will supervise the instructional coaches and evaluate their work? will train the instructional coaches? how often? process will we use to address conflicts between instructional coaches and teachers or administrators? will instructional coaches get feedback from others on the effects of their work? is the relationship between the instructional coach, new teacher mentors, instructional coordinators, and reading specialists? about the model will be the same for all levels?

8 What will be different for elementary schools? Middle schools? high schools?Purpose: to provide a support structure for teacher success with upcoming expectations (for example, common core, teacher evaluation, and so on) by Creating a powerful instructional coaching model that affects student achievement Matters 2: Creating a coaching programTool c o n t dCommITTee membershIPinstructional coachessarah M., stephanie B., Melissa h. teachersYvonne C., Christopher h., scott M. Principal/HS APSuzanne S., Brian V., Jackie officeVictoria H., John David S., Timothy W., Jennifer H., Kate will make final recommendations to the assistant superintendents for teaching and Learning .

9 Superintendent s cabinet will make final decisions on the model. officials will work within the current budget for to February 1 Create the modelFebruary roll out the modelMarch Begin the hiring processapril 15 hire the coachesMay 15 Complete coach placementsJune 11-15train all coachessource: Naperville (Ill.) School Matters timeline for designing a coaching program TaskProCessTImelINemeet with content experts and attend information about successful coaching programs . What has been successful about your program ? What evidence do you have? What have you struggled with? What advice would you give us? Who have you involved in the process?

10 What was your timeline? What adjustments did you make for high school, middle school, and elementary school coaches?August to November set up a steering committee and start the steering committee members. Include the president of the teachers association and representatives from each group. Include representatives from the district s elementary, middle, and high schools. Make sure to have representation from all levels. Identify a skillful the steering committee. Educate the committee on the characteristics of effective programs and all possible roles for 15 to Dec. 16 Provide feedback on the role, outcomes, job description, and hiring process of input from staff affected by the program .