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Collegial Coaching

Collegial Coaching. Teamwork. Rebecca Derenge Title I, Reading Coordinator. Collegial.doc. What is coaching?. Any activity or set of activities associated with working with others to accomplish a common goal, that of improving reading (math) achievement.

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Collegial Coaching

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  1. Collegial Coaching Teamwork Rebecca Derenge Title I, Reading Coordinator Collegial.doc

  2. What is coaching? • Any activity or set of activities associated with working with others to accomplish a common goal, that of improving reading (math) achievement. • Leading by influence – encouraging, guiding, facilitating and coaching Bean, R.M. (2004). The Reading Specialist. Leadership in the Classroom, School and Community.

  3. “Current difficulties in reading largely originate from rising demands for literacy, not from declining absolute levels of literacy.” Report of the National Research Council

  4. Forms of Coaching • Level 1 – informal; helps to develop relationships (conversations, study groups, assisting with assessment) • Level 2 – more formal, begins to look at areas of need and focus (co-planning lessons, team meetings) • Level 3 – formal, more intense (classroom visits; co-teaching lessons.)

  5. Role of the coach A cooperative, ideally collaborative relationship, with parties mutually engaged in efforts to provide better services for students.

  6. Know your responsibilities • Is there is job description? • Has everyone seen it – and have you had an opportunity to discuss it with teachers? • Was the principal involved in developing it or at least supports it? • Is it reasonable in terms of workload?

  7. Research on coaching • Researchers are just beginning to look at the role of coaches, and some are conducting surveys to determine what the coaches are being asked to do, (Dole, 2004, Morrow, 2003, Poglinco & Bach, 2004). • From these studies we can conclude: • Coaches observe lessons and provide feedback to teachers • Coaches model effective teaching techniques and strategies • Coaches advise and support teachers to improve lessons.

  8. Research on coaching (continued) • Coaches participate in co-teaching • Coaches facilitate learning within grade level or vertical teams of teachers • Coaches conduct workshops to introduce teachers to new strategies • Coaches work with new teachers

  9. Working with Groups • Create team power – no one of us is as smart as all of us! • Create a clear purpose and vision • Develop skills • Keep the accent on the positive! Blanchard, K., Bowles, S., Carew (2001). High Five! The Magic of Working Together

  10. Where to begin? • Set both long and short-term goals • Form a literacy planning team • Create a staff survey • Develop a menu of services ..\My Documents\EXAMPLE OF COACHES ANNUAL GOALS.doc

  11. Creating the staff survey • Design questions to fit the needs of the school(s) you’re assigned • Ask questions that are direct and a result of looking at both formal and informal needs

  12. Create a Menu of Services • The menu of services could include: • Research based learning strategies (before instruction) • Research based learning strategies (during instruction) • Research based learning strategies (after instructions) • Co-teaching ..\My Documents\Menu of Services1.doc

  13. Coaches– Know your research!!! Is the research based in science? • Was there an independent evaluator? • Was there use of experimental design – control group? • Were there gains sustained over time? • 3 or more years?

  14. Building Trust • Be a good listener • Act in a non-judgmental way • Keep commitments • Stay away from evaluation • Be interested in the person • Start with the teacher’s agenda • Respect ideas and views of teachers

  15. Make haste slowly • Start with those who are eager to see you • Use “low-risk” activities with those who may be hesitant – reluctant – or resistant

  16. Which teachers will work with you? • Eager and open • Eager but resistant • Reluctant but not resistant • Reluctant and resistant

  17. Why teachers would want to work with you? • Advertise and market your services • Start small – work with willing colleagues • Continue advertising and giving credit to others • Don’t separate roles (teacher vs. coach)

  18. Confidentiality and Professional Ethics • Define role with administrator • Coaching is never about evaluation • Need for cooperation • Philosophy of teaching • Recognize your biases

  19. QUESTIONS?

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