Phase 2

description of phase 2.

A brief description

Welcome to Phase 2 of A Toolkit for Coaching Teachers! Phase 2 is intended for administrators who are in year two or three of coaching with some success in their schools. Schools must have a positive culture and climate to move from Phase 1 to Phase 2. The tools and resources provided on this page will help administrators scale up to full implementation and cleanse systems and structures created during Phase 1. Attending to culture continues to be a priority in Phase 2. Administrators will learn how to coach to leverage teacher talents as leadership opportunities and coach groups of people in Phase 2. Many tools and resources used in Phase 1will be continued in Phase 2 with new tools and resources introduced.

attending to culture component

RATIONALE: Teachers must continue to feel like they are heard and their voices matter. Additionally, an awareness of obstacles to leadership will be important in continuing to build trust and value in the coaching process. Many of the tools that were used in phase one can be continued in phase two. For example, circle up is a community building strategy that was used with the entire staff in phase one, not just the pilot group. Some of the readings and videos used in Phase 1 with the pilot group, could be reused in Phase 2 with the entire but with different discussion questions and protocols.

Several tools in this component continue the work of helping create a culture of coaching but are specific to the education field. Teachers should be invited into the conversation of creating the coaching vision for their school.

CRITICAL ATTRIBUTES:

Culture is still king!
Identifying coaches blindspots
Co-creating a vision of coaching
Matching coach to coachee
Coaches are not answer providers
Average is a myth

TOOL 1 - BACKWARDS BicYCLE

This video illustrates that there are differences in knowledge, understanding and application. It also illustrates the point that giving the teacher the answer does not necessarily help them.

Credit due to Smarter Everyday for the idea of creating a backwards bicycle!

REFLECTING PROTOCOLS PHASE 2

tool 2 - TEACHERS NEED REAL FEEDBACK

This Ted Talk highlights the lack of feedback in the teaching professional historically. Bill Gates illustrates with examples that even the best teachers can improve with coaching.

REFLECTING PROTOCOLS PHASE 2

TOOL 3 - the myth of average

This video illustrates a disastrous example of the myth of average using a true story behind the design of fighter jets. The implication is designing coaching based on the average teacher (like designing classrooms based on the average student) means it is designed for no one. Designing for average also creates an environment where weaknesses hide talents.

REFLECTING PROTOCOL PHASE 2

Ramp Up - Coaching Invitation

TOOL 4 - Everyone Deserves a Coach! Invitation

This is an invitation for teachers to contribute to the vision of coaching at their school when they begin full implementation. It is intended to be printed on cardstock and distributed to ALL teachers. The colors, images, signature, and wording can be customized to match the branding of the school.

TOOL 5 - COACHING VISION & Matching SURVEY

This survey officially brings teachers into the conversation of building a vision for coaching. There are aspects of coaching that greatly impact teachers and both knowing the vision and having ownership of the vision impacts the culture of coaching in the school. The survey also has a section with questions for matching the coach and coachee.

coaching towards self-discovery of talent component

RATIONALE: One of the four components of motivation is mastery. Helping teachers discover their talents in order to further refine them, is part of motivating staff. This talent could be part of their purpose which serves a second component of motivation. Sharing this talent with their learning community serves a fourth component of motivation. Having the autonomy to pursue different talents and self-directed learning is a the final component. It is crucial that these talents be unique to the individual teacher and not a disingenuous way to group teachers into the school or district priorities. Learning communities are comprised of learners who have a variety of needs.

CRITICAL ATTRIBUTES:

Autonomy - Identifying individual teacher talents
Connectedness - Sharing talents with colleagues
Mastery - Becoming experts with these talents
Purpose
One size does not fit all or even most!

WHO'S GOT TALENT

TOOL 1 - TALENT search

This tool helps each teacher discover their talents for the purpose to build a sense of "mastery" and to potentially share with their learning community!

LEARNING COMMUNITIES

tool 2 - learning is sharing

Each school has the potential to be a learning community. This tool provides multiple examples of formal structures for learning communities to organize for the purpose of sharing learning.

Coaching groups resources component

RATIONALE: Coaching groups also involves a major shift in thinking and time management. We want our teams to be self-directed and highly effective even when no one is supervising. In many schools, teachers have been put on teams according to department or content area, shared interests (committees), shared students (teams), or grade level. The teams are often given a set of tasks to complete each week and format or protocols that they are required to operate within or using. However, this approach does not build the capacity of those teachers to lead a group towards a common goal. Asking the right questions, through coaching the group or an individual teacher leading the group, has the potential to build capacity.

CRITICAL COMPONENTS:

Group autonomy and connectedness
Coaching cards for consistent opportunities across groups but flexibility that allows for group directed learning
Group established norms, goals, & roles
Group monitoring of progress towards goals
Group decision making
Impartial coaching of groups

GROUP COACHING: NORMS, GOALS, ROLES, PROGRESS CHECKS

tool 1 - norms, goals, ROLES, & progress

This is a resource for coaches to use groups to establish norms, determine goals and the roles of each member with those goals, and monitor progress towards goals.

COACHING GROUPS: MAKING DECISIONS AS A GROUP

tool 2 - making decisions as a group

This tool is a resource for coaches to use in facilitating various group decision making strategies. Because groups are not typically self-selected in schools, intentional coaching around decision making will be important for any team as they work towards their goals.

EXAMPLE GROUP COACHING CARDS

tool 3 - group coaching cards

The group coaching cards are a template intended to be printed on card stock and cut in half. Multiple examples of cards for coaching groups are provided for the coach to consider at different times of year.

IMPARTIAL COACHING FOR PHASE 2

tool 4 - impartial coaching PART 2

This resource has been developed further to assist administrators avoid the pitfalls of self-deception and focus on the needs of the coachee first and foremost.

other resources phase 2 component

tool 1 - coaching process feedback survey

It will be important to gather feedback from staff and coaches to continue to refine the school's vision for coaching and to better meets the needs of all staff. Feedback must be collected from coach and coachees.

SYSTEMS CHECK WITH PHASE 2

tool 2 - systems check phase 2

Systems help us automate processes and communicate with others. They also save and focus our energy. Intentionality is at their core. Organizations will outgrow systems. A system check allows us to monitor the functionality of these systems and make improvements. Systems that worked with a small pilot group of teachers in Phase 1 may not meet the needs of the school at full implementation. Additions were made to the still relevant system check from phase 1.

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