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=Welcome Coaches!= Coaches Please complete the Skills and Practice Survey for coaches Feel free to update your profile and add your picture. You can prepare for today by reading

Getting Started
“…[I]t is impossible to improve student performance without eventually improving the quality of teaching and learning that occurs in classrooms…” (Elmore 2004, p 218) “The quality of the education system cannot exceed the quality of its teachers.” (Barber & Mourshed 2007, p 16)

**Part A: Typical Professional Development** As a group let’s discuss briefly what typical professional development looks like. What is emphasized in this typical model? **Part B: Discuss Characteristics of Effective Professional Learning** Think of a time that you learned something from a professional development experience that changed your practice as a teacher or principal. What are the biggest obstacles to effective professional development? post your thoughts on [|wallwisher]
 * 1) Form groups of four to six. Coaches and principals from the same school should be in the same group.
 * 2) Pick a facilitator and a recorder/timekeeper.
 * 3) Each group should discuss the question below and record key findings.
 * What made the experience so effective?**

=Coaching Roles and Coaching Plans=

Characteristics of Teacher and School Readiness for Peer Coaching Coaches say success characteristics of a teacher include:
 * Seeing the need and purpose for this work.
 * Seeing how much fun it is.
 * Knowing that it is okay to make mistakes or ask dumb questions.
 * Being open to learning and being helped.
 * Having an existing relationship with the peer coach, if possible.
 * Being committed to learning and willing to try out new things.
 * Feeling okay about taking risks and failing.
 * Having a flexible classroom and a willingness to change teaching style, curriculum, and scheduling.
 * Being able to make use of this opportunity. For example, some teachers want a lot of training but don't ultimately incorporate technology in their classroom; a teacher who already has the classroom set up for group work and project-based learning is more likely to integrate technology into their classroom.

=Teachers and coaches say success characteristics of a school include:=
 * A "tight" staff with a "help each other" ethic.
 * A school culture that encourages teachers to ask for help.
 * A school culture that is open to project-based learning.
 * Teachers who see themselves as lifelong learners and who seek out new teaching strategies.
 * Alignment of coaching with school/district goals, initiatives, and priorities.
 * Clear school/district expectations and accountability measures for coaches and collaborating teachers.
 * An invested principal who will ensure that coaching is supported as part of the school's educational plan.
 * Time provided by the school/district for coaches and teachers to collaborate.
 * Opportunities for flexible teacher scheduling.
 * A "tight" staff with a "help each other" ethic.

**Coaching Roles and Responsibilities** **Introduction** //What do coaches need to know and be able to do to support teachers’ needs?// //What roles and responsibilities do peer coaches assume?// **Getting Started** It is likely the answer to this question will be different for each of you. In the months ahead, you will work with your school staff to develop your coaching plan. As part of this planning process, you will discuss and define your roles and responsibilities as a coach. This activity will start that process. In this activity, you will: **Part A: Coach Attributes** The characteristics or qualities a coach brings to the job are critical to a coach’s success and will shape the roles a coach plays. **Part B: Define Coaching Roles and Responsibilities** //Coaching Video// Now you will view a video in which coaches describe their work and the roles they play.
 * Explore coach attributes and possible roles and responsibilities.
 * Hear goals some peer coaches set for themselves.
 * Learn the roles coaches played to reach their goals.
 * 1) Discuss with a peer one or two desirable coach qualities.
 * 2) Open a list of Coach Attributes and review the qualities teachers who collaborated with coaches say strong coaches should possess.
 * 3) Discuss these briefly with one or two others and be prepared to share what you feel are the one or two most important qualities of a strong coach.
 * 4) Keep your list of attributes handy as you define your roles as a coaching and develop your coaching plan.
 * 1) Review [[file:Possible Coaching Roles and Responsibilities.doc]] and think about which of these roles and responsibilities would make the most sense for you to adopt.
 * 2) Read the section of the [[file:Peer_Coaching_Overview.doc]]titled "Coaches Roles and Relationships," which begins on the middle of page 3 and ends in the middle of page 4. It will also be useful as you define your roles and responsibilities as a coach.
 * 1) As you view this video, watch for examples of these roles we just discussed.
 * 2) After viewing the video, work with your team to identify examples of coaches implementing the coaching roles outlined above.
 * 3) For each example you identified, what goal do you think the coach was trying to reach in taking on this role? Do you think another role might have been more effective? Why?
 * 4) Share your example with the large group.
 * 5) Drawing on your discussion of the video and the article you read earlier, //Peer Coaching Overview//, outline two or three roles you think coaches should take on at your school, and write out a possible goal for coaching at your school.

**Coaching Roles** **Part C: Examining Coaching Roles** In this activity, you will review an example of coaching to help you: **Getting Started** to identify: >
 * Understand coaching roles.
 * Connect coaching cycle to a concrete example.
 * Think about coaching and student learning.
 * 1) Working with a partner: Open the
 * Roles the coach adopted.
 * Stages of the Coaching Cycle used in the example.
 * Ways that coaching impacted student learning.

Be prepared to share your conclusions with the large group. **Conclusion** Make a quick set of notes about the roles you think you will play as a coach. You will use these notes in the next activity when you develop your coaching plan. What makes a colleague trustworthy? Brainstorm on [|wallwisher]

=Activity 4: Simulation=

**Making Coaching Work: Coaching Plan Simulation** **Introduction** Mr. Parks, a sixth grade teacher at Oak Crest School, applied and was accepted to the Microsoft Peer Coaching Program. The decision to be a coach was an easy one for Mr. Parks because he understands how technology can help students learn and he enjoys collaborating with other teachers. For instance, last year he helped the other sixth grade teachers design a series of lessons to help students evaluate Web pages. Since then, many teachers at the school ask him for help with their computers. He hopes that the Peer Coaching Program will help him gain some coaching skills and develop a more systematic approach to working with his colleagues. The principal hopes the coaching program will help foster a climate of collaboration among the staff. The principal also hopes coaching will support the school's academic focus: writing across the curriculum.

There are 22 classroom teachers at the school. Two years ago, the staff developed a technology plan with a goal that all students will use technology as a tool for learning, communicating, and collaborating. Teachers and students have computers in the classroom, and teachers can schedule a laptop cart to use in the classroom. The school district offers workshops to help teachers learn how to use computer software programs like Microsoft Word or Excel. After announcing the start of the Peer Coaching Program, two different groups of teachers expressed interest in working with a coach. The first group consists of teachers who rarely use technology because they lack skills and understanding of how to use technology in the classroom. In the past, their students have used Microsoft Word to write a report or used a computer program to practice their math facts. These teachers wonder if technology could help improve their students' reading and writing skills, but they do not know where to start. The second group of teachers interested in working with a coach has basic computer skills and has integrated technology into at least one major project each year. For example, their students have used the Internet for research and then created a PowerPoint presentation for a report. The teachers would like students to use technology more routinely in their assignments, but they have a concern that technology might take time away from the required curriculum. They want help planning lessons that integrate technology.

**Task** Since this is a new programme for the school, there are important decisions the coach and head teacher must make to ensure its success. Your job is to work with a team to make some crucial planning decisions about the coaching programme at this school. Using online resources and handouts in the Coaching Handbook, you will learn more about what makes an effective coaching programme. You will use that information to answer these questions: **Process** **Required Resources** **Optional Resources**
 * What should be Mr. Park’s most important coaching role?
 * Whom should Mr. Park coach?
 * What could Mr. Park do to align his coaching work with the school’s focus on writing across the curriculum?
 * What resources could the school contribute to the coaching teams?
 * Bonus Questions** (answer if you have time):
 * When could the coach meet with collaborating teachers?
 * What is required of the collaborating teachers?
 * 1) Each team member should read the articles from the Required Resources section listed below.
 * 2) If there is time, assign each person the job of reading one of the readings from the Optional Resources section. You do not have to use all of the resources.
 * 3) Allow time for individuals to read and take notes.
 * 4) Regroup and identify a facilitator, timekeeper, and recorder.
 * 5) As a team, answer the planning questions so that the coaching programme will have the most impact on student learning.
 * 6) Draw a picture on chart paper that summarizes your thoughts about coaching. The picture does not have to be complicated; stick figures will do. The pictures can be literal or symbolic of your thoughts about coaching.
 * 7) Post your chart paper on the wall and be prepared to give a brief explanation.
 * Bray, B. (2004, April). Let[|_Your_Mentors_Do_the_Coaching.doc]. OnCue, 26(2), 18-19.
 * [[file:Possible Coaching Roles and Responsibilities.doc]][[file:Finding_Time_Providing_Supportv4.doc]]Tolisano, S. (2009, June). [|Never Was About Technology, Time to Focus on Learning]
 * [[file:Peer_Coaching_Overview.doc]]starting with "Peer Coaching Program Impact" in the middle of page 4 and read to the end of the article.
 * [|Coaching_Scenarios.doc]
 * McKenzie, J. (1999). Coaching for a change. How Teachers Learn Technology Best. Available from @http://staffdevelop.org/coaching.html
 * Frequently Asked Questions about Coaching [|FAQs__About_Peer_Coaching.doc]
 * Abdal-Haqq, I. (1996). Making time for teacher professional development. Available from @http://www.ericdigests.org/1997-2/time.htm

=Planning a Coaching Program= You can see from the last activity that it is important to create a plan for your coaching program. Coaches need the help of their administrator or steerring committee or collaborating teachers to create a Coaching Plan. **Getting Started**
 * 1) Open the:
 * [[file:Peer_Coaching_Plan.doc]]
 * [|Coaching_Goals_Planning_Worksheet.doc]
 * ][|Sample_Peer_Coaching_Plan.doc]
 * 1) Look at the key elements of the plan. Complete as much as possible of Part 1 by collaborating now

Review the Coaching Plan
 * 1) Review the Coaching Goals Planning Worksheet.
 * 2) Complete a Coaching Goals Planning Worksheet with the group using one of the coaching examples from Activity 3, Coaching Roles and Responsibilities.
 * 3) Review the directions for completing the Coaching Plan.
 * 4) Post your completed plans to the District Team page on this wiki (rename document and save as " coaching plan".
 * 5) Principals complete the Session 1 evaluation.

**Preparing Coaches** **Introduction** //What do coaches need to know and be able to do to support teachers’ needs?// **Getting Started** Part of the answer to that question is related to the goals of the Peer Coaching program. Let’s review the goals for this program and discuss your questions. Peer Coaching is designed to: **Part A: Questions and Challenge** To answer the question, “What do coaches need to know and be able to do to support teachers’ needs?” requires that we explore four closely related questions that we will begin discussing now, and continue to discuss throughout our work together.
 * Help teacher leaders develop skills needed to serve as peer coaches for colleagues.
 * Engage students in powerful, technology rich learning which will prepare them for their future.
 * Foster systemic adoption of 21st Century teaching and learning.
 * Assist schools to build the capacity to meet their own professional development needs.
 * ==What skills and competencies do our students need to be successful in college and their careers?==
 * ==What are the characteristics of learning activities that will help students develop these skills?==
 * ==What professional learning is going to best prepare teachers to meet their students’ needs?==
 * ==What do coaches need to know and be able to do to support teachers’ needs?==

We are going to start to use these questions in the following challenge. Every year, Kieran asks his U.S. History students to do this activity: //Each of you will choose a U.S. President, research that president’s life and his accomplishments in office. After completing this research write a five page report about his presidency. Kieran has collected students’ work on this activity and is preparing to meet his coach to review the activity and students’ work.// Imagine that you are Kieran’s coach, and he is coming to see you in 15 minutes. **Part B: Initial Thoughts** Your task: Now let’s discuss your answers to one of these questions: What skills and competencies do our students need to be successful in college and their careers? The answers to these four questions form the core of our learning throughout the Peer Coaching Program. In the course of our collaboration together we will periodically explore these questions. We believe that the Peer Coaching Program will provide resources, approaches, and skills that will help you answer those questions and develop the skills as coaches to meet your colleagues’ needs. = = = = = =
 * 1) Think about this learning activity.
 * 2) As you think about the learning activity start to develop answers to the four questions listed above.
 * 3) Take brief notes on your thoughts and save these. You will use them in the future.