Professional Development to Practice
Preparation
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Notes to presenter
Preparatory viewing assignment focused on
the peer coaching process
Why Peer Coaching?-Effective PD and Impact on
Teaching
Unlocking the Power of collaboration
Professional Development to Practice
School-Based Implementation
Coaching
Opening and Introductions
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Welcome and Introductions
Our trainers for the day are…….
Our focus for the day is ……
Professional Development to Practice
School-Based
Implementation Coaching
Overview and
Purpose of
Coaching for
supporting
school-wide
implementation
Overview and
Purpose of
Coaching for
supporting
school-wide
implementation
Critical skills of
coaching
Coaching in
Practice
Activity: Wrap
Up/Overview of
Next Steps
Professional Development to Practice
Session At-A-Glance
Introductions and meeting norms
Session outcomes and essential questions
The problem and the research
Where does school-based implementation coaching
“fit”
Effective school-based implementation coaching
components
Action planning for the school-based implementation
coaching process
Professional Development to Practice
Training Norms
Begin and end on time
Be engaged and present
Be an active listener – open to new
ideas
Use notes for side bar conversations
Use electronics respectfully
Professional Development to Practice
Essential Questions
1.How does fidelity of implementation impact
the efficacy of teaching/learning practices?
2.What behaviors or practices would
effectively support implementation fidelity
for new teaching/learning practices.
3.What supports for fidelity of implementation
are currently in place in your building?
Professional Development to Practice
The Problem…
and the research
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Outcomes for the Training
 Understand the purposes of the school-based implementation
coaching process by clarifying:
• The ability to match expertise with school-based implementation
coaching needs.
• The essential elements of the school-based implementation coach.
• The role and responsibilities of the school-based implementation
coach.
• The role of the school-based implementation coach in supporting
fidelity.
 Reflect on the implementation support practices and processes
currently in place.
 Consider the challenges and potential barriers to implementing the
school-based coaching process
Professional Development to Practice
The Problem
“We give schools strategies & systems for
improving practice & outcomes, but
implementation is not accurate, consistent,
or durable, & desired outcomes aren’t
realized. School personnel & teams need
more than exposure, practice, &
enthusiasm.”
George Sugai, OSEP Center on PBIS
Professional Development to Practice
Knowing & Doing Gap
Superhighway
of
Training &
Knowledge
Student
Success
Professional Development to Practice
Know you need to shed a few
pounds?
Professional Development to Practice
The All-Too-Often Results of Practice Failure
Initiative Fatigue
Silver Bullet Syndrome
Professional Development to Practice
The Need
Getting Started Discussion
Guide
Teaching/Learning Practices
Training
Follow-up coaching to support
classroom implementation
Ongoing follow-up for
sustainability
Planning
Long term
• Structure
• Safety
Short Term
Practice
Structure
• Specific
• Timely
Support
Feedback
•
Modeling
• Modeling
• Resources
Feedback
Safety
Resources
Persistence
Safety
• Safety
Accountability
• Accountability
Professional Development to Practice
The Solution
COACHING
Relationships
Capacity Building
Process Facilitation
Hands-on Support
Assessment of Progress
Monitoring &
Maintenance
Planning
Long term
• Structure
• Safety
Short Term
Practice
Structure
• Specific
• Timely
Support
Feedback
•
Modeling
• Modeling
• Resources
Feedback
Safety
Resources
Persistence
Safety
• Safety
Accountability
• Accountability
Professional Development to Practice
The Implementation Coach
A team leader
that supports
implementation
and sustainability
of collaborative
work.
Plans Strategically
Collaborates Internally & Externally
Facilitates Practice & Growth
Provides Feedback
Measures Progress
Teacher Transfer Rate
Professional Development to Practice
95%
10%
Workshop
/Training
13%
Workshop
/Training
&
Modeling
16%
19%
Workshop
/Training,
Modeling,
&
Practice
Workshop
/Training,
Modeling,
Practice, &
Feedback
Workshop
/Training,
Modeling,
Practice,
Feedback,
&
Peer
Coaching
Format of Professional Learning
Professional Development to Practice
Professional Development to Practice
What Does All of This Mean?
Peer coaching is a process in
which two or more professional
colleagues work together for a
specific, predetermined purpose
in order that teaching
performance can be improved as
well as validated.
Becker, J.M. (2010, March 3). Peer coaching for improvement of teaching and learning. Retrieved from
essentialeducator.org/?p=688
Professional Development to Practice
What Does All of This Mean?
“What we’re really talking
about here are the kind of
communication and
collaboration skills that
build a relationship of
trust”
Les Foltus, Peer-Ed
Professional Development to Practice
The Big Ideas
Coaching capacity is defined as activities or
practices, not person
End goal of coaching is to maximize the positive
impact of evidence-based teaching/learning
practices implemented by teachers and
experienced by students
Coaching practices have varied levels of intensity
Coaching practices are shared responsibilities
Professional Development to Practice
What implementation supports currently exist in
your school setting to enhance your teaching?
How would school based
implementation coaches fit?
Professional Development to Practice
Unpacking the
School-Based Implementation
Coaching Process
A Closer Look at Coaching Practices
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
A Closer Look at Coaching Practices
Developing and maintaining relationships
Facilitating the change process
Communicating effectively
Providing and eliciting feedback
Professional Development to Practice
Developing and maintaining
relationships
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
The Essence of the Coaching
Relationship
Reciprocal relationship between the educatorcoach and the coached-educator




Nonjudgmental
No-Fault
Strengths-Based
Appreciative Inquiry
Professional Development to Practice
Five Trust-Building Dos
1. Operate with Respect
2. Eliminate the Blame Game
3. Cultivate Self-Awareness
4. Apply Honorable Intentions
5. Get Beyond Yourself
Moving Toward Trust in an Era of Distrust
Published on December 29, 2012 by Nan S. Russell in Trust: The New Workplace Currency
Professional Development to Practice
The Helium Pole
Activity
Trust
me….
it’s easy!
Professional Development to Practice
What is Debriefing?
• Creating meaning out of an experience
– The What – timeline of events
– So What – drawing meaning from what happened
– Now What – relate to behavior change in the
future
• Debriefing can also be called processing or
reflecting
Professional Development to Practice
What..So What..Now What
Debrief
Using the What, So What, Now What
debriefing tool provided, work with
your group to discuss
the Helium Pole activity
within the context of trust
and relationships
Professional Development to Practice
The Purpose of the Coaching
Relationship
Provide important supports for bridging
professional development to practice
Provide timely, focused, and contextual
grounding for improving implementation of
effective teaching/ learning practices in the
classroom context
Improve student achievement!
Professional Development to Practice
Examining our thinking
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
The
Ladder of Inference
Understanding Our Own Thinking
and the Thinking of Others
Professional Development to Practice
The Ladder of Inference
describes the thinking process
that we go through, usually
without realizing it,
to get from a fact to a
decision or action. The thinking
stages can be seen as rungs on
a ladder.
http://www.mindtools.com/pages/article/newTMC_91.htm
Professional Development to Practice
Rethinking thinking
Every day, we meet people
and process our interactions-making inferences and
developing beliefs about the
world around us.
In this lesson, Trevor Maber introduces us to the idea
of a 'ladder of inference' and a process for
rethinking the way we interact.
Professional Development to Practice
If I believe people are
trustworthy, then I am more likely
to be open to others…
If I believe people can’t be
trusted, then I am more likely to be
closed to others…
Professional Development to Practice
The skills needed to examine our
thinking are:
• REFLECTION: The slowing down of our
thinking processes to become aware of
how we form our own thoughts
• INQUIRY: Conversations where we
share our own thinking & through listening & questioning
develop knowledge about each other’s thinking or
“mental models”
Professional Development to Practice
Communicating Effectively
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Communication Skills for Effective Coaching
1. Nonverbal gestures reflecting positive, open,
attentive attitude
2. Active listening
3. Nonjudgmental reflection statements
4. Feedback that focuses on student outcomes
5. Paraphrasing
6. Questioning
7. Summarizing
National Center for Reading First: Technical Assistance - Advanced Training for Reading First Coaches
Professional Development to Practice
You Be the Judge
https://www.youtube.com/watch?v=kVajUaR0EJQ
Professional Development to Practice
Providing and Eliciting Feedback
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Feedback Defined
“Basically, feedback is
information about how we are
doing in our efforts to reach a
goal.”
ASCD Educational Leadership
Professional Development to Practice
Seven Keys to Effective Feedback
Goal-Referenced
Tangible and Transparent
Actionable
User-Friendly
Timely
Ongoing
Consistent
Wiggins, G. (2012). Seven Keys to Effective Feedback. Feedback, 70(1).
7
Professional Development to Practice
1.
2.
3.
4.
5.
6.
7.
Tools for Developing
Teachers and Teaching
30 second feedback
5 minute Feedback
Reflective Planning
Positive Reinforcement Coaching
Instructional Coaching
Small Group Coaching
Teaching Studies
Rutherford Learning Group, Inc.
Professional Development to Practice
30 Second Feedback Practice
1. Choose a partner to work with.
2. Partners determine which one will
be partner A and which will be
partner B.
3. You will watch two videos of
teachers in action.
Professional Development to Practice
Reciprocal Teaching
 See Pre-Task Reciprocal Teaching Review
Video under the Videos tab.
Professional Development to Practice
30 Second Feedback Practice
After viewing video 1, partner A will assume the
role of the observer and partner B will assume the
role of the teacher. Partner A will then provide
short feedback to the teacher (partner B) using the
guidelines for effective feedback and the
information presented in the 7 Tools article
Complete the same task after video #2 with
partner B becoming the observer providing
feedback and partner A assuming the teacher role
Professional Development to Practice
Flipped Classroom Lesson – Two
Step Equations
See Two Step Equation Video under the Videos
tab.
Professional Development to Practice
Assessment & Reflection
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Implementation
Coaching
is about
the
challenges
of change
by
responding
to
Improving
Instruction
Closing the
knowing/doing
gap
by
responding
to
feedback
by
adopting
a
collaborative
mindset
Reciprocal
relationship
feedback
observation
The components of observation
problem solving effective coaching
problem solving
Professional Development to Practice
Missouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction.
School-based Implementation Coaching
Unacceptable
Exemplary
Variation
Essential Function
Close to Proficient
Ideal Implementation
Proficient
(Follow-up professional
(Skill is emerging, but not yet to ideal proficiency.
(All items are in place.)
development is
critical.)
Coaches do not take
At the beginning of the coaching relationship, the
At the beginning of the coaching relationship, the
time to develop
educator-coach
educator-coach
positive, professional
 Describes the coaching process and expectations
 Describes the coaching process and
Developing and
relationships with
for the educator-coach and coached-educator
expectations for the educator-coach and
maintaining
the building
coached-educator

Explains
that
confidentiality
will
be
maintained
1
coaching
educators as they

Poses
questions
and
without
listening
to
the
 Poses questions and listens to the coachedrelationships.
take on the functions
coached-educator
describe
current
teaching
educator describe current teaching successes and
of school-based
successes and challenges
challenges
implementation
 Confidentiality is not addressed.
coach.
The educator-coach supports the coached-educator to The educator-coach supports the coachedThe educator-coach
learn and implement new teaching/ learning practices educator at a moderate to minimal level.
initiates a coaching
by:
relationship but does
 Addressing coached-educator feelings of being
 Attaining verbal commitment from the coachedoverwhelmed with the implementation process not follow-through.
educator to engage in the coaching relationship
by creating an awareness of the steps or
and improving implementation of teaching/learning
methods of implementation.
Facilitating the
practices.
 Stating the importance of implementing the
2 improvement
 Addressing coached-educator feelings of being
teaching/learning practice without providing
process.
overwhelmed with the implementation process by
rationale explaining why.
breaking down the steps or methods of
 Assumes that there is a commitment from the
implementation into manageable units.
coached-educator to engage in the coaching
 Giving rationale for the importance of
relationship and improve implementation of
implementing the teaching/learning practice.
teaching/learning practices.
Professional Development to Practice
School-Based Implementation Coach
Fidelity Checklist
School-based implementation coach:
Preparation
1. Clearly states that he/she will keep the coaching conversation
confidential and it will not be used for formal performance
evaluation.
2. Asks recipients of coaching to identify the things they felt went well,
before providing his/her own observations.
3. Quickly establishes or builds on previously established rapport.
Feedback
4. Provides feedback on observed strengths.
5. Poses questions for educator reflection on implementation and
learner outcomes.
6. Provides suggestions for changes in practice that are accompanied by
rationales for why changes are important and how changes will
improve outcomes.
7. Allows recipients to offer clarification and/or reflect on suggest ions.
8. Describes educator, student, and/or team actions & responses using
concrete and specific examples.
9. Addresses areas of needed improvement by providing examples of
content/practice in use.
10. Discusses student data reporting learning occurred while using
teaching practice.
11. Guides recipients to identify solutions for problem areas in the form
of take-aways or action steps.
Structure
12. Paces the conversation allowing time for the coached educator(s) to
question and process information.
13. Adheres to established plan of coaching (e.g., frequency, schedule,
and duration).
14. Allows for coaching conversations to occur in a setting preferred by
the coached educator.
Total
Yes
Partially
No
If partially or no,
please explain.
Professional Development to Practice
Reflection
Based on what you have learned today,
What steps might you take to identify a skillful
internal coach for your building?
What potential challenges do you foresee?
What tools/resources might you use to ensure
the success of an internal coaching process as
part the practice implementation process?
Professional Development to Practice
Next Steps: Action=Results
Next Steps: Actions = Results
Content Focus
Collaborative Data Teams
Effective Teaching/Learning Practices
School: _________________________
Common Formative Assessment
Data-based Decision-making
Date Next Steps Form Written:_______________________________
Teams (e.g. grade level or content): _________________________________________________________________________________
Action Planned
What?
Responsible
Person(s)
Who?
Timeline
When?
Resources/Support Needed
What steps will you take to start
implementing?
Results
So What?
Professional Development to Practice
Supplemental Web-Ed
Materials
http://www.watersfoundation.org/webed/mod8/mod8-2.html
Presentation assembled for educational purposes by Systems Thinking in
Schools, Waters Foundation.
Professional Development to Practice
Additional Learning
and Resources
 Collegial Coaching Toolkit, West Virginia Department of
Education, Includes and a section of “The Coaching Model
Defined” as well as sections on Levels of Coaching I, II, & III,
and the Coaching Plan (Word Document)
http://wvde.state.wv.us/titlei/documents/CoachingModelDefin
ed.doc
 Educators: How To Prevent Initiative Fatigue from Regis
University- http://cps.regis.edu/blog/educators-how-preventinitiative-fatigue
 Five Trust Building Doshttp://www.psychologytoday.com/blog/trust-the-newworkplace-currency/201212/five-trust-building-dos
Professional Development to Practice
Additional Learning
and Resources
 George Sugai, OSEP Center on PBIS, Center for Behavioral
Education & Research, University of Connecticut
 Insights Into Peer Coaching- Les Foltoshttps://www.youtube.com/watch?v=nlxPFAB9VqI
 Ladder of Inference Web-Ed Activity- WebEd Activityhttp://www.watersfoundation.org/webed/mod8/mod8-2.html
guided notes included in the Learning Package in participants
materials
Professional Development to Practice
Additional Learning
and Resources
 National Center for Reading First: Technical Assistance Advanced Training for Reading First Coaches- Communication
Sills for Effective Coaching
 New Help for Closing the Knowing Doing Gaphttp://www.gse.harvard.edu/news-impact/2010/04/new-helpfor-closing-the-knowing-doing-gap/#ixzz2dxUph0Kr
 Peer Coaching, A Prezi presentation by Katy Berner-Wallen that
summarizes the peer coaching process and distinguishes the
peer coaching from the mentoring processhttp://prezi.com/kmxmsn744fjk/peer-coaching/
Professional Development to Practice
Additional Learning
and Resources
 Peter M. Senge, (2006) The Fifth Discipline, The Art and Practice of
the Learning Organization, Doubleday
 Research on Coachinghttp://www.instructionalcoach.org/images/downloads/researchpubs/Cornett_Knight_2008.pdf
 Rethinking Thinkinghttp://www.mindtools.com/pages/article/newTMC_91.htm#sthas
h.ovEm1uHp.dpuf
 Seven Keys to Effective Feedback
http://www.ascd.org/publications/educationalleadership/sept12/vol70/num01/Seven-Keys-to-Effective
Feedback.aspx
Professional Development to Practice
Additional Learning
and Resources
 Silver Bullet Syndromehttp://www.ehow.com/facts_6886837_silver-bulletsyndrome_.html#ixzz2e21RRGEE
 Stephen M.R Covey, (2008) The Speed of Trust: The One Thing That
Changes Everything, New York, Simon and Schuster, Inc.
 Systems Thinking In Schools, Waters Foundation,,(free self-paced
learning modules around systems thinking in schools)
http://www.watersfoundation.org/webed/index.html
Professional Development to Practice
Additional Learning
and Resources
 The Knowing-Doing Gap, Q & A with Bryan Goodwin, ASCD
You-Tube video, Bryan Goodwin, author of Simply Better: Doing
What Matters Most to Change the Odds for Student Success,
discusses the knowing-doing gap and how educators can limit
the volume of PD initiatives to improve implementation.
http://www.youtube.com/watch?v=zkh3iwGp9J4&list=PLF0332
4FADC31C997
 Wiggins, G. (2012). Seven Keys to Effective Feedback. Feedback,
70(1).