THE PRINCIPAL/COACH PARTNERSHIP

I had another of those weeks where several projects that I am working on run together or overlapped. I am preparing to facilitate a training for the Arkansas Department of Education for principals and coaches. They asked me to include partnership agreements as presented by Killion and Harrison in Taking the Lead: New Roles for Teachers and School-based Coaches published by National Staff Development Council. I conducted two sessions at the National Reading First Conference in Nashville for participants in an advanced coaching strand. I spent two days in Rochester, NY training teacher and administrator mentors. The importance of the agreements/understandings between coaches/mentors and principals continually arose in each of these settings.

“Partnership agreements are a form of contract or mutual agreement between a coach and his or her principal, teacher clients, or others with whom the coach may be working.” The principal/coach partnership might included the following:" (Killion and Harrison)

Roles and Responsibilities: What are the roles and responsibilities of the coach? What will the coach be doing and not doing?

I find that quite often coaches begin working in buildings without this conversation occurring. Often coaches are receiving direction from a central office director which at times may at least appear to conflict with the principal’s expectations. If the role is unclear to the coach and principal, teachers are sure to be unclear and that doubt will impact the coach’s effectiveness.

Clients— Which teachers do coaches work with? Individuals or teams? Volunteers or everyone?

At the Reading First Conference I shared my belief that the strongest professionals on a staff should receive the most coaching…that practice counters the myth held by many that coaching is a deficit program "just for those who NEED help.” Many coaches suggested their principals saw the coaches’ time best spent with a few struggling teachers. In Rochester, I suggested that mentors invite the reading coach to observe them and let the new teacher observe the process. Who to work with is a big question for coaches. Should they spend more time working with teams of teachers? It is critical that a coach knows the principal is supporting his /her prioritization of time.

Boundaries of Work—Defining what coaches will and will not do.

This conversation should allow for the principals’ expectations to be compared to program or “funded” guidelines or rules, thus avoiding pressure on the coach from conflicting requirements. Again, sharing the information with teachers increases understanding and trust.

Support and Resources Needed for Success—What space, technology, and materials are needed to support the coach’s work?

Some commitment to the coaches’ needs helps communicate to teachers that the program is important.

Expected Results- when coaches and principals agree about expected outcomes, coaches can have a greater focus on their work.

I often find that reading coaches are informed that the expected outcome is increased reading scores. I suggest that coaches get principals to define observable changes in teachers and students that they would see as predictors (precursors) to students’ success.
These initial results can provide important feedback and encouragement.
Example—seeing more “focused reading” occurring when students are at centers. – finding teachers asking more higher order thinking questions

Timelines- can help measure progress toward goals

My thought is that, at least initially, these changes (progress/goals) should be stated in terms of teacher behavior. Ex: Teachers’ plans will show that___________. Or, in classrooms you will notice that____________. Administrators noting their observation of the change in teachers will provide reinforcement and encouragement to the coach.

Communications- When and how and what will coaches and principals communicate?

The elementary reading-coach program in Hillsborough County, FL has scheduled a half day principal/reading coach session in each of the past several years. Every time that I have been involved, I have heard both principal and coach comment how valuable setting aside that time together has been.

Processes-How will the coach work to achieve the desired results?

One of the issues that we discussed substantially in my Rochester group was the importance of teacher collegiality on student achievement and the degree to which people felt that teacher collegiality was a desired/expected outcome of the coaching program. If it is, that influences the process of how the coach goes about her work. Creating teacher’s sharing and observing each other with a common focus becomes a critical activity to promote.

Confidentiality-- Coaches and principals need to clarify their agreement and expectations to others concerning confidentiality.

In Quality Teaching and a Culture of Coaching , I describe 4 models for defining the communication and confidentiality agreements between coaches and teachers and principals:

#1- In the first model, there is two way communication between teachers and administrator and two way between teachers and coach. There is no communication between coach and principal regarding their observations of the teacher. So, if the coach was in my classroom today and on my way out at the end of the day I see the coach in the principal’s office, I don’t know what they are discussing, but I know it’s not me because we have agreed to model #1.

In each of the following models the two way communication between teacher and administrator and teacher and coach continue:

Model #2- Here we add the principal talking to the coach, but the coach not reporting back. So if the principal observed in the classroom and saw students off task when they were at centers, the principal would report that to the coach and expect the coach to explore it with the teacher. The coach does not comment on his/her observations.

Model #3- Contains all the elements of model #2 and adds that the coach shares “good news” (progress) with the administrator. Some principals like this model as it sets them up to provide positive feedback and encouragement to teachers quicker then they might without the coaches’ reporting.

Model #4- Has full communications and sharing of data, thoughts, observations and expectations among teacher, administrator, and coach. Everyone is on the same page focusing on teacher growth for student achievement.

Many issues can influence what model is required for maximum teacher growth:
*history of the administrator in the building
*history of past administration with teachers
* previous coach
* history of present coach with teachers
* individual teachers confidence

Ongoing conversation among teachers, coach, and administrator is critical for creating the environment where teachers are comfortable making themselves vulnerable for growth. Coaches and principals becoming vulnerable is important. Trust built through partnership agreements will be helpful.

Send me thoughts or questions these partnership conversation possibilities raise for you. sbarkley@plsweb.com

WHAT IS STUDENT ACHIEVEMENT?

Many of the school improvement, coaching and leadership sessions that I facilitate at some point explore the definition of student achievement that drives the work of the school and teachers. I find two approaches that often emerge. Some schools and educators see the state standard as their goal. Others have a broader, richer picture, and see the state standard as something to be met on the way to the broader goal.

Here are two school settings examining a broader definition:

A. Fairfax County Public Schools in Virginia

List the following student achievement goals:

1. Academics – all students will obtain, understand, analyze, communicate and apply knowledge and skills to achieve success in school and life.

2. Essential Life Skills – all students will demonstrate the aptitude, attitude, and skills to lead responsible, fulfilling, and respectful lives.

3. Responsibility to the Community – all students will understand and model the important attributes people must have to contribute to an effective and productive community and common good of all.

B. Recently, Miami Dade College announced a plan to examine each of its 2000+ course offerings to determine what key skills are, and are not, being taught. The goal is to make sure that no student can go through an entire program of study without being exposed to the following ten key skill sets:

1. To communicate effectively using listening, speaking, reading, and writing skills.

2. To use quantitative analytical skills to evaluate and process numerical data.

3. To solve problems using critical and creative thinking and scientific
reasoning.

4. To formulate strategies to locate, evaluate, and apply information.

5. To demonstrate knowledge of diverse cultures, including global and historical perspectives.

6. To create strategies that can be used to fulfill personal, civic, and social responsibilities.

7. To demonstrate knowledge of ethical thinking and its application to issues in society.

8. To use computer and emerging technologies effectively.

9. To demonstrate an appreciation for aesthetics and creative activities.

10. To describe how natural systems function, and recognize the impact of human beings on the environment.

Click here to view entire Learning Outcomes Covenant.

If you are working with a broader definition or list of skills for achievement, please comment, so others can contact you.

WHAT SKILLS DO EMPLOYEES NEED?

A recent advertisement in Training Magazine connected with an observation I made while facilitating a two day administrators conference for an urban school district. The ad was titled “When Technical Skills Aren’t Enough:6 Critical Skills Your Employees Need Today.”
ESI International states, “Current business realities such as outsourcing, mergers, and the need to align technology with business goals are placing additional demands on today’s technology workers—and on the training departments responsible for developing their skills.” ESI suggest six skill sets are critical:
1. Business Acumen
2. Communication and Interpersonal Skills
3. Critical Thinking and Problem Solving
4. Coaching and Mentoring
5. Managing Change
6. Financial Acumen

In other words, technical skills were insufficient for success. If I replaced the word business and finance in ECI’s list with the words curriculum and assessment, the list of skills will fit for educators as well.

On the second day of the administrators’ conference I was facilitating table group conversations (5-8 administrators) with about 100 in attendance. I had asked that participants individually to answer the following question and then share responses.

“What three changes in teacher behavior would have the greatest positive impact on student achievement?”

As I walked around and watched individuals record their thoughts, I noticed that many had written "raised expectations for students". I interrupted the group and commented that raised expectations wasn’t a behavior… more an attitude or belief. If teachers had higher expectations, how would they behave?

The list they generated contained statements like:

-Build relationships with students
-Know students better
-Encourage and Motivate Learners
-Make Learning Relevant

I then asked the group how much professional development and staff meeting time had recently been dedicated to these behaviors.

Is there a gap between skills teachers need and the focus of professional development? Do principals’ observations of teachers’ needs match district level staff development activities? Are principals dedicating faculty meeting time to the issues identified in observations? Are there “soft skills” that are being overlooked in favor of “technical skills” for teachers?

PLS is currently assisting a school district in designing and implementing an instructional coaching program. Our first set of meetings and trainings are bringing coaches and administrators together to reach consensus around what is NOW observable in teaching and learning and what is the desired outcome or change in teaching and learning that they want their coaching to produce. This agreement is critical to focusing the coaches’ work.

Are teacher communication and relationship skills receiving sufficient focus in your professional development program?

TEACHER COLLABORATION

I recently presented to school administrators at the Millsaps College Principal’s Academy(MS) and The College of William and Mary’s School Leadership Institute (VA). At both sessions, we examined the following belief statement.

Increased teacher collaboration produces increased student achievement.

As principals, how does that belief fit into your approach to school leadership?

As a teacher, how does it fit into your work with your faculty?

My personal experiences as a teacher and school consultant suggest that when teachers collaborate a opportunity can form for teachers to have a three year commitment to students…

· getting to know students before they are assigned to your classroom for instruction (collaboration with the previous year’s teacher in planning for the start of your year)
· collaborating with any teacher who is instructing a student whom you are instructing
· following up with students and their teachers the year after you have instructed them. You can help teachers prepare instruction for the students you know. It is also the ideal way to identify what your students really learned in the year they spent with you.

I asked the administrators in MS and VA to explore the following questions: (What would your response be?)

· Describe the current level of “teaming” among your teachers.
· What would enhanced teaming look like ? What would it accomplish?
· What role do you play in building collaboration and teamwork?

Here are some ideas for your role:

As a principal:
What activities could be added to faculty meetings to build team thinking and collaboration into teachers’ experiences?
Consider having teachers in small groups individually request ideas for a current challenge they are facing. Start the next meeting in the same groups with teachers reporting in on what they did and the results.

As a mentor:
How are you introducing the new teachers to teaming and collaboration?
When the beginning teachers identify areas they wish to improve or explore, match them with other teachers. Consider collecting from experienced staff the list of expertise areas they’d be willing to share.

As a teacher:
How can you invite collaboration?
As the school year begins, request input from teachers who are now working with your students from last year. Ask for their early observations of where students are on track or missing needed skills. If the teacher has given an assessment of skills, compare it to your assessments from the end of last year. Any surprises? If you identify some “lost” learning, ask other teachers about ways to instruct the concept differently this year.

Post your ideas for increasing teacher collaboration to increase student achievement.