LNNP Coaching Handbook for Teachers by Julie Boyd

Handbook for Partnership Coaches

DECS Literacy and Numeracy National Partnership

Acknowledgment Most of the material in Sections 2 to 6 of this handbook has been adapted by the Department of Education and Children’s Services from A school based professional learning manual by Julie Boyd (Julie Boyd & Associates 2008, <www.julieboyd.com.au>), with permission. This document is for the use of Partnership Coaches and is not to be reproduced or distributed. Note This document is not part of NEALS.

Contents

Introduction

Section 1: Literacy and Numeracy National Partnership overview What is it? The DECS Literacy and Numeracy National Partnership plan Rationale Performance measures Scope and timeline

7 7 8 9 9

Section 2: The coaching role The role of DECS Literacy Partnership Coaches and Numeracy Partnership Coaches 11 The coachâ&#x20AC;&#x201C;teacher relationship 13 Getting started 14 Cycle of coaching 15 Teacher and coach responsibilities 20 Lessons learnt about coaching 21 Section 3: Designing professional learning Principles of effective professional learning Managing professional learning sessions

23 25

Section 4: Developing the whole school plan The DECS Improvement and Accountability Framework Group decision-making skills Meetings

29 30 34

Section 5: Reflective practice Reflective practice, coaching and the change process Reflective practice: Some suggestions for getting started Effective teams

37 40 42

Section 6: Proformas Professional learning: Feedback form 1 Professional learning: Feedback form 2 Professional learning: Feedback form 3 Self-evaluation tool Self-assessment inventory

43 44 45 46 48

Section 7: Articles

Handbook for Partnership Coaches | DECS Literacy and Numeracy National Partnership

Introduction

The Department of Education and Children’s Services (DECS) Literacy and Numeracy National Partnership presents a unique opportunity to improve student outcomes through focusing on developing classroom teacher expertise in literacy and numeracy education. A key element of this initiative is the training and deployment of Literacy Partnership Coaches and Numeracy Partnership Coaches in selected schools, initially across a limited number of regions in South Australia. The use of coaches to work alongside peers, engage in inquiry, and offer instruction and advice to build professional knowledge and pedagogy is a current worldwide trend in education. The expectations about how coaches will work, what they will achieve and how the overall success of the strategy will be measured are subtly different depending on the context and timing of the initiative. While the current research and literature about educational coaching will inform their work, the roles of the Literacy Partnership Coaches and Numeracy Partnership Coaches have been specifically developed for the South Australian context. The Partnership Coach roles draw upon other models of peer and instructional coaching and combine features and expectations of both. This DECS Literacy and Numeracy National Partnership Coaches’ handbook is intended to help get you started in your role as a Partnership Coach. Its purpose is to establish some common ground which will support you in working alongside classroom teachers in developing and refining a whole school focus on literacy or numeracy improvement. Sections about the coaching role, designing professional learning, reflective practice and developing a whole school plan, along with supporting proformas and articles, have been selected to support your work in the multiple professional learning communities to which you will belong. The handbook is by no means a complete document and you will add to it, discuss and initially delve into some parts more deeply than others as you begin working as a coach. Some of the material is ‘stand alone’ while other parts will form the basis of collaborative dialogue and workshop activities. The professional learning component of the Partnership Coach role is ongoing and responsive to challenges and opportunities.

Handbook for Partnership Coaches | DECS Literacy and Numeracy National Partnership

Section 1: Literacy and Numeracy National Partnership overview

What is it?

The DECS Literacy and Numeracy National Partnership plan

The three South Australian schooling sectors—the Department of Education and Children’s Services (DECS), the Association of Independent Schools of SA and Catholic Education South Australia—are working collaboratively to enact ‘National Partnerships’ in Low Socioeconomic Status School Communities, Literacy and Numeracy, and Improving Teacher Quality. The aim of these Partnerships is to support:

The DECS Literacy and Numeracy National Partnership (LNNP) plan aims to improve literacy and numeracy outcomes for all students, especially Indigenous students and those falling behind. The plan entails:

• all children being engaged in and benefiting from schooling • young people meeting basic literacy and numeracy standards, and overall improvement of literacy and numeracy achievement • social inclusion and reduction of the educational disadvantage of children, especially Indigenous children • Australian students excelling, by international standards • young people making successful transitions from school to work and further study. The key reform strategies of the Literacy and Numeracy National Partnership (LNNP) are to: • deliver sustained improvements in literacy and numeracy outcomes for all students, with a priority focus on those falling behind and those in most need of support, primary students, and Indigenous students • identify and implement evidence-based initiatives, strategies and interventions that achieve accelerated and sustained improvements in literacy and numeracy outcomes for students • contribute to the development of a national understanding of the most effective methods for the teaching and learning of literacy and numeracy • develop the capacity of teachers, including pedagogical and content knowledge and skills, to teach literacy and numeracy, consistent with recommendations of the National Numeracy Review Report1, the National Inquiry into the Teaching of Literacy2 and South Australia’s Improving Teacher Quality National Partnership Implementation Plan3.

• Literacy Partnership Coaches and Numeracy Partnership Coaches working alongside classroom teachers in identified schools to implement effective, evidence-based literacy or numeracy practices • analysis of student achievement data, including data from the National Assessment Program—Literacy and Numeracy (NAPLAN), to inform teaching and learning programs and targeted intervention • provision of a professional learning program for Literacy Partnership Coaches and Numeracy Partnership Coaches • provision of a professional learning program for principals • school and regional improvement teams determining whole school improvement planning and target setting, and monitoring progress • provision of professional learning for teachers in identified schools and across regional clusters • a central support team managing and coordinating the work in LNNP schools. The professional learning program to support the work of the Literacy Partnership Coaches and Numeracy Partnership Coaches will be organised around three concurrent strands: • coaching and leading change • using data to inform teaching and support student learning, and to establish relevant whole school, class and individual targets and goals • building literacy and numeracy content knowledge and teaching expertise. The South Australian Teaching for Effective Learning Resource (SA TfEL) will also contribute to the professional learning program. The SA TfEL provides: • a common vocabulary for SA teachers, at all levels and in all sites, for talking about their core work • a starting point for an ongoing discussion about pedagogy as core work for all personnel • the basis for self-reflection/evaluation tools that can be used at the level of individual teacher, faculty group, whole school/site and system levels A copy of the SA TfEL is provided in Section 7: Articles.

1 Department of Education, Employment and Workplace Relations (2008) National Numeracy Review report. Commissioned by the Human Capital

Working Group, Council of Australian Governments. Commonwealth of Australia. Available at <http://www.coag.gov.au/reports/docs/national_ numeracy_review.pdf>. 2 Department of Education, Science and Training (2005) Teaching reading: Report and recommendations—National Inquiry into the Teaching

of Literacy. Commonwealth of Australia. 3 In preparation.

Handbook for Partnership Coaches | DECS Literacy and Numeracy National Partnership

Section 1: Literacy and Numeracy National Partnership overview

Rationale

The quality of teaching is widely acknowledged as the single most important contributor to student outcomes, after the socioeconomic status and background of the student. Hattie, in Teachers make a difference, What is the research evidence?4, pointed out that when we examine all of the variances that may make a difference to student achievement—the students, the home, schools, principals, peers and teachers—the greatest source of variance that can make the difference is the teacher. The National Inquiry into the Teaching of

Literacy5

found that:

• quality teaching has the largest positive influence on children’s learning and reading once they are at school • teachers require a range of teaching strategies upon which they can draw to meet the development and learning needs of individual children

Fullan, Hill and Crevola7 suggested that improvements in literacy and numeracy outcomes require the following elements: • a consistent whole of school approach in which standards and performance expectations are clear to both educators and students • monitored performance, with information driving continuous improvement • explicit teaching resources • change embedded in on-site professional learning • strong internal and external systems of accountability. The LNNP plan acknowledges that identifying and building on current good practice at state, sector and school levels, and rich evidence about what makes good teaching and learning are essential elements.

• not all teachers or all schools are successful in teaching children to read—too many teachers do not have access to and are not using evidence-based approaches to their teaching. The National Numeracy Review report6 recommended that: To raise the overall level of achievement, increased resources (including specialist teachers working ‘shoulder to shoulder’ with teachers) should be directed to support teachers in regular classrooms to provide intervention for a higher proportion of students during all the compulsory years of schooling, and that: • the focus of intervention for students at risk be on enabling every student to develop the in-depth conceptual knowledge needed to become a proficient and sustained learner and user of mathematics. … necessary resources be directed to support teachers to use diagnostic tools including interviews to understand and monitor their individual students’ developing strategies and particular learning needs. These diagnostic tools should not be restricted to school-entry assessments. (p xii)

4 Hattie J (2003) Teachers make a difference, What is the research evidence? Conference paper ACER Annual Conference, Auckland 2003. 5 Department of Education, Science and Training (2005) Teaching reading: Report and recommendations—National Inquiry into the Teaching

of Literacy. Commonwealth of Australia. 6 Department of Education, Employment and Workplace Relations (2008) National Numeracy Review report. Commissioned by the Human Capital

Working Group, Council of Australian Governments. Commonwealth of Australia. Available at <http://www.coag.gov.au/reports/docs/national_ numeracy_review.pdf>. 7 Fullan M, Hill P & Crevola C (2006) Breakthrough. Corwin Press, California.

Handbook for Partnership Coaches | DECS Literacy and Numeracy National Partnership

Section 1: Literacy and Numeracy National Partnership overview

Performance measures

Scope and timeline

National performance measures for the LNNP have been determined:

The Australian Government has provided funding to implement the DECS Literacy and Numeracy National Partnership from July 2009 to December 2010. In this period, the DECS LNNP will appoint 14 Literacy Partnership Coaches and 14 Numeracy Partnership Coaches working in a total of 31 schools (3 coaches will each work across 2 schools) in 5 identified regions. In the second half of 2010, each coach will work with additional sites, yet to be identified.

• Increase the number of students at and above the national minimum standards in literacy (reading) and numeracy. Baseline achievement is the 2008 NAPLAN test results and improvement will be measured against the 2010 NAPLAN reading and numeracy results. • Increase the school mean scores (for Years 3, 5 and 7 students). • Increase the achievement of Indigenous students. Targets relating to South Australia’s performance on these national measures will be negotiated with the Australian Government Department of Education, Employment and Workplace Relations. In addition, locally agreed student achievement measures across the initiative and within schools and evidence of the increase in teacher literacy or numeracy knowledge, confidence and effective practice will be used.

Australian Government funding beyond 2010 will rely on South Australia demonstrating improvement in the measures identified above.

Handbook for Partnership Coaches | DECS Literacy and Numeracy National Partnership

Section 2: The coaching role

The role of DECS Literacy Partnership Coaches and Numeracy Partnership Coaches The placement of Partnership Coaches in schools recognises that teachers’ classrooms are the most effective sites for teacher learning and hence improved literacy and numeracy outcomes for students. By working with teachers in their own classrooms, Partnership Coaches will enable continuous growth in teaching literacy or numeracy for teachers at all stages of experience and expertise. It is helpful for coaches to remember that coaching is not about ‘fixing’ teachers; it is about helping teachers increase their own level of learning about the art and craft of teaching and view their practices in terms of overall goals. From this perspective, coaches need to consider teachers’ attitudes and beliefs and their effect on the classroom climate. (Boyd 2008) 8

Partnership Coaches do not have responsibility for a class of their own as they will spend the majority of their time engaging with teachers in one-on-one coaching. The first stage in the coaching process will be the development of a professional learning relationship between the coach and the classroom teacher as they gather and analyse data for the class, groups of students and individual students, particularly Indigenous students. This data analysis of students’ needs will enable the teacher and coach to work collaboratively in planning evidence-based teaching responses. Partnership Coaches also have an important role in developing and implementing whole school approaches to literacy or numeracy. Each Literacy and Numeracy National Partnership school will form a Literacy Improvement Team or Numeracy Improvement Team to support whole school planning for literacy or numeracy. Membership of these improvement teams will include the principal, a staff member and the Partnership Coach. Whole school planning will be informed by advice from regional officers, Coordinating Field Officers and the Quality Improvement and Effectiveness Unit.

Major aspects of the role The major aspects of the Partnership Coach’s role will be to: • work alongside classroom teachers to − improve literacy or numeracy outcomes for all students (through modelling teaching strategies with individual students, small groups and whole class groups; planning together; conducting action research; providing feedback) − enable classroom teachers to work with individual students and small groups − support teachers to plan and program and use diagnostic assessments − assist teachers to use NAPLAN and other data to plan, implement and monitor classroom-based intervention programs for students with particular literacy or numeracy needs • contribute to the work of the school’s Literacy or Numeracy Improvement Team in developing, implementing and monitoring whole school literacy or numeracy plans consistent with the DECS Improvement and Accountability Framework. This contribution will include − conducting an audit of existing school measures and data related to literacy or numeracy − leading an in-depth analysis of the school’s NAPLAN data − conducting a literacy or numeracy professional learning needs analysis for the school − facilitating literacy or numeracy professional learning activities for teachers in the school − establishing professional learning communities with a literacy or numeracy focus − developing partnerships with the community about approaches, partnership opportunities and progress • manage the collection of evaluation data for the LNNP in the school.

What is not part of the role It is essential that the principal and teachers in the coach’s school have a clear understanding of the role of the Partnership Coach, and this includes understanding what is not part of the role. The Partnership Coach role does not include: • evaluating teachers’ abilities or providing any information to the principal about teacher performance • serving as a relief teacher when a teacher is absent

8 Boyd J (2008) A school based professional learning manual. Julie Boyd & Associates, Hastings Point, NSW.

Handbook for Partnership Coaches | DECS Literacy and Numeracy National Partnership

Section 2: The coaching role

• withdrawing students from class for ‘catch-up’ or remedial programs (though Partnership Coaches may withdraw students for diagnostic assessments) • taking prime responsibility for the learning of a class or group of students • taking sole responsibility for literacy or numeracy improvement in the school • managing the NAPLAN testing process in the school.

Working in partnership Partnership Coaches will need to be aware of their role in working with a range of partners and be able to clearly articulate how the partnership is fostered and how it is contributing to improving literacy or numeracy achievement in the school. The range of partners is illustrated below.

Principal and other school leaders Other Partnership Coaches

Teachers and support staff Regional officers

Partnership Coach

Other LNNP staff

Central office personnel

School community Students

Professional learning for coaches Partnership Coaches will be supported by a rigorous, ongoing professional learning program. This learning program will be responsive to the coaches’ learning needs and to developments in literacy and numeracy education (eg the national curriculum), and will have three main foci: 1 developing the knowledge, skills and dispositions needed for effective coaching 2 building pedagogical content knowledge appropriate to improving literacy or numeracy achievement 3 analysing literacy or numeracy data, especially NAPLAN data, and planning appropriate teaching responses.

Goals of coaching Partnership Coaches will aim to achieve the following goals: 1 To have a positive impact on teachers’ content knowledge and pedagogical practices to improve students’ literacy or numeracy 2 To improve teachers’ capacity to collect, analyse and respond to student literacy or numeracy achievement data 3 To increase teachers’ ability to recognise the effects of their specific actions and interactions in the classroom 4 To provide opportunities for teachers to assess and communicate their needs as professional educators and to develop goals and means to improve both their own teaching and their strategy implementation 5 To increase teachers’ capacity to: • focus on what students will learn rather than what the teacher will teach • provide meaningful experiences for students that help them develop literacy or numeracy skills 6 To provide an effective process for teachers to reflect on their craft in a way that enables them to continue to coach each other after the implementation period is over.

Skills, knowledge and understandings Partnership Coaches require particular skills, knowledge and understandings to fulfil their role effectively and to achieve the goals of coaching and the aim of the LNNP plan. The professional learning program will include development of the following coach attributes: • Skills − listening − observing − questioning − feedback − documentation/gathering evidence − communication − reflection − leadership skills − data analysis skills • Knowledge − role clarification − what coaching is − what to coach for − coaching continuum − strategies for coaching − evidence of impact on > teacher practice > student achievement • Understandings − relationships − implementation − transferability − sustainability − permeability − building capacity

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 2: The coaching role

The coach–teacher relationship

A teacher describing his experience with coaching said: My [coach] and I have a good working relationship. We learn from each other and from our students. We are never alone in our thinking. For instance, after staff development sessions, we always discuss, plan, and act on information we have gathered. When you think about it, we are an integrated pair, unlike teachers who have to go to an isolated classroom. It is essential that the coaching relationship has as high a priority to the partners as the coaching content. Throughout the partnership, the coach and teacher need to constantly develop their relationship. Building trust, including discussing each partner’s feelings about coaching, is important in establishing and maintaining the partnership.

Building trust Before coaching conferences begin, teachers need to understand the coaching process, feel safe, and have a sense of control over the process. Teachers also need to believe that the coaching experience will be beneficial and that the coach has knowledge and expertise that will make the effort worthwhile. The fact that coaching involves classroom observation may be threatening to teachers. Therefore, establishing and building trust are essential in the beginning and throughout coaches’ and teachers’ work together. Teachers’ sense of support, trust and safety in the relationship can be further established through developing a personal relationship between teachers and coaches. It helps if teachers feel that they know their coaches on a personal level, and the same applies to coaches knowing their teachers. The growth of this intimate part of the relationship enables both people to feel free to share more openly with each other.

Discussions between coaches and teachers Mutual respect and trust constitute one aspect of the coaching relationship. Another part of the relationship is how the partners work together. Discussion about this topic can begin in the initial coaching session and continue throughout the partnership. Information sharing, feedback and evaluation forms are sometimes helpful in guiding the coaching process. The initial coaching form can help teachers and coaches start thinking about how the relationship will work and focus their discussion on issues such as the teacher’s sense of what coaching is and is not, expectations about coaching, and the teacher’s feelings about the possible rewards and difficulties of coaching. It is important that the issue of confidentiality is raised with participating teachers, coaches and principals. Protocols will be established, in collaboration with principals and Partnership Coaches, to guide the sharing of information that arises through the work of Partnership Coaches in classrooms. These information sharing protocols will ensure an effective balance between the needs of Partnership Coaches and teachers to maintain a respectful and trusting working relationship and the needs of principals to be informed of classroom issues that may need their attention. Throughout the coaching process, it is helpful to review each partner’s feelings about coaching. The barriers to and benefits of coaching, what has been learnt about the process of coaching, and what changes have been made as a result of coaching are topics that help keep the relationship growing and strong.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 2: The coaching role

Getting started

The coaching process includes building a relationship and regularly participating in the coaching cycle of pre-conferencing, working in classrooms, and post-conferencing. The least threatening way to begin to engage teachers in the coaching process is to talk with them about the literacy or numeracy learning needs of individual students or groups of students. Using diagnostic tools to collect data that reveal misconceptions or learning gaps can then open discussions about effective teaching strategies for individual students or whole class groups that are responsive to the data. The

teacher and coach can then collaboratively develop and implement new teaching strategies moving the focus to forward thinking (ie where to go next) rather than focusing directly on the teacher’s current literacy or numeracy practices. The following pages provide some examples of forms that could be adapted for use by Partnership Coaches. Expectations about coaches’ processes for working with teachers will be clarified through the initial workshops and ongoing discussions with the Coordinating Field Officers.

Initial coaching discussion Date

Teacher

Coach

1 How do we define coaching and the coaching process?

2 What do you anticipate is going to happen?

3 What do we mean by confidentiality in the coaching setting?

4 Coaching options

Whole lesson

Part lesson

• Use diagnostic tools with identified students

• Take class while teacher uses diagnostic tools

• Teach a demonstration lesson

• Co-teach a lesson

m m m m m m m m m m m

• Co-plan a lesson, observe and provide feedback

• Co-plan a lesson, don’t observe but discuss afterwards

• Videotape a lesson or specific students for teacher’s viewing

• Videotape a lesson for viewing and discussing afterwards

• Observe for something specific in class

• Assist with planning lessons/units

• Other

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 2: The coaching role

Cycle of coaching

The coaching cycle includes three major components: pre-conference, working in classrooms, and post-conference.

Pre-conference A pre-conference is the first step in the coaching cycle. At this time, the teacher and coach discuss a plan for what they wish to focus on, relevant background, the objectives, the area of focus (what feedback the teacher wants from the coach), and role of the coach. The pre-conference form below, or similar, can be helpful in focusing this discussion.

Pre-conference notes Date

Teacher

Coach

Focus:

Background information:

Objectives:

Desired outcomes:

Observation area of focus:

Coachâ&#x20AC;&#x2122;s role in the classroom:

Time of observation: Begin

End

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 2: The coaching role

In the beginning, the coach and teacher may take a long time for the pre-conference because of the initial lack of routine and the need to plan and establish working relationships. As the teacher gains in confidence, preconferences may centre more specifically on lessons the teacher has already designed.

One of the last items on the pre-conference form relates to the coach and is labelled ‘Coach’s role in the classroom’. The teacher needs to make several decisions regarding the coach’s role in the classroom:

One of the first elements to be discussed in the preconference is background information, including student achievement data. The coach or the teacher takes notes on the discussion using the pre-conference form. The discussion revolves around the teacher’s description of what led up to this session; the literacy or numeracy skills that have been the focus of previous lessons; and where the lesson fits into a conceptual sequence and into the curriculum. Any concerns the teacher has also need to be addressed. Teachers may express concerns about their ability to teach certain things, students’ possible reactions, successful or unsuccessful experiences with similar material, or individual students who might need attention.

2 Where should the coach sit?

The next topic for discussion is objectives and desired outcomes. Again, notes are taken as the teacher briefly describes what he/she wants to achieve. (A lesson plan can be attached to the pre-conference form.) The coach can ask questions such as:

1 When and for how long will the coach be in the classroom? 3 Should the coach get up and move around? 4 Should the coach interact with groups? 5 If the coach sees inappropriate student behaviour, would the coach simply make a note, let the teacher know, or do something specific? Throughout the pre-conference, it is important that the coach skilfully questions, probes, asks for specificity, and summarises the teacher’s responses.

Possible pre-conference questions The following questions have been adapted from Costa and Garmston9: • What literacy or numeracy skills do you hope students will develop in this lesson? • So, are you saying that your objectives are ...?

• What are you planning to do?

• What kind of evidence will you use to know that students are ...?

• What literacy or numeracy outcomes do you expect?

• Is part of the evidence ...?

• What are your criteria for success?

• We’ll be hearing/seeing such things as ...?

These questions can help the teacher clarify lesson plans. Initially, the teacher may want to cover all the details of the lesson with the coach. The area of focus for working in classrooms is another point for discussion. Teachers decide specifically what they want feedback about from the coach. The teacher might select an area of focus for the observation such as student engagement and learning, lesson design and effectiveness, or teacher behaviour and learning. Teachers often start by requesting feedback about their students. When teachers feel safer, they will usually ask for feedback about their lesson content. Eventually, teachers may ask for feedback about their teaching. As teachers become more comfortable, their area of focus might shift from questions like ‘Are the students on task?’ or ‘Did I check for understanding at the beginning of the lesson?’ to questions and requests like ‘What problem-solving strategies are the students using while doing the activity?’ and ‘Write down all my questions and the students’ responses, and let’s analyse them to determine if the questions are open-ended and whether they stimulate student thinking’.

• So, what you’re saying is …? • So, your goal is that ...? • What is the evidence for this? • What are your strategies? • What kind of responses/behaviour would you like me to look for? • How would you like me to collect that information for you? • What specifically would you like me to watch? Through open-ended questioning, the coach clarifies the teacher’s expectations for the lesson, what the teacher wants to find out from the feedback, how to determine the success of the lesson or strategy, and by what evidence the teacher will determine if her/his objectives were met. This process of clarification is also essential at the end of the pre-conference, when it is the coach’s responsibility to summarise what has been said. Finally, if at all possible, it is important that the coach begins and ends the conference with a personal exchange with the teacher. This is a key element of the trust-building process.

9 Costa A & Garmston R (1992, Spring) ‘Cognitive coaching: A strategy for reflective teaching.’ Journal for Supervision and Curriculum Improvement.

California, ASCD.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 2: The coaching role

Working in classrooms Working in classrooms involves observation, modelling, planning, introducing new resources and small group teaching. In observation, rather than using a checklist, the coach can write a narrative description of what is said and done in the agreed area of focus. Since the notes are specifically about what was said or done, the description is not evaluative. The difference is illustrated below. Notes on behaviour and dialogue

Evaluative notes

Jason got up and left. Joel said ‘You don’t even care about my ideas’.

Jason left because he was angry. Joel was angry because no one was listening to him.

Interpreting the data from classroom observations comes later in the post-conference and is done by the teacher. An observation form such as the sample below may be useful to the coach. As part of the trust-building process, it is vital that the coach writes about only the agreed area of focus and nothing else.

Observation notes Date

Teacher

Coach

Lesson

Focus for feedback:

Teacher:

Student:

Lesson:

Time:

Notes:

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 2: The coaching role

Post-conference The post-conference should be scheduled as soon as possible after working in the teacherâ&#x20AC;&#x2122;s classroom, optimally within two days. A post-conference form like the one below can guide the discussion.

Post-conference notes Date

Teacher

Coach

General impressions (about the lesson from the teacher who presented the lesson):

Area of focus:

What happened (data)?

What does this tell us?

Next steps:

What student skills need attention?

Follow-up lesson?

Changes?

Revision?

Extensions?

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 2: The coaching role

The post-conference begins with the teacher sharing overall impressions of the lesson. The teacher may need to express some emotion about the lesson. The coach’s role is to listen and empathise with the teacher. If the teacher is not happy with the lesson, the coach needs to ask clarifying questions rather than to try to make the teacher feel better. The coach might ask: 1 What didn’t you like? 2 What disappointed you? 3 What would you do differently next time?

The following questions, adapted from Costa and Garmston10, could also be used in the post-conference session: • Were you able to do what you wanted to do with this lesson? • So, you’re seeing that ... and inferring that ...? • So, you’re thinking that ...? • Do you have any hunches about what might be contributing to that? • How do you interpret that? • So, what do you make of these data?

Next, the coach might refer to the area of focus and ask questions to encourage the teacher to describe what happened:

• If you would have ... what might have been the result?

4 You wanted to look at ... What did you observe in this regard?

Debriefing the coaching relationship

As the teacher reflects on what happened, the coach asks clarifying questions to help the teacher rebuild the picture. The coach can then share the data that were collected during the lesson:

• Can you give me some feedback?

The last part of the post-conference is an opportunity to switch roles. The coach asks the teacher for feedback on the coaching: • What was helpful? • What would you like included next time?

5 You asked me to collect data about ... Would you like to look at what I wrote?

• What was not helpful?

The invitation to look over the data underscores the fact that the teacher is in control of the conference. Generally, the teacher will want to review the data with the coach, but the coach needs to respect a teacher’s request not to review them together.

It is important that the teacher lets the coach know about the usefulness of the coaching process, as it sets a tone of working and learning together. It reinforces that the role of the coach is to be helpful. The teacher’s feedback can assist the coach to perform his/her role effectively.

• What was confusing?

The next stage is one of interpretation. The coach might ask: 6 What do you think the data mean? The teacher does the interpreting. During this exchange the coach can refer to the data to ask questions to verify the teacher’s interpretations and to help establish how particular actions affected individual and group work. After this discussion, the teacher might identify changes, revisions, successes, follow-ups, and extensions to the lesson. This may lead to planning the next lesson.

10 Costa A & Garmston R (1992, Spring) ‘Cognitive coaching: A strategy for reflective teaching.’ Journal for Supervision and Curriculum Improvement.

California, ASCD.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 2: The coaching role

Teacher and coach responsibilities

Understanding coaching requires a clear picture of the roles of both partners in the coaching relationship. During any sessions where the coach and teacher are working together, each partner has responsibilities to ensure they work effectively.

Teachers’ responsibilities

Coaches’ responsibilities

1 Be willing to take risks

1 Provide a safe environment for risk taking

Try new approaches

Be non-judgmental

Question how things are working

Maintain confidentiality

Trust the coaches’ intentions

Support self-analysis of practice

2 Negotiate the literacy or numeracy focus

2 Clarify the focus

Decide on areas to learn more about

Request specificity Paraphrase

3 Teach the lesson discussed

3 Collect the data

Take mental notes

Observe carefully Record thoroughly

4 Interpret the data

4 Provide the data

Reflect on what these data show and what this information teaches

Report data without judgment Ask questions to guide teacher’s reflection

5 Use the data

5 Guide the planning

Plan what to continue doing; what to change, modify or abandon; when to use a particular strategy; how to use this learning experience in planning

Ask questions that clarify and extend thinking Summarise

6 Provide feedback on the process to the coach

6 Request feedback on the process

What to coach for

• Context

Partnership Coaches focus on the following aspects of teachers’ work in relation to literacy or numeracy:

• Assessment

• Pedagogy, which should be − rigorous − relevant − resourceful − responsive − relational − reflective • Teacher’s language • Content

• Strategies • Timing • Questioning • Student engagement • Lesson design • Learning strategies/structures • Classroom environment − social/emotional − intellectual − physical.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 2: The coaching role

Lessons learnt about coaching

1 The effectiveness of coaching is dependent on several important prerequisite experiences and skills of the coach The list of skills, knowledge and understandings required by effective coaches was provided earlier. In summary, Partnership Coaches should have: • extensive classroom experience, optimally at a variety of year levels • broad-based curricular expertise • knowledge of teaching and learning • the ability to effectively demonstrate strategies in the classroom • the ability to support a teacher’s learning process in a non-threatening way.

2 It is important to structure the coaching sessions so that the teacher has control of his/her own learning The initial coaching discussion clarifies the working relationship of the teacher and coach. The non-judgmental role of the coach is emphasised. Providing a ‘menu’ of services allows the teacher to begin where he/she is most comfortable.

3 There is a developmental sequence in the focus of the coaching sessions A developmental sequence in the coaching sessions allows the teacher and the coach to establish mutual trust and comfort with each other’s way of working. • Initially, the coach focuses on establishing rapport with the teacher, which includes developing both credibility and trust. The coach must be viewed as knowledgeable, with something to offer the teacher, while simultaneously being seen as someone who will not pass judgment on the teacher’s professional worth.

• Next, the coach focuses on helping teachers assimilate the technical aspects of learning. Lesson planning models and guiding questions are used to structure the process. • Gradually, the coach shifts the focus to facilitating the teacher’s understanding of the impact of strategies on student learning and the relationship of this method to the teacher’s goals for education. The coach continually guides the teacher to be more self-reflective, self-analytical and self-correcting. The use of pre- and post-conference forms and questioning strategies structure self-reflection about:

− instructional goals and purposes − anticipated outcomes − observed student responses − cause and effect relationships of teacher actions.

4 The coaching focus parallels typical patterns of teacher development Changes occur in planning and implementing the classroom program that reflect the teacher’s internalisation of technical skills and her/his conceptual understanding. Additionally, the process of coaching promotes changes in norms for working relationships that have an impact on the whole school. For example, talking about teaching transfers from the coaching relationship to conversations with other teachers. Hence, the norm among teachers of not talking about one’s success or failure shifts to more open discussion of classroom life.

5 Both the coach and the principal need ongoing mutual communication Meetings between the principal and the coach should be programmed regularly. However, the relationship works best when dialogue is also initiated by both the coach and the principal as they see fit. Topics should include but are not limited to the following: • General information about the progress of implementation. • How the program fits with the total school program. • How the coach can support the principal in her/his role as leader of the LNNP program in the school. The coach can support the principal by, for example, providing

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 2: The coaching role

updates about new research-based practices, modelling inquiry and decision-making processes with year level teams, and helping to change school norms for working relationships among teachers and between staff and the principal.

6 The pre-conference component of the peer coaching process must be supported The purpose of the pre-conference session is to: â&#x20AC;˘ determine what the coach will observe (and take notes about) or demonstrate or work on during the lesson â&#x20AC;˘ determine what the teacher will observe (and take notes about) or trial during the lesson â&#x20AC;˘ discuss the criteria for success. Time must be set aside for this critical component of the coaching process.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 3: Designing professional learning

Principles of effective professional learning

Behind the ten key principles identified in this synthesis, based on the work of Timperley11, are four important understandings that arise from the evidence:

1 Focus on valued student outcomes

• Notwithstanding the influence of factors such as socioeconomic status, home, and community, student learning is strongly influenced by what and how teachers teach.

Professional learning experiences that focus on the links between particular teaching activities and valued student outcomes are associated with strongly positive impacts on those outcomes.

• Teaching is a complex activity. Teachers’ moment-bymoment decisions about lesson content and process are shaped by multiple factors, not just the agendas of those looking for changes in practice. Such factors include teachers’ knowledge and their beliefs about what is important to teach, how students learn, and how to manage student behaviour and meet external demands. • It is important to set up conditions that are responsive to the ways in which teachers learn. A recent overview of the research identified the following as important for encouraging learning: engaging learners’ prior conceptions about how the world works; developing deep factual and conceptual knowledge, organised into frameworks that facilitate retrieval and application; and promoting meta-cognitive and self-regulatory processes that help learners define goals and then monitor their progress towards them. • Professional learning is strongly shaped by the context in which the teacher practises. This is usually the classroom, which, in turn, is strongly influenced by the wider school culture and the community and society in which the school is situated. Teachers’ daily experiences in their practice context shape their understandings, and their understandings shape their experiences. The following ten principles describe the interrelated conditions for professional learning and development that impact positively on valued student outcomes.

2 Worthwhile content The knowledge and skills developed are those that extended research and development programs and debate have established as effective in achieving valued student outcomes.

3 Integration of knowledge and skills The integration of essential teacher knowledge and skills in both theoretical and practical ways promotes deep teacher learning and effective changes in practice.

4 Assessment for professional inquiry Information about what students need to know and do is used to identify what teachers need to know and do.

5 Multiple opportunities to learn and apply learning For teachers to make significant changes to their practice they need multiple opportunities to learn new information and understand its implications for practice; and they need to encounter these opportunities in environments where there are both trust and challenge.

6 Approaches responsive to learning processes The promotion of professional learning requires different approaches depending on whether new ideas are, or are not, consistent with the assumptions that currently underpin practice.

11 Timperley H (2009) Teacher professional learning and development. Educational Practices Series 18, International Academy of Education,

International Bureau of Education, USA. (The full document is included in Section 7: Articles.)

Handbook for Partnership Coaches | DECS Literacy and Numeracy National Partnership

Section 3: Designing professional learning

7 Opportunities to process new learning with others Collegial interaction focused on student outcomes can help teachers integrate new learning into existing practice.

8 Knowledgeable expertise Expertise external to the group of participating teachers is necessary to challenge existing assumptions and develop the kinds of new knowledge and skills associated with positive outcomes for students.

9 Active leadership Designated educational leaders have a key role in developing expectations for improved student outcomes and organising and promoting engagement in professional learning opportunities.

10 Maintaining momentum Sustained improvement in student outcomes requires that teachers have sound theoretical knowledge, evidenceinformed inquiry skills, and supportive organisational conditions.

Handbook for Partnership Coaches | DECS Literacy and Numeracy National Partnership

Section 3: Designing professional learning

Managing professional learning sessions

Partnership Coaches will be involved in presenting professional learning sessions to small and large groups. The following guidelines and advice will ensure that the sessions are effective and contribute to teachers’ skills, knowledge and understandings.

Running a session 1 Begin on time. 2 End on time. 3 Share the program goals and agenda in writing. Have a copy posted on the wall visible to the participants at all times, or a printed agenda. 4 Announce the break times, lunch and finish times early in the session, and negotiate or set ground rules. 5 Set objectives with the participants right away. 6 Set the climate right away. As a leader, be supportive, understanding, flexible, committed and sensitive to the group. 7 Always be on the alert to make sure that you are modelling behaviour that you are advocating in your presentations. 8 Before initiating a new activity, clarify the purposes and process. Material should be used flexibly and adapted to the group. You may wish to move activities around, add some or take some away. 9 Remember that all participants have possible contributions. Encourage participation as this facilitates learning from one another and develops a support system. 10 Allow for some closure after each activity or session. Stress what may have been learnt. It is important that participants have an understanding of the concepts and outcomes. 11 Remain flexible! There are individual differences in each program and each set of participants and you must adjust your style and the program structure as appropriate. Model flexibility. 12 Allow yourself enough time to complete an evaluation and to discuss follow-up activities. Remember, one-off events, no matter how well planned, usually will not lead to very much school change.

Leading discussion and responding to questions • Keep the focus on the person being asked the question (eg invited speaker). If you as the facilitator answer the question, it shifts the focus to you. • Keep the responsibility for thinking and problem solving with the speaker or group. • Help the person being asked the question get at the true intent behind the question.

Questioning Questioning is an important tool in the management of professional learning sessions. Ways of framing questions for different purposes are summarised on the next page.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 3: Designing professional learning

Type of question

Purpose

Example

OVERHEAD (direction to group)

1 To open discussion 2 To introduce new phase 3 To give everyone a chance to comment

How shall we begin? What should we consider next? What else might be important?

DIRECT (address to specific person)

1 To call on person for special information 2 To involve someone who has not been active

Al, what would be your suggestion?

RELAY (referred to another person or group)

1 To help facilitator avoid giving own opinion 2 To get others involved in discussion 3 To call on someone who knows answer

Would someone like to comment on Bill’s question? John, how would you answer Bill’s question?

REVERSE (referred back to person who asked question)

1 To help facilitator avoid giving own opinion 2 To encourage questioner to think for him/herself

Well, Carol, how about giving us your opinion first? Bob, tell us first what has been your experience?

Coping with interpersonal difficulties When differences of opinion go beyond a polite exchange, it is important to bring the situation to a positive resolution that enables working relationships to be re-established. The following advice can help to achieve a workable solution to interpersonal difficulties. 1 Analyse the situation beforehand. Think about and clarify who (one/both/all) ‘owns’ the problem. If conflict exists, decide whether it is based on different values or different perceptions about roles/procedures. If the other person’s behaviour is at the heart of the problem, clarify the tangible effect on you and how you feel about it 2 Keep your cool. Remain overtly calm even if you feel upset. Let the other party know about your feelings by disclosing them verbally rather than by non-verbal signals.

Mary, what experience do you have with this?

6 Win yourself a hearing. Admit your understanding of or part agreement with the other’s perceptions. Then present your own position (views and feelings about the situation) non-dogmatically (eg ‘I feel ...’, ‘I believe ...’). 7 Build towards a solution. Invite the other party’s opinions and avoid immediate rejection of his/her suggestions. Offer your own ideas as possibilities (eg ‘Maybe ...’). Consider all options before deciding on the solution.

Responding to difficult individuals Each group of people is made up of individuals who have idiosyncrasies, some of which cause problems in managing the group. Some types of behaviour and possible ways of reacting are summarised on the next page.

3 Remain polite. Avoid insulting or derogatory language directed at the other party and don’t ‘psychologise’ (guessing aloud about their motives). 4 Use positive body language. Square off, lean forward, make eye contact if appropriate, unfold arms and legs, nod, smile, get on the same level, and make physical contact if appropriate. 5 ‘Tune in’ to the other party. Pay close attention to what he/she says, and check your understanding of the other person’s views and feelings by listening actively and asking searching questions or paraphrasing.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 3: Designing professional learning

Type

Behaviour/Effects

Possible solutions

The Headshaker – non-verbally disagrees in dramatic manner – ignore behaviour and focus attention on – shakes head, rolls eyes, crosses/uncrosses person speaking arms and legs, slams books shut, madly – confront if behaviour persists (‘Jim, I see you’re scribbles notes shaking your head. Looks like you disagree with – disrupts as effectively as using words what has just been said. Do you want to share your reactions with the rest of the group?’) – confront further if behaviour continues or becomes extremely disruptive (‘Jim, every time you shake your head, you interrupt the meeting just as much as if you cut somebody off verbally. What’s bothering you?’) The Dropout

– sits at back of room – walk/stand closer to the Dropout – doesn’t say anything – address questions or comments to Dropout – reads book, corrects papers, doodles, etc (get eye contact) – disturbs the facilitator more than rest of group – discuss the Dropout’s behaviour privately if she/he persists

The Whisperer – whispers constantly to neighbour – walk up close to whisperers – irritating to entire group – confront directly if whispering persists (‘Let’s – breaks concentration of group keep a single focus here’ or ‘Do you two want – fragments energy of group to share what you’re talking about?’) – talk to whisperers privately at break – ‘assign’ seats/creatively group if possible The Loudmouth – talks too much and too loudly – move closer and maintain eye contact – dominates the meeting – give him/her paper to jot down creative ideas – pulls attention away from focus of – make him/her recorder meeting/session – talk with him/her outside meeting/session – confront directly in meeting/session if behaviour persists The Interpreter – always speaks for other people (‘What Judy – jump in quickly and say: ‘Hold on a minute. Let is trying to say ...’) Judy speak for herself.’ – limits independence and power of some – support group members so they can ‘tell’ members Interpreters they don’t need help in speaking The Attacker – launches personal attacks on group member – approach directly/quickly so it doesn’t set (or Sniper) or facilitator group norm – walk between the two and get them to talk to you – get Attacker to state criticism and have recorder write it down – avoid defensive behaviour if you’re under attack The Know-it-all – uses credentials, age, length of service or – acknowledge Know-it-all’s expertise once, but professional status to argue a point (‘I’ve been emphasise why issue is being considered by teaching for 15 years and that will never fly!’) the group (‘We all recognise and respect your – limits creativity of many group members experience in this area, but the decision has to be made by the group as a whole. We want to look at all possible alternatives.’) The Interrupter – talks before others are finished – deal with Interrupter immediately – becomes impatient and overly excited – jump in quickly and say: ‘Hold on Charlene, let Harry finish what he is saying.’ – make the Interrupter the recorder – speak privately to Interrupter if behaviour continues

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 3: Designing professional learning

Some challenges The following four scenarios are common experiences of presenters and facilitators of group sessions. Use the spaces provided to note your responses.

1 You are in the middle of a meeting/session when the principal (or some other member of the leadership team) walks in and sits down in the rear. The group appears nervous and you notice that the discussion you had rolling a moment ago has now come to a grinding halt. What do you do?

2 Two of your participants at the far corner of the table have been talking to one another for the past minute or so. You notice at the start of the meeting/session that they were frequently exchanging brief comments, but now they seem to have formed their own meeting. What should you do?

3 One of your participants, Joe, is dominating the groupâ&#x20AC;&#x201D;at least he seems to be doing most of the talking. As a result, others who were active in the beginning are now being less so. What do you do?

4 One of your participants, Sally, takes a long time to make a point. Her contributions are generally useful, but it takes a lot of time to get them out. What do you do?

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 4: Developing the whole school plan

The DECS Improvement and Accountability Framework

Each LNNP schoolâ&#x20AC;&#x2122;s whole school literacy or numeracy plan will build on existing school planning practices in literacy or numeracy and be consistent with regional expectations about whole school planning. The DECS Improvement and Accountability Framework (DIAf) describes the importance of high standards of student achievement being attained by all learners and the need for appropriate intervention and support to occur at all levels of DECS (site, region and central office) when standards are not achieved.

The DIAf cycle will guide the development of whole school literacy or numeracy plans. It is expected that LNNP schools will share learning about effective whole school planning practices during the course of the partnership initiative and that LNNP whole school literacy or numeracy plans will have common features and consistencies while still meeting local school and regional needs and expectations. More information about the DECS Improvement and Accountability Framework is contained in Section 7: Articles.

DECS Improvement and Accountability Framework

Handbook for Partnership Coaches | DECS Literacy and Numeracy National Partnership

Section 4: Developing the whole school plan

Group decision-making skills

Every group, to achieve its goal, is constantly involved in making decisions—big decisions, little decisions; easy decisions, hard decisions; right decisions, wrong decisions—but always decisions, decisions, decisions, decisions. Decision making is thus a continuing pattern of relationships among members of a group; a pattern over which every individual member has significant influence. It is amazing the effect a bit of information here, a loud objection there, and expression of approval or hostility, envy or admiration, contempt or condescension can have on an impending decision. So there is little wonder that group after group has difficulty making decisions. Some become paralysed when confronted with a decision; some argue interminably over a minor point; others rush into a vote, only to reverse their decision later on or to fail in carrying it out; others appoint a committee or look for a saviour (the leader) to save them from having to decide.

Difficulties in decision making Most of the difficulties encountered by a group in making decisions centre around one or another of the following factors: 1 Fear of consequences. In some groups, the possible outcomes of an impending decision may bring divisions and disagreements. Frank acknowledgment of these fears often suggests how they can be dealt with effectively. 2 Conflicting loyalties. Multiple membership in a number of groups frequently leads to divided loyalties among group members. An atmosphere in which it is possible for these conflicts to be brought out into the open without threat to the individual is a great help in their resolution.

3 Interpersonal conflict. In groups of any size, personal differences occur which provoke feelings of affection or of antipathy among members and which inhibit sound decision making. Often, another member who is not involved in the interpersonal conflict can bring the real problem into bolder relief. 4 Methodological blundering. A group may be so bound by rigid procedures that there is little chance for free expression of differences. Alternatively, a group may allow itself to substitute personal opinion for adequate data, or may approach the decision-making process without testing for consensus. 5 Inadequate leadership. A designated leader falls short of his/her responsibilities when he/she restricts the expression of opinion or discussion of issues, fails to provide assistance in selecting appropriate methods for decision making, or is insensitive to the factors causing difficulty such as the motivations and standards of the group. As a group moves towards its goal, it seldom proceeds in a straight course from ‘A’ to ‘B’:

Rather, its movement is more up and down and around, sometimes even ending up at ‘C’ instead of its original goal of ‘B’:

B C

A number of problems must be solved along the way, each of which involves any number of decisions. Six basic problem areas in the movement of a group towards its goal can be identified. Of course, no group moves directly through the six problem areas in a given order. There is constant movement back and forth among them; and they are always present in various ways at various times requiring various decisions.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 4: Developing the whole school plan

• Problem area 1: The data

• Problem area 6: The outcome

(What is our situation?)

(Where have we arrived?)

Who are we? Where are we? What is our common ground? What are the limits within which we must work? Who or what brought us together? Until a group recognises its actual present situation, by gathering the data about that situation, any attempt to suggest goals is premature.

Have we reached our goal? Where are we finally in terms of our achievement? It may not be the original goal, but is it satisfactory? A group sees its goal through the eyes of its members and their need to arrive at some goal.

• Problem area 2: The purpose (What is our destination?) Where do we want to go? What choices are open to us? Until there is general agreement on the goal, the group will not move effectively. Members of a group who have not accepted the goal or who have had little voice in choosing it tend to be self-oriented. The greater the share all members have in choosing the goal of a group, the greater will be their willingness to subordinate their immediate personal interests to the common interests of the group. The settling of a goal is also necessarily tentative and must be re-examined from time to time in order to test its adequacy. • Problem area 3: The plan (How do we get there?) What procedures are called for? What resources are needed? Members become more and more involved in the functions of initiating, clarifying, expediting, and testing for consensus as a group goes about determining the best ways and means, routes and methods necessary to get under way. • Problem area 4: The people (How free are we to move?) If a group is to be creative, individuals must be free to offer insights, to test ideas, to make contributions, and to share the leadership without fear of inadequacy. Such functions as encouraging, harmonising and supporting are needed to maintain an atmosphere of freedom. • Problem area 5: The progress (Where are we now?) Where are we in the process of settling all the other problems? Are we going in the right direction? How far have we got? Do we know where we are? Do we need to change our goal or procedures? Is everyone still on board? From time to time a group must take a fix on its bearings—that is, make a progress report to itself. Many a group has failed to reach its goal because it assumed everyone knew where the group was, when actually confusion reigned.

Categories of decisions Since most groups have an extended life and are called upon to make more than a single decision governing its life and work, each group decision that is made tends to set a precedent which affects the climate of subsequent attempts at problem solving. The prime measure of a group decision is the degree of commitment its membership acts out on the basis of the decision made. Future decisions are affected by the number of group members actively participating in making the decision, and what happens to individual members in the process of decision making. The following categories illustrate types of group decisions: • Self-authorised decisions: a decision made by one group member who assumes authority from the group to do so. The group may find it expedient to go along with such a decision rather than become involved in the process leading to a decision. Group commitment to selfauthorised decisions tends to be low, and getting lower if this type of decision making is repeated. • Hand-clasping: a decision made by two members of the group joining forces. Such a decision usually emerges so suddenly that it catches the group off-guard, and presents the group with the problem of responding to two people at once. Group commitment tends to be low, and lower if repeated by the same two people. • Cliques: a decision made by segments of the group outside of a regular group meeting and acted out at a subsequent meeting. The felt necessity for a few members to make decisions in this way indicates low trust in the total group and tends to further divide the group into competing factions. • Baiting: ‘Does anybody disagree that ...?’ or ‘We all agree with that, don’t we?’ When the climate of a group inhibits open conflict of ideas and concerns, decisions made to avoid the foregoing threats of conflict tend to be shortlived and divisive, carrying low group commitment. • Majority rule: a decision made by some form of voting. Vote-taking tends to solidify opposing forces, lowering the losing faction’s commitment to the decision, and influencing future decisions by establishing competitive factions within the group.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 4: Developing the whole school plan

• Unanimity: a decision made by apparent 100 per cent agreement of group membership. Pressure to conform may be strong enough to force overt consent but tends to bury opposition. If pressure to conform is not strong enough and the group feels that unanimous decisions are a must, group decisions become impossible to reach. • Consensus: a decision made after all aspects of the issue and possible solutions are heard and dealt with until all members feel that the group choice made is the most operable under the circumstances. Group decisions made by consensus tend to have higher group commitment, and longevity, than other types. Two common indications of malfunction in the group decision-making process are: 1 Plops: the offerings of a group member to which no one in the group responds (ie a group decision to ignore one member’s contributions). Plops that occur with some frequency are symptoms of malfunction in the group’s interrelationships. 2 Topic jumping: an action of one or more members of the group that interrupts the group’s decision-making process by introducing comments and concerns irrelevant to the immediate process of the group. Re-occurring topic jumping is symptomatic of malfunction.

Steps in decision making This is one model for decision making by groups. The group leader can facilitate the process by using the following steps. 1 Identify the problem/issue (this may not be easy; make sure all agree to what the problem/issue is). 2 Identify the needs of the group members involved in the problem/issue (the group may need to redefine the problem/issue after this). 3 Determine criteria for possible solutions (all possible solutions will be judged according to the criteria; criteria should include how the group will know if a suggested solution is a good possible solution). 4 Brainstorm possible solutions (this is usually done in small groups). 5 Check solutions against criteria. 6 Choose a solution (may use a variety of group decisionmaking techniques here). 7 Implement solution on a trial basis. 8 Monitor and evaluate solution and compare with original problem/issue.

Effective decision making by a group on the basis of consensus is both realistic and possible. But it is not easy. Below is another model consisting of five basic steps that a group can take in arriving at a decision with some assurance that it represents the mind of the group as a whole and that it will be acted upon. It is also good to be aware of what may cause the omission of a step, what may block it and what may help.

1 Defining the problem/issue The process of analysing the data to define the problem/ issue, sharpening the focus so that it is clear, internalising its various implications, clarifying it and elaborating on it • Omission caused by a standing committee that is reappointed year after year but that never reviews its purpose. • Blocks caused by the assumption that the problem/ issue is clear; over-abstraction of the problem/issue; the assumption that the problem/issue is relevant. • Helped by a problem/issue census; small groups; general discussion.

2 Suggesting alternative solutions The process of getting ideas on the various alternative solutions to the problem/issue from all members • Omission caused by a leader who limits a group to working on the implications of a solution she/he has already decided upon. • Blocks caused by lack of data; lack of experience; group size; member threat; over-formality; inadequate maintenance functions; polarising on a particular solution. • Helped by brainstorming; additional data; subgroup work; a climate of freedom; periods of silence.

3 Testing the alternatives The process of examining the alternatives in the light of all available data, previous experience, possible consequences, relevance to the problem, and members’ attitudes • Omission caused by the prestige or influence of the leader or some other members which prevents the group from putting his/her alternative under real scrutiny. • Blocks caused by lack of data; premature voting; overprotection of ideas by individual members; inadequate maintenance functions.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 4: Developing the whole school plan

4 Choosing among alternatives The process of reaching a decision by choosing one of the alternatives or a combination of alternatives that will provide a solution to the problem/issue defined • Omission caused by a committee that goes on and on and on—exploring the ifs, ands, and buts, ad infinitum— but never arrives at a decision. • Blocks caused by inadequate testing; lack of clarity regarding the problem; premature voting; no testing for consensus; identification of ideas with persons. • Helped by expression of feelings by all members; maintenance of an agenda for future reference; summarising of discussion; testing for consensus.

5 Planning for action The process of making detailed plans for carrying out the decision by examining the implications of the choice and testing the relevance of proposed action (It should be noted that the planning step sometimes results in rethinking the decision and returning to one or another prior step in the decision-making process.) • Omission caused by failure to assign responsibility for implementation of the decision once it has been made. • Blocks caused by failure to reach consensus; failure to explore adequately the implications of proposed action; assignment of total responsibility for implementation to one person. • Helped by feedback; observer reports; evaluation; post-meeting reaction reports; review of data; a climate of freedom.

Conditions relevant to group decision making There are many instances where due to the pressure of time, the type of decision required or the area of responsibility, an individual and not a group may most appropriately make a decision. There are, however, certain conditions that make decision making by a group the most appropriate means of solving a particular problem: • when various points of view and opinions are needed • when the group is directly affected by the decision • when the group must carry out the decision • when the group has learnt to work together effectively • when the leadership functions are shared • when decision-making procedures appropriate to the problem are used.

Factors that facilitate group decision making There are certain specific factors that affect any group situation and that serve especially to improve the decisionmaking process: • a clear definition of the problem • a clear understanding of who has what degree of responsibility for the decision • effective means of producing and communicating ideas • an appropriate size of the group for decision making • effective means of testing alternative solutions • effective means of implementing the decision • commitment of the designated leader to the group decision-making process • agreement on the decision-making procedures prior to deliberation on the issue.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 4: Developing the whole school plan

Meetings

Some tips for running effective meetings

Guidelines for communicating in meetings

The following table summarises some of the main attributes of effective meetings. Partnership Coaches can use these attributes as the basis for organising and running meetings in the LNNP strategy.

All participants in meetings need to be aware of how they communicate so that their involvement is both worthwhile for the group and satisfying to the individual. The following guidelines will help coaches and teachers.

Clear outcomes There is a clear and agreed purpose.

1 Share speaking time. Give everyone the opportunity to make a contribution in their way.

Agenda

A clear process/content/time agenda is prepared. The group ‘owns’ the agenda.

Appropriate meeting type

The type of meeting is known in advance and is clear.

Clear roles

The participants know what is expected of them.

Preparation

The participants, leaders and presenters are well prepared.

Supportive environment

The room and seating arrangement support the meeting’s purpose.

Decision-making The power issues and decision-making power procedures are explicit ahead of time.

Unbiased leadership

The leader is perceived as fair and unbiased.

Total involvement

The leader involves and fully utilises all participants.

Real issues

The real issues are raised and dealt with honestly. Hidden agendas are brought into the open and legitimised.

Process tools

The leader uses a wide repertoire of process tools to help the group achieve its ends.

Heterogeneity

The leader seeks out and respects different points of view.

Shared responsibility

The participants take responsibility for the meeting’s success.

Evaluation

The meeting ends with process analysis, and the meeting participants agree that the meeting was productive and a good use of their time.

Follow-up

The group assigns accountability (who/ what/when) and clearly establishes action items.

2 Make your needs known to the group. If you are preoccupied or you have a personal agenda, bring it to the attention of the group. 3 Speak to the point. State your main point first, then offer background information, rather than building up to your main point. 4 Avoid side conversations and interruptions. They tend to be irritants to other members of the group. 5 If you arrive late, listen first before you speak. 6 Respect time and format guidelines. If you are the chairperson, start and end the meeting on time.

Managing meetings You may be expected to fulfil the following role/s at one time or another: • chairperson • executive officer • minutes secretary • participant. As a chairperson or sometimes as an executive officer, you may have to manage the process of a meeting. Meetings can be very productive when they are short, follow a prepared agenda, decisions are reached and action is taken. Monitor closely the amount of time you allocate to meetings. Always ascertain what the meeting is for, what is on the agenda and if your presence is absolutely essential.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 4: Developing the whole school plan

Plan

Allow for the human dynamic

• Establish the expected outcomes of the meeting and the consequences of not having it.

• Arrange the group in a circle to equalise status.

• Can the meeting be conducted by teleconference?

• When people wish to make a point strongly or to let off steam, hear them out till they are satisfied their point is clearly made.

• If there is no longer a reason for having a meeting, cancel it!

• Remove physical barriers between group members.

Inform

• Check that you understand a point made by giving paraphrased feedback (eg ‘You mean ...?’).

• Determine agenda items before the meeting. The agenda is a brief for all of the members to work from; it defines the direction and area of discussion and the end purpose.

• Control people who tend to hold the floor or squash the contributions of others.

• Everyone should be clear about: − what is to be discussed − why it is to be discussed − what you hope to achieve. • Anticipate information required for the meeting and the people who need to be present.

• Check around the group/bring in the others when you need further information or wish to defuse a disagreement. • Record suggestions publicly, and encourage group members to develop ideas offered by others.

Summarise and record

Prepare

• Summarise all decisions and record all action and time lines.

• Prioritise the agenda with urgent items first. Remember that ‘urgent’ does not always mean ‘important’.

• Clarify long rambling statements.

• Pencil in a time frame for each item so that the important items get the most discussion. • Gather all information required and contact all people who are required to be present. • Ensure the meeting space is available and is prepared suitably.

Structure and control discussion

• Condense information, especially when there is a lot and/ or when it is exchanged over a long period of time. • Summarise and record to: − close a topic and move on − stimulate exploration of further points − slow things down − emphasise certain points − serve as a take-off point − provide a perspective.

• State proposition. • Take evidence. • Present arguments. • Allow for interpretation. • Reach a conclusion.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Handbook for Partnership Coaches | DECS Literacy and Numeracy National Partnership

Section 5: Reflective practice

Reflective practice, coaching and the change process

There are many powerful reasons to implement a reflective practice program as part of a change effort. Some of the most compelling include reducing the isolation of teachers, raising teachers’ consciousness about their craft, and increasing the likelihood that what is presented in professional development programs is internalised by teachers and incorporated into classroom practice. Reflective practice builds teachers’ sense of autonomy, provides support to teachers making change, and validates the learning process.

Teachers have the opportunity to discuss in detail specific student and teacher behaviour, to ascribe meaning to that behaviour, and to consider modifications in planning for future lessons. Coaches are companions for teachers in their professional lives. They understand the work and can help teachers validate their efforts and accomplishments.

Reducing teachers’ isolation

A powerful case for coaching has been set forth by researchers Bruce Joyce and Beverly Showers14. Their studies focused on the factors affecting the effectiveness of professional development programs. They showed that professional development that involves presenting only theory results in very low application of an innovation in the classroom. Even demonstration and practice with feedback made only a slight difference in results. The sole factor that resulted in a highly significant increase in teachers’ application of an innovation was coaching. The table below summarises these findings.

It has been well documented that teachers are often isolated from their colleagues. Carl Glickman12 described the teacher closing the classroom door and entering a private world where there is little or no opportunity for discourse. Judith Little13 suggested that any discussions that do take place between teachers are rarely about teaching issues, classroom experimentation or alternative ways of teaching. With coaching, classroom doors open and teachers are no longer alone. The coaching relationship provides teachers with trusted colleagues with whom they can share experiences, frustrations and discoveries on a regular basis.

Raising teachers’ consciousness about their craft

Effectiveness of professional learning programs Components

Knowledge mastery

Skill acquisition

Classroom application

Theory alone

Middle–High 40%–100%

Low

Very low 5%

Theory plus demonstration

High above 80%

Low–Middle 10%–40%

Very low

Theory and demonstrations, plus practice with feedback

High

Very low

Theory, demonstrations, practice and feedback, plus coaching

High

12 Glickman CD (1985) Supervision of instruction: A developmental approach. Allyn & Bacon, Boston MA. 13 Little JW (1982) ‘Norms of collegiality and experimentation: Workplace conditions of school success.’ American Educational Research Journal.

19:3, 325–340. 14 Joyce BR & Showers B (1983) Power in staff development through research in training. Association for Supervision and Curriculum Development,

Alexandria VA.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 5: Reflective practice

Building autonomy Art Costa and Robert Garmston15 used the term ‘autonomy’ to describe one of the goals of coaching. It refers to moving beyond acquiring technical skills to self-analysis. At this stage, teachers make a connection between their teaching practices and the effect those practices have on students’ learning. Teachers feel more internally directed than externally directed and feel less at the mercy of outside circumstances, such as crowded classrooms and troubled students. With the help of a coach, teachers see the causeand-effect relationship between their behaviour and what happens in their classrooms.

As illustrated by the diagram below, any change involves a challenge—a struggle, with its incumbent discomfort. It is this disequilibrium that provides the motivation for achieving the change. Without support, an individual faced with too much challenge may not move forward. With too little challenge the individual may also not change, and may have a better impression of her/his professionalism than is warranted. The counterbalance of the support provided by coaching is essential for successful change efforts in the classroom.

Challenge

Providing support to teachers making changes Naturally, it is easier for teachers to continue teaching in the same way they have always taught. When introduced to an innovation or new ways of teaching literacy or numeracy, teachers’ effectiveness initially declines and the effort involved in teaching increases. As shown in the following diagram, the trends eventually reverse themselves: effectiveness rises and effort declines. Unfortunately, in the middle of the process, when effort is highest and effectiveness is lowest, many teachers lose faith and fall back on old habits. At this critical juncture, coaching can provide essential support for continued implementation of the innovation. In addition, when a teacher becomes accustomed to the innovation, effort decreases and, usually, effectiveness rises to a level higher than that at the starting point. Effectiveness

Effort

Continuous improvement

Support

Coaching itself involves an inherent duality. Coaches offer support while, at the same time, creating a cognitive dissonance by asking questions, giving feedback and encouraging teachers to explore the meaning of what is happening in their classrooms.

Validating the learning process Many professions emphasise individual growth through on-the-job training and sharing ideas among professionals. Doctors continually consult with their colleagues about new techniques and procedures; part of their job involves asking for advice and help on difficult cases. Pilots are given time to practise new techniques on simulators. Lawyers confer with their partners. How does this kind of learning happen in the teaching profession? The truth is that most teachers have had limited opportunity to confer about their professional practices. When implementing an innovation, there is little room for teachers to ‘crawl before they walk’. Practising, working with a partner, and sitting back to observe oneself seldom occurs. Fortunately, coaching can provide the missing link so that teaching, like other professions, can support the process of learning.

15 Costa A & Garmston R (1986) ‘Some distinctions between supervision and evaluation.’ In K Tye & A Costa (Eds) Better teaching through

instructional supervision: Policy and practice. California School Boards Association, Sacramento CA.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 5: Reflective practice

The case for implementing coaching in the classroom is strong. Reducing teachersâ&#x20AC;&#x2122; isolation, raising their consciousness and sense of autonomy, providing support for change and validation of the learning process, and increasing the transfer of learning to classroom practice are all important reasons to use coaching in schools.

Assisting teachers through any change process also requires an appreciation of the range of responses that are possible in any professional situation. The Concerns Based Adoption Model, adapted from Hall, George and Rutherford16, is helpful in determining the form of assistance best suited to individuals. The Levels of Use of the Innovation is adapted from Loucks17.

Stages of concern

Levels of use of the innovation

Typical expressions of concern about the innovation

7 Renewal

Re-evaluating the quality of use.

6 Refining

I have some ideas about something that could work even better.

6 Integration

Collaborating on use with colleagues.

5 Collaboration

I am concerned about relating what I am doing with what other teachers are doing.

5 Refinement

Varying use to increase impact.

4 Routine

Use of innovation stabilised.

4 Consequence

How is my use affecting my students?

2 Preparation

Getting ready to use for the first time.

3 Management

I seem to be spending all my time getting things ready.

1 Orientation

Learning about the innovation.

0 Non-use

Little or no knowledge or involvement.

2 Personal

How will using it affect me?

1 Informational

I would like to know more about it.

0 Awareness

I am not concerned about it.

3 Mechanical use Step-by-step mastery approach.

16 Hall GE, George AA & Rutherford WA (1986) Measuring stages of concern about the innovation: A manual for the use of the SoCQ questionnaire.

Austin, TX, Research and Development Center for Teacher Education, The University of Texas at Austin. Original concept from Hall GE, Wallace RD Jr & Dossett WA (1973) A developmental conceptualization of the adoption process within educational institutions (Report No 3006). Research and Development Center for Teacher Education, Austin, TX. 17 Loucks S (1977) Levels of use of the innovation: The conceptualization and measurement of a variable useful for assessing innovation

implementation by individuals. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY, April 4â&#x20AC;&#x201C;8, 1977.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 5: Reflective practice

Reflective practice: Some suggestions for getting started

These are some ideas for starting reflective practice, for both Partnership Coaches and for teachers: • read more—read, research and respond • talk and have dialogue with others • model your practices for others • encourage more professional reading and writing • develop a portfolio of practices • establish study groups • do a small action research project • have an open door policy • build teaching teams at a year level • establish vertical groups • find mentors • keep a journal and create a self-contract • establish ‘what’ to coach • establish professional standards • ask for specificity in conversations • focus on professional learning

• institute a shortened day in the week, where minutes are added on to four days a week and a fifth day is shortened each week for meetings and for coaching • organise an administrator or teacher on special assignment to take the class • use part of the staff meetings (desirably the beginning part) for the co-planning and debriefing parts of the coaching cycle • use the time when the students are with specialist teachers, as in the computer room or library, or doing physical education • use student teachers, aides and others to work with groups of students • create a ‘prep period bank’ where each teacher gives up some preparation time each month to the bank and teachers can draw on the banked time if they need it

• gather evidence and establish evidence trails.

• videotape the class and do the co-planning and debriefing as part of other meeting time

Finding time for reflective practice

• meet before or after school

Because reflective practice is essential in the teacher–coach relationship, it is important to find time for it. These are some suggestions for strategies that could be negotiated between the coach, teacher and school leaders:

Managing stages of concern

• use substitute/relief teachers the same day each week • organise the coaching teams in triads, so one or two teachers can take a teacher’s class • use other times during the week or day when there are larger than normal classroom groupings occurring, such as assemblies

• use short visits rather than full class time to engage with a number of teachers who could join reflective practice groups

• meet at lunch times once a week.

When groups of people meet to reflect on their practice as individuals and on their progress as a group implementing a new initiative, it can provide opportunities for some group members to express their concerns in a range of ways. A summary of different kinds of behaviour you may encounter and some possible solutions are provided on the next page.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 5: Reflective practice

Type

Behaviour/Effects

Possible solutions

The Latecomer – arrives late – don’t confront in front of group – makes big commotion – ask why later after meeting/session – wants to be caught up – don’t lecture – gives ‘reasons’ why late – start meeting on time – ask Latecomer to be a facilitator or recorder for next meeting – focus meeting/session away from door (away from Latecomer) The Early Leaver – leaves early – drains energy

– don’t confront in front of group – ask why later after meeting/session – shorten meetings/sessions if too long – check to see if everyone can stay until end – make meetings meaningful and productive

The Broken Record – keeps bringing up same item over – use group memory by asking ‘Who considers and over when it is redundant that we covered that point earlier?’, to – takes up valuable time acknowledge point – ask ‘Is there something else you want to add?’ – allow enough time for discussion – restate what the person has said The Doubting Thomas – always aggressively negative – use ‘mental judo’ – uses phrases like ‘It will never work’ – ask group to agree not to evaluate ideas for or ‘I don’t like that idea’ a set time period – considers others’ ideas wrong until – correct anyone who violates process (‘Wait proven right a minute Jim. You and the rest jumped on his idea. Hold on. You’ll get a chance to evaluate ideas later.’)

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 5: Reflective practice

Effective teams

Creating teams, managing teams and operating as part of a team are skills needed by Partnership Coaches. An effective team operates where there are the following conditions and provisions. 1 An integrated, supportive atmosphere allows people to feel open and free to offer their ideas and efforts. 2 Everyone is involved in the project in a meaningful way, making the best use of each personâ&#x20AC;&#x2122;s special abilities. 3 Leadership shifts among the group members to whomever has the expertise on that particular point. Leadership can be more broadly defined to include anything that anyone does that helps the group complete the task or facilitates the group in terms of the interpersonal issues. 4 A democratic atmosphere is established where everyoneâ&#x20AC;&#x2122;s ideas are sought and utilised when possible. Group member productivity and satisfaction are related to the amount of participation allowed. 5 There is a clear system for problem solving, which is understood by all. 6 Decisions are made by consensus. Everyone has had their input and listened to the ideas and reactions of others. All members of the group feel they can support the decision of the group even though they might do it somewhat differently if the decision were theirs alone. 7 Healthy conflict sparks the group to more creative thinking and solutions. 8 Conflict is confronted and worked through, not stifled or buried. 9 Open lines of communication exist where members actively listen to each other, respond constructively, and give feedback in a positive way. Only one person at a time is talking, so valuable information is not missed. 10 The team has excited, energetic people who enjoy the project they are working on and are enthusiastic about working together.

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 6: Proformas

Professional learning: Feedback form 1

1 What was HELPFUL about today’s program?

2 What would you CHANGE about today’s program?

3 Please comment on the facilities, arrangements, etc.

4 What would you like to see as FOLLOW UP to this program?

5 What did you learn? What are the implications for your practice?

5 (Optional) Complete the following statements: I THINK …

I FEEL …

I WISH …

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 6: Proformas

Professional learning: Feedback form 2

What I expected ...

What I valued ...

What I got ...

What I need ...

Additional comments:

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 6: Proformas

Professional learning: Feedback form 3

Presenterâ&#x20AC;&#x2122;s name:

Date:

Topic:

Your reactions on the specific areas the presenter wanted feedback on:

Your comments on the presenterâ&#x20AC;&#x2122;s: Introduction to the session:

Setting the climate and environment:

Presentation of content:

Interpersonal and facilitation skills:

Communication

Decision making

Conflict resolution

Questioning: Asking and responding

Processing/Closing of session:

Additional comments:

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 6: Proformas

Self-evaluation tool

This tool is designed to stimulate your thinking about your relationships with others and your skills in group situations. It is intended to facilitate your setting of your own goals for development. The steps in using it: 1 Read through the list of activities and decide which ones you are doing the right amount of, which ones you should do more of, and which ones you should do less of. Check each item in the appropriate place.

2 Some activities that are not listed may be more important to you than those listed. Write those activities on the blank lines. 3 Go back over the whole list and circle the numbers of the three or four activities at which you would like to improve most at this time.

Need to do more

Need to do less

Communication skills 1 Talking in the group

______

_______

2 Being brief and concise

______

_______

3 Being forceful

______

_______

4 Drawing out others

______

_______

5 Listening alertly

______

_______

6 Thinking before I talk

______

_______

7 Keeping my remarks on the topic

______

_______

8 _____________________________

______

_______

9 Noting tension in the group

______

_______

10 Noting who talks to whom

______

_______

11 Noting interest level of the group

______

_______

12 Sensing feelings of individuals

______

_______

13 Noting who is being â&#x20AC;&#x2DC;left outâ&#x20AC;&#x2122;

______

_______

14 Noting reaction to my comments

______

_______

Observation skills

15 Noting when the group avoids a topic

______

_______

16 _____________________________

______

_______

17 Stating problems or goals

______

_______

18 Asking for ideas, opinions

______

_______

19 Giving ideas

______

_______

20 Evaluating ideas critically

______

_______

21 Summarising the discussion

______

_______

Problem-solving skills

22 Clarifying issues

______

_______

23 _____________________________

______

_______

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 6: Proformas

Need to do more

Need to do less

Morale-building skills 24 Showing interest

______

_______

25 Working to keep people from being ignored

______

_______

26 Harmonising, helping people reach agreement

______

_______

27 Reducing tension

______

_______

28 Upholding rights of individuals in the face of group pressure

______

_______

29 Expressing praise or appreciation

______

_______

30 _____________________________

______

_______

31 Telling others what I feel

______

_______

32 Hiding my emotions

______

_______

33 Disagreeing openly

______

_______

34 Expressing warm feelings

______

_______

35 Expressing gratitude

______

_______

36 Being sarcastic

______

_______

37 _____________________________

______

_______

38 Facing conflict and anger

______

_______

39 Facing closeness and affection

______

_______

40 Withstanding silence

______

_______

41 Facing disappointment

______

_______

Emotional expressiveness

Facing and accepting emotional situations

42 Withstanding tension

______

_______

43 _____________________________

______

_______

44 Competing to outdo others

______

_______

45 Dominating others

______

_______

46 Trusting others

______

_______

47 Being helpful

______

_______

48 Being protective

______

_______

49 Calling attention to myself

______

_______

50 Standing up for myself

______

_______

51 _____________________________

______

_______

______

_______

Social relationships

General 52 Understanding why I do what I do (insight)

53 Encouraging comments on my own behaviour (soliciting feedback) ______

_______

54 Accepting help willingly

______

_______

55 Making up my mind firmly

______

_______

56 Criticising myself

______

_______

57 Waiting patiently

______

_______

58 Going off by myself to read and think

______

_______

59 ____________________________

______

_______

60 ____________________________

______

_______

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 6: Proformas

Self-assessment inventory

The following inventory could be used by coaches to assess their current strengths and challenges in the coaching role. The ratings for ‘Relevance’ or ‘Level of performance’ can be selected to suit the individual taste but a simple three-level system— Low, Medium, High—will work well for both columns. The ‘Relevance’ column recognises that the coaching focus changes over time and hence the relevance of some knowledge, skills or attitudes may also change. For example, ‘Dealing with resistance’ may be highly relevant early in the coach’s tenure but if dealt with effectively may need little attention later.

Knowledge, skills, attitudes

Relevance

Level of performance

Engaging in open, supportive communication Behaving supportively Listening actively Clarifying expectations Eliciting what colleagues expect Defining your role Outlining school responsibilities Building shared influence Giving weight to colleague input Responding fully to group needs Dealing with resistance Acknowledging resistance Creating problem-solving strategies Establishing credibility and legitimising the coach’s role Performing useful functions Demonstrating expertise Asking clarifying questions Building a support group Identifying positive people Encouraging, facilitating group Understanding schools as organisations Being aware of different organisational models of schools Knowing needs of teachers, administration staff, students Developing conceptual framework Understanding philosophy of innovation Articulating and modelling values, feelings Gathering useful information and resources Diagnosing needs Determining needs of group/organisation Developing ownership of needs Working to develop action plan

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Section 6: Proformas

Knowledge, skills, attitudes

Relevance

Level of performance

Collaborating Modelling collaborative behaviour Confronting issues Giving appropriate, clear feedback Identifying, labelling problems Managing conflict Anticipating conflict Mediating conflict Developing conflict management skills Problem solving, decision making Using problem-solving practices Teaching problem-solving methods Resource brokering Seeing yourself as resource Using talents of others Finding equipment, materials, etc Developing networks of resources Using information systems Maximising school-based support Providing follow-up Promoting district and other programs Taking initiative Building a shared vision Managing time well Uncovering problems Using processes for checking implementation, progress Facilitating change Creating clarity about the change, the change process, and expectations for change Delegating and monitoring change Helping others build facilitation skills, see their strengths Supporting considered risk-taking Providing ongoing support

Handbook for Partnership Coaches | Adapted from A school based professional learning manual, Julie Boyd 2008

Handbook for Partnership Coaches | DECS Literacy and Numeracy National Partnership