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John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen's d). In his ground-breaking study "Visible Learning" he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this 'hinge point', in order to find an answer to the question "What works best in education?"
Originally, Hattie studied six areas that contribute to learning: the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. (The updated list also includes the classroom.) But Hattie did not only provide a list of the relative effects of different influences on student achievement. He also tells the story underlying the data. He found that the key to making a difference was making teaching and learning visible. He further explained this story in his book " Visible learning for teachers ".

John Hattie updated his list of 138 effects to 150 effects in Visible Learning for Teachers (2011), and more recently to a list of 195 effects in The Applicability of Visible Learning to Higher Education (2015). His research is now based on nearly 1200 meta-analyses - up from the 800 when Visible Learning came out in 2009. According to Hattie the story underlying the data has hardly changed over time even though some effect sizes were updated and we have some new entries at the top, at the middle, and at the end of the list.

Below you can find an updated version of our first, second and third visualization of effect sizes related to student achievement.
Order VL for Teachers!

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Hattie effect size list - 256 Influences Related To Achievement

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Hattie's updated effect size list of 256 influences across all areas related to student achievement.

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I have always taught with my classroom door closed. Officially, it's because I have trouble with distractions, which is not a lie: Just ask my family how often I yell for quiet when I'm trying to figure out my next Quirkle move.

The unofficial reason is that I don't really want other people watching me teach. Alone with my students, I'm a different person: I let my guard down in a way that I never do with co-workers, even people I'm comfortable with. My students get the most relaxed, funniest side of me, the side I'm not sure my colleagues would appreciate or approve of. It's not that I do anything inappropriate - not really, anyway - but I am definitely more likely to say "booger" and "crap" when my door is closed. For that reason, I'd rather not have guests in my room.

Apparently I'm not alone. In my sixth year of teaching, our principal wanted us to learn strategies that were just being introduced by Marzano and company. Everyone got a copy of the book, we had meetings where the strategies were explored, and we collaborated on how to implement them into our lessons.

Oh, and he also wanted us to observe each other using the strategies in our teaching.

People FREAKED OUT. Not about having to read another book or try new strategies. It was the peer observation. Lost their ever-loving minds. "I don't want someone else in my room looking for mistakes!" They said, all in a tizzy. "And I don't want to be the observer either! Who am I to tell someone else what they're doing wrong?"

Eventually, because it was mandated, they had to get over it. But their initial response showed a lack of understanding for how truly amazing peer observation can be. If we can get past the discomfort, opening our doors to other teachers can be a fantastic source of professional development.

Here are some reasons why:

Because teaching is such a complex act, the variations in how we do it are endless. We discipline differently. We set up our space differently. We perform strategies in different ways. It's highly likely that someone else in your building is better at something than you are. By watching the way our colleagues teach, we pick up tricks and techniques that we can take into our own rooms.

On the receiving end, there's something really satisfying about having a peer notice something you're doing right. In our work, we rarely get positive feedback on the things we try so hard to perfect. I have definitely never had a student approach me after class and say, "Girl, that anticipatory set was off the hook!" The teachers in my school asked, "Who am I to tell someone else what they're doing wrong?" And here's my answer: You are experts. You are experts because you have been there, tried that, had the same struggles. So many people don't understand what it's really like to be a teacher. But you do. That's your expertise. Put a state senator in my class, have him compliment me on incorporating the Common Core in my lesson. Nice, but doesn't mean a whole lot. Now, a compliment from you? You know. You tell me you liked the gesture I used to illustrate a difficult concept? That's gold to me. Your feedback means more. So how about we all start holding our own opinions in higher esteem, okay?

Finally, there's the bonding: Watching another person deeply involved in the work they're trained for helps you get to know them on a completely different level. And though we work together, we usually follow parallel, rather than intersecting lines. We rarely ever actually see each other teach. And it's a shame, because every time I've observed a colleague, my admiration for them has grown, and each time, I felt a little closer to them. This is something we could use more of in every workplace - educational or not.

How can seeing each other fail be a positive? To start with, we return to the subject of bonding.

The hardest part of letting other people watch you teach is the possibility that you'll screw up. Then you'll be embarrassed. Because of this fear, we think we should postpone observations until we are super-prepared, until we have the perfect lesson ready to go.

Here's the irony in that: You being perfect makes other people hate you a little, and themselves a lot. Or maybe it's the reverse. Anyway, achieving something close to perfection is pretty damaging in a lot of ways. Conversely, letting people see some of your flaws creates greater intimacy. It makes them realize that their own flaws are not so weird. When I go over to someone's house and it's spotlessly clean, I feel kind of jealous and insecure. But crumbs on the counter and shoes in the hallway? On a gut level, I'm more comfortable. In this place, my psyche tells me, I won't be judged. The same goes for your teaching: If you let someone else see you screw up, they will probably be more comfortable having you observe them. What happens next is you both start to take more risks, try new things. You cultivate a spirit of experimentation and learning together, rather than struggling to out-perfect each other.

Apart from the bonding aspect, failure can lead to constructive criticism, which will help you grow. Someone once said that the real benefit of marriage is having someone in your life who will regularly call you on your crap, who will hold up a mirror so you can face your flaws and outgrow them. In our work, we can do for each other what spouses do on their good days: Gently point out areas for improvement and support each other through the growing pains.

Every time I observe another teacher, I discover something I'm not even looking for. In my first year, I spent one class period observing Sue, another 6 th grade language arts teacher. I was there to see how she conducted a writer's workshop, but something else she did made a much bigger impression on me.

That first month, I obsessed about establishing order in my classroom: I thought I had to have them all in their seats when the bell rang, pencils sharpened, quiet, ready to learn. If I told them to take out their writing folders, they should have them out and ready in less than 20 seconds. But every time, three or four kids would just drag through the process, or they'd get off-task, or they wouldn't hear me at all, lost in daydreams. None of the precision I was hoping for. And I got tense about it. I scolded and nagged. And I felt insecure, like less of a teacher, the only one the kids didn't respect.

So there I was in Sue's class, and the first thing I noticed was that when she told them to get their writing folders out, they moved slowly, too. And one kid got up and sharpened his pencil, even though they should have already done that. And another one walked up to Sue to ask her something privately - another aberration in the plan! - and through it all, she just sat on her stool at the front of the room, mellowed out, waiting. For me, this was nothing short of a miracle. I had never considered not freaking out to be an option.

So much of what we gain from watching each other teach falls into this "intangible" category: attitudes, pacing, small calibrations that make things work a little better. And it happens especially when you observe people who teach the same students you teach. If you are in elementary, go along with your students to specials every now and then and see how that teacher deals with them. In middle school, arrange to have your class covered on a test day so you can observe someone else on your team. Seeing your students with another person gives you ideas you never would have come up with on your own.

Lastly, there's one more beneficial side-effect that comes from peer observation: having your students see you together. Something powerful happens when students see their teachers together. You become larger than the sum of your parts, stronger not only in number, but because this simple show of cooperation tells them you are united, which is an important message to send to kids. In the same way that children feel more secure when their parents are getting along, students feel something similar when they see us support each other.

This principle applies all the way through college, and could be more significant at that level. Adult students may be more likely to challenge their instructors, perhaps because there's less of an age difference, or because their life and work experience could result in a lack of innate respect for your position. The occasional presence of another professor or instructor in the room reminds students you are part of a larger group that has some authority, that others have your back.

You don't have to wait for your school to set up a formal system of peer observation to start watching other teachers. In fact, the more spontaneous visits often yield the most interesting insights. Ask another teacher if you can grade papers in the back of his room during your planning period. Or if time is short, just come in for the first fifteen minutes.

And let your peers know your door is open. Some schools have instituted a "pineapple welcome" program, encouraging teachers to occasionally hang a picture of a pineapple - a traditional symbol of welcome - outside their doors, to let peers know it's a good time to drop in. ( Update: This system has now evolved into something even better. Read about Pineapple Charts now!)

To make observations go more smoothly, consider these tips: Decide ahead of time if feedback will be given. Some people are more likely to let you observe if you've agreed in advance that you won't offer any commentary on what you see. Sure, they won't grow from that arrangement, but it's a step some people need to get more comfortable with the process. If you have agreed to provide feedback, always start with positives. When you do offer criticism, just point out one or two very specific things, and be descriptive rather than judgmental: When you did ______, these students did _______.

And be cautious about participating. It's tempting sometimes to pipe up with a comment - after all, you're likely one of the most engaged people in the room - but resist that urge and wait to be invited. I've seen teachers who overdo this and end up hogging all the airtime to the detriment of the students.

* * *

I still prefer to teach with the door closed, because cutting out distractions is high on my list of needs. And if it's important to you, by all means keep yours closed too, but close them only in the literal sense. You can have an open-door policy and still have a closed classroom door: Just let your peers know when they are welcome.

Ours is a delicate, nuanced art, and though books and workshops offer all kinds of interesting ideas for how we can improve that art, the resources that lie behind every door in your school can offer something even richer, if you're brave enough to let each other in. ♥

Stick around.
If you liked this one, I'd love to have you come back for more.Join my mailing list and get weekly tips, tools, and inspiration - in quick, bite-sized packages - all geared toward making your teaching more effective and joyful. To thank you, I'll send you a free copy of my new e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

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Open Your Door: Why We Need to See Each Other Teach

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Watching another person deeply involved in the work they're trained for helps you get to know them on a completely different level. And though we work together, we usually follow parallel, rather than intersecting lines. We rarely ever actually see each other teach. And it's a shame.

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Does anyone have a resource...

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This is a resource I got when I participated in CAS' Leadership Academy. I always try to keep this in mind when coaching teachers.

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‎Vrain Waves: Teaching Conversations with Minds Shaping Education on Apple Podcasts

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When Book Bans Came to Small-Town New Jersey

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Clashes over what belongs on bookshelves have put school librarians at the center of a widening fight.

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Creating a Coaching Schedule – Choice Literacy

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We have been encouraging the literacy coaches we work with to create a year-long coaching schedule for their school. The main goal of these coaching schedules is to ensure that the coaching experience is meaningful and productive for teachers, and manageable for the literacy coach.

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KPS Instructional Literacy Coach Job Description

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Coaching Schedule 2022-2023 - Meghan Therrien - Schedule

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Tools for feedback around our work.  Do we think we are effective?

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Student Achievement Meeting Menu | Hebron 

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Student Achievement Meeting Menu | Hebron 

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Student Achievement Meetings Menu_ 2021 - 2022 

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This is a coaching survey for collecting anecdotal data from teachers who have worked in coaching cycles.

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Studying Student Work Protocols.docx (1)

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Protocols By Tag | New Protocols | Spanish Protocols | Portuguese Protocols | Protocols For Youth Engagement

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Examle of guidance vs protocol

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Title

Guide for Bringing Student Work

Attribution

Developed in the field by educators.

Description

Guide for bringing student work for a dilemma or student work protocol.

Last Updated

March 30, 2017

[acf_ProtocolInfo_Related Tools]

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Title Guide for Bringing Student Work Attribution Developed in the field by educators. Description Guide for bringing student work for a dilemma or student work protocol. Last Updated March 30, 2017 [acf_ProtocolInfo_Related Tools]

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Diane Sweeney and Leanna Harris, whose best-selling books have influenced the practice of thousands of K-12 coaches, frame how Student-Centered Coaching serves as an evidence-based model of professional learning that focuses on student outcomes. Shifting the focus from "fixing" teachers to partnering with them to reach goals for student learning takes coaching to the heart of what matters most in schools. The Essential Guide for Student-Centered Coaching includes all-new material that is grounded in the latest research and the authors' extensive experience in the field of coaching. In it, readers will find

An emphasis on how coaching can be asset-based and focused on equity

Current research in adult learning and professional development

Examples of how to integrate curriculum into coaching cycles

Anecdotes that illustrate what Student-Centered Coaching looks like across grade levels and content areas

Designed to accompany Student-Centered Coaching: The Moves (Corwin, 2017) and Leading Student-Centered Coaching (2019), The Essential Guide for Student-Centered Coaching provides the reader with a clear vision for how coaching can promote both teacher and student learning.

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The Essential Guide for Student-Centered Coaching: What Every K-12 Coach and School Leader Needs to Know

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Diane Sweeney and Leanna Harris, whose best-selling books have influenced the practice of thousands of K-12 coaches, frame how Student-Centered Coaching serves as an evidence-based model of professional learning that focuses on student outcomes. Shifting the focus from "fixing" teachers to partnering with them to reach goals for student learning takes coaching to the heart of what matters most in schools.

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Example - Presentation Note Tracker.docx

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A guide to help you stop being the one that has to solve all the problems!

A light-hearted tone takes you through seven essential questions to use to turn any discussion with someone into a coaching opportunity that builds the other person's problem-solving capacity.

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The Coaching Habit: Say Less, Ask More & Change the Way You Lead Forever

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In Michael Bungay Stanier's The Coaching Habit, coaching becomes a regular, informal part of your day so managers and their teams can work less hard and have more impact. Drawing on years of experience training more than 10,000 busy managers from around the globe in practical, everyday coaching s...

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Kim Scott (Author) Format: Kindle Edition

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Radical Candor: Fully Revised & Updated Edition: Be a Kick-Ass Boss Without Losing Your Humanity

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Radical Candor: Fully Revised & Updated Edition: Be a Kick-Ass Boss Without Losing Your Humanity - Kindle edition by Scott, Kim. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Radical Candor: Fully Re…

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Our podcast is currently on hiatus.

We look forward to picking it back up in the future. In the meantime, check out the archives. While listening, you may hear reference to the Candor Coach App or the Candor Gauge. These are no longer available, but we trust you'll find lots of other useful tips to bring Radical Candor into your everyday life.

Subscribe on iTunes or wherever you listen to podcasts.

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We look forward to picking it back up in the future. In the meantime, check out the archives. While listening, you may hear reference to the Candor Coach App or the Candor Gauge. These are no longer available, but we trust you'll find lots of other useful tips to bring Radical Candor into your everyday life.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Search Results for “coaching wrap up” – TWO WRITING TEACHERS

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A meeting place for a world of reflective writers.

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Bringing Humor Into Writing Workshops

You must know someone who just makes you laugh. Who makes you have to breathe through your nose with chuckles and giggles? When you are around them, they entertain and bring joy to the conversation? We know people whose default is laughter as teachers, coaches, and in social circles. Gary Petersen is a friend, a staff developer with Teachers College, and one of those people who just makes me laugh. The two of us have co-written this post.

Sitting together at a recent Teachers College event, the two of us struck up a conversation about bringing joy into classrooms. We were both instantly interested- Melanie's word for 2019 is joy, and Gary's been writing about humor and its importance. The more we talked about humor and laughter and their place in classrooms, especially writing workshops, the more serious our conversation became. (There's a bit of irony in that last sentence.)

Laughter adds so much to our lives. Research the benefits and you find all sorts of them- engagement, higher levels of learning, greater sense of community, even health benefits... Just for those alone, it's worth thinking about ways we can infuse humor and laughter into our instruction and the experiences we share with students. Combine that with Gary's point that humor is magnetic and engaging, and it's even more important that we not only create it whenever we can, but also that we teach it wherever we can.

We believe that bringing humor and joy to the room is not only, well, fun, but vital. It is an important (technique, method, philosophy, fill in the blank) thing we can do when teaching. It is engaging, both for students and adults, and it keeps motivation high. Humor is also great for teachers and coaches because when we are making people chuckle or laugh, we are getting feedback. When we engage and laugh together, we are interested in what each other has to say.

So this brings us to three quick and pragmatic ways you might bring AND teach humor during your writing workshop. These three techniques will help writers build their voices, experiment with words, and innovate with humor- no matter what genre, no matter what time of year.
IDEA #1: A Wordmash
Teach students the power of a great WORDMASH. Another fancy word for this is called portmanteau (#googleit). We are reminded in Steve Bloom's beautiful book, where he writes:

"Elephants hear things that you and I can't hear...deep rumbling sounds that carry for several miles...It's like using a telephone - or in this case, an elephone."

It is SILLY and made up... yet the reader knows what he means. We know what an elephone means because of the context of the writing.

To make a word up, you can think of two nouns and play with the parts of the noun (the syllables or sounds) creating a word that makes sense in context.

Examples of word-mashing can be fun and playful.

"I always get hiccups when I eat pasta quickly...I have pastacupps ... or maybe hiccastas!" Anyone else get pastacupps?

To teach this, you might use some common word smashes:

Brunch = breakfast and lunch

Chillax - calm down and relax

Cosplay - costume and play.

IDEA #2: -ish, -ly, and -ishly
This next technique is inspired by Peter Reynold's beautiful and inspirational book, , where the main character figures out, with the help of his little sister, that his paintings are close enough to what he intended. Approximately. Ish. Ishly.

Inspire writers to add ISH or LY or ISHLY to words that would not normally describe, and allow them to become modifiers. When kids are explaining something they might add that word, and in context the reader might have a deeper meaning or understanding of the idea. It might collect all the traits of someone, a complex someone, or simplify it to a new descriptor. This is an 'in the know' technique. Meaning you might need to know the reference to understand the meaning. So, this is also kind of literary (or movie) allusion.

Examples of adding -ish and -ly:

He moved in a "Vaderly" way. (#starwarsallusion)

That was a very Beiberly song.

He lurked Snape-ishly around.

IDEA #3: The Parenthetical Element or Hashtag
(Wait, it gets better) #Humormatters. Parentheses can be a great way to add humor in writing, and we can relate them to hashtags in today's culture. Both of these techniques offer writers a way to insert a narrator voice. They can be funny, sarcastic, it can further explain information. They might be a (whisper on the side) or a symbolic role of the eye, quick explanation of an inside joke. (Get it?)

Our hope is for you to have a little chuckle, teach a little technique and laugh a little with the kids. Bring lightness, levity, voice and of course joy and humor to your students writing, and maybe your own writing.

If you read Beth Moore's recent post , you might have started a diet of free writing in your room. These techniques to play with words might be just the boost some creative writer might need to push in their own voice. But don't think they are just for freewriting. Encourage writers to find their humor, to be clever and bring joy (humoclajoy) in all genres throughout the year. We'd love to hear how it goes. #humoclajoy
Gary Petersen joins us from Connecticut where he is a Staff Developer for the Reading and Writing Project at Columbia University and will be returning to the Connecticut education community as an Instructional Specialist at EASTCONN.ORG in June 2019. He has provided professional development in over 20 towns in Connecticut, 20 States and 2 Countries in literacy instruction and content. You can always ask him about Jedi his rescue dog, as a perfect icebreaker. He fancies himself to be an entertaining teacher and staff developer. (But his mother says sometimes it falls flat.) Follow him on Twitter @garycally

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Laughter adds so much to our lives. Research the benefits and you find all sorts of them-- engagement, higher levels of learning, greater sense of community, even health benefits... Just for those alone, it's worth thinking about ways we can infuse humor and laughter into our instruction and the experiences we share with students.

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 Learning Walks - Protocol on Cog. Engagement 

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This was a protocol we used during learning walks focused on looking at student engagement during independent reading.

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When instructional coaches also teach in the classroom, they can build mutual trust and respect with teachers.

Hero Images Inc. / Alamy Stock Photo

Instructional coaches bring many valuable skills to a school community, but they don't often have opportunities to teach. At the same time, teachers are stressed, schools are stretched, and everyone is looking for ways to improve instruction efficiently.

By rethinking the role of instructional coaches as practitioners who can include classroom instruction in their role descriptions, schools can provide high-quality instruction and ensure that coaches' jobs remain informed by relevant, engaging practice.

In our current educational system, coaches are often viewed as middle management. And this middle management spot is not always an effective place from which to lead or connect with classroom teachers.

To earn the credibility and respect of the teachers with whom they work, coaches must fully understand the challenges teachers face, and that is very hard to do when not living those challenges day-to-day.

As an instructional coach who is also in the classroom, I've found that holding both roles helps me build mutual respect and trust with teachers. When I am transparent about my own challenges, I can genuinely model what it means to be a reflective practitioner, requesting feedback and ideas from my colleagues. Sharing stories about a lesson that did not go as planned or a student behavior I'm having a hard time managing shows that we are all on the same team. No one is pretending to be perfect or to have all the answers, but by reaching out and engaging in collaboration, we all become more effective educators.

The Power of Lab Classrooms

Teachers consistently report that observing other teachers in action is among the most beneficial methods for improving their practice. While traditional instructional coaches can facilitate these observations, coaches who teach can provide daily opportunities for teacher observation. Not only does this maintain transparency; it builds professionalism, increases teacher capacity, and fosters "collective teacher efficacy," or the belief that in working together, we have the ability to positively impact student learning-a belief that researcher John Hattie revealed has sizable, measurable benefits for student achievement.

In action, this means that when I can say this to another teacher, "I'm dealing with that very issue as well; could you observe my classroom this week and then offer me some observations and feedback?" it communicates that their professional input is valued and that they play an important role as a professional colleague in our building.

When teachers are empowered to give and receive ideas and feedback, we build a culture of professional learning and increase teachers' confidence. Having a coach-facilitated "lab classroom" where this type of reciprocal mentoring takes place can level the playing field while routinizing observation for all.

How to Address Logistics

Creating room for instructional coaches to teach requires collaboration among coaches and administrators and the support of district leadership. It requires creative thinking and strategizing to move around full-time equivalents (FTEs) to create the best situation for a given school. FTEs measure employment in a way that makes employees comparable even when they work a different number of hours per week.

Schools might find that they do not need any additional FTEs-rather, they can split them up among two or more current staff members who have instructional expertise and leadership potential. In this instance, coaches can then collaborate with each other-say, working 0.5 FTE as a classroom teacher and 0.5 FTE as a coach-further increasing their efficacy.

In my role, I teach at least two sections of language arts each year. I might teach sixth, seventh, or eighth grade, depending on what grade level has the highest student population. In this way, instructional coach-teachers can mitigate large class sizes. I consider myself a classroom teacher first and foremost, but I also collaborate with another instructional coach in the building to develop and implement embedded professional development and provide instructional coaching throughout the building. This other teacher-coach has a position similar to mine-he teaches a few sections (of science, in his case) and is also an instructional coach.

The New Approach

This proposed role delineation is a far cry from the traditional "teacher mentor" model that persists in many schools, which typically assumes that wisdom and influence flows mainly from the more experienced teacher. But creating a truly collaborative culture, one that strives to improve instruction at every level, calls for a new approach that builds teacher capacity throughout an entire building.

Thinking more fluidly about a school building's schedule and FTEs to allow room for instructional coaches to teach establishes flexibility to designate teachers as coaches when needed, too. For instance, when two coaching hours opened up at my school, the administrators selected two newer teachers to share those coaching hours. These young educators proved to be highly effective instructional coaches for many reasons, including the fact that they were closer to the new-teacher experience, having just navigated that path of learning themselves, and therefore able to guide others entering the profession.

If increasing teacher capacity is a priority in your school setting, creating or adapting instructional coach positions to include classroom teaching can be an effective approach to that goal, introducing a level of role fluidity that supports collaborative professional learning pedagogies and facilitates mutual inquiry among school staff.

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Rethinking the Role of the Instructional Coach

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When instructional coaches also teach in the classroom, they can build mutual trust and respect with teachers.

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by Joellen Killion

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As the impact of COVID-19 continues to affect our lives, most of us are striving to learn new ways to do our jobs and maintain relationships. In times like these, it can be helpful to clearly define our roles so we can be sure we are still meeting the needs of all of the roles we play and if necessary, adjust our approach however necessary to ensure those needs are fulfilled. Coaches can have various roles across different schools and environments, so it is useful to find ways to create more clarity and establish boundaries for their roles. Through speaking with Joellen Killion and reading her work, we learned how to articulate the many roles of a coach. With over 45 years of experience as an educator, Joellen is the senior advisor to Learning Forward and consults with educators around the globe. In today's post, we take a look at her thoughts on the ten roles of a school-based coach.

#1 Data coach

For Joellen, a data coach is not simply someone tasked with collecting or presenting data, but someone who teaches others to analyze and use data. A data coach teaches educators to use data from the classroom "to make sound instructional decisions that help strengthen teaching and learning." A good coach can use anecdotes, observations, formative assessments, and what teachers see every day to help teachers make good decisions.

#2 Resource provider

Coaches have to be careful with this one! At the start of a school year, teachers are often craving any and all teaching resources they can find, and a coach can really thrive on finding those resources for their teachers. This is a slippery slope, however, because although finding teacher resources is a great way to build a relationship with a teacher in the beginning, coaches need to monitor things closely so that teachers learn how to locate and evaluate resources that will improve student learning.

#3 Mentor

Coaches can be a mentor, especially to new professionals, to acclimate a teacher to a new environment in a social, emotional, and psychological sense. Joellen tells us that mentoring means helping teachers understand who they are as members of a school community and feeling ready to meet the responsibilities as a teacher.

#4 Curriculum specialist

Another role for coaches is that of curriculum specialist. "A curriculum specialist is a person who has deep expertise in the 'what' that is being taught," Joellen adds, "And guides teachers to use curricula that are based on a solid theoretical framework, aligned with relevant standards."

#5 Instructional specialist

The instructional specialist, on the other hand, deals with "how" the curriculum is facilitated for learning. A coach helps teachers design and adapt instruction to meet the needs of students through instructional moves, procedures, assessments, and curriculum shifts.

#6 Classroom supporter

There are three parts (or responsibilities) to being a classroom supporter:

1. The first part is to serve as a model of effective teaching, teaching new strategies and classroom management practices.

2. The second responsibility is co-teaching. Joellen explains, "That is, going from 'I do, we do' to 'you do.' So, we do it standing together side by side."

3. The third part of being a classroom supporter is observing, gathering data, and engaging in reflective conversations.

Each of these three parts requires planning, reflection, and debriefing. It is about building efficacy, independence, and the capacity to analyze and reflect on one's own practice and its effect on students' learning.

#7 Learning facilitator

When a coach is responsible for facilitating learning in both informal and formal situations, with individuals or teams of teachers, Joellen calls this the learning facilitator role. In this role, coaches build the capacity of others. This might be a responsibility that coaches do constantly, however, when they have activated this role there may be more structured learning experiences taking place, such as leading a professional learning community, or facilitating a grade-level meeting for teachers.

#8 School leader

Coaches will naturally become a school leader. As leaders, Joellen finds that coaches can often build a very important bridge between teachers and administration at a school. Teachers often watch coaches, specifically how a coach reacts to district initiatives and how coaches advocate for students. Coaches can use this position to build a healthy school culture and a productive relationship between administrators and teachers.

#9 A catalyst for change

Joellen also sees coaches in a position to challenge the status quo; a coach is someone who is "always looking to plant seeds for opportunities to consider alternatives that might achieve a better end for students." As a catalyst for change, a coach is positioned well to identify what parts of a system reinforce habits and yield results.

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#10 Learner

The last role Joellen speaks about is the learner. Coaches are constantly learning. There are always changes in working with students, so keeping up to date and learning every day, for Joellen, is the "be all and end all" of being a coach." It's always a discovery - we are always adding to what we know," Joellen says, "we have to be willing to use every experience as an opportunity for learning more to improve where we go in the future."

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Joellen Killion Teaches Us About the 10 Roles of a Coach

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Read this blog post to learn more from Joellen Killion about the roles of a coach.

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Seven Qualities of an Instructional Coach

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Seven Qualities of an Instructional Coach

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Seven Qualities of an Instructional Coach

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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The videos on the attached document are focused on the concept of radical candor.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Create a sense of urgency to spark learning - kappanonline.org

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Students and teachers will benefit from a true sense of urgency about the value of learning - right now!

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The idea of urgency is gaining momentum in education. We're seeing short timelines for implementing many reforms. More urgency comes from comparisons of performance of students on international exams with students from top-performing countries. Critics of our public school system call for immediate, comprehensive educational reforms that will allow every child to achieve his potential. U.S. Secretary of Education Arne Duncan has spoken of a sense of urgency about U.S. education in general and universal preK, the importance of getting a college education, and locking in interest rates on college loans.

Much like the abstract sense of urgency that drives education policy, another kind of urgency is evident in productive classrooms. This type of urgency is not a race (to the top or anywhere else); it is a manner of practice. While reformers call for urgent action, our best teachers are already engaging students in authentic and relevant learning experiences, conveying the message that what they're learning is both urgent and important.
Urgency defined
Harvard professor John P. Kotter, who specializes in organizational change, said a sense of urgency is a highly positive and highly focused energy, driven by the belief that the world contains both great opportunities and great hazards, and one must be determined to act now on critical issues, making true progress every single day (2008). Those who write about a sense of urgency in the classroom recognize that it begins with a mindset and accompanying practices that convey to students high expectations of academic performance. In public schools, charter schools, and higher education, teachers and administrators are beginning to identify a sense of urgency as a set of characteristics that motivate and inspire children to learn. High school principal Ben Johnson (2013) explains, "This sense of urgency emanates from the teacher's attitude, demeanor, spark in their eyes, and the bounce in their step. It is the unmistakable message, though unspoken, that what we are learning is important, and we have to do it in a hurry!" Johnson (2008) asserts that "we have to be on fire before we will kindle any fire in our students."

It turns out that our best teachers are already engaging students in authentic and relevant learning experiences, conveying the message that what they are learning is both urgent and important.

Teachers who teach with a sense of urgency instill that same set of values in their students. Sixth-grade teacher Alex Piedra (2013) tells his students that even as they are moving through everyday classroom routines such as entering the room, taking materials out from their book bag, grabbing a sharpened pencil, going to the bathroom, or leaving at the end of class, he expects them to do so with a sense of urgency.
What it is not
A sense of urgency is not moving so fast that only the top students can keep up; it is not skipping important topics in the curriculum in order to move ahead; and it is not continuously practicing for high-stakes assessments. Urgency does not mean that faster is better or that a classroom should become a pressure cooker. Rather, urgency sends a message to students that their work is important and worthwhile today and in the long-term.
Establishing a sense of urgency
Petra Claflin (2013) of the Yes Prep Academy in Houston recognizes the importance of developing a sense of urgency in the classroom. However, she acknowledges that its dependence upon a confluence of components contributes to its ephemeral nature - like a flame that needs a steady supply of oxygen to burn brightly. Practitioners in the field have identified the optimal use of time and purposeful planning as factors that help promote and maintain a sense of urgency.

Time - In Teach Like a Champion, Doug Lemov tells us that in the classroom, "time is water in the desert, a teacher's most precious resource: to be husbanded, guarded, and conserved. Every minute matters" (2010, p. 230). Effective teachers know that time is sacred; the highest-performing teachers never waste a minute of class time (Cunningham & Allington, 2007).

One way to manage time is by using efficient classroom routines. When students enter the room, they know what supplies and materials they should have with them, where to pick up the necessary materials, what they are expected to do once they are seated, and how much time they have to complete the task. Once the lesson is underway, students follow established routines for moving from place to place, from activity to activity, and for leaving the room. In addition to protecting instructional time, these routines let students develop autonomy and help them make decisions that support their learning.

A sense of urgency is not the idea that faster is better or that a classroom should become a pressure cooker.

Another way to manage time in lessons is through pacing - creating the perception that you are moving quickly. However, using time efficiently does not always mean moving at a quick pace. Lemov acknowledges that effective teaching can employ "slow, steady reflection" as well as "bracing, energetic speed" (Lemov, 2010, p. 225). Students like to think they're doing something new more frequently than you can afford to change the topic of their learning, and pacing taps into that desire. When you create the illusion of speed by varying activities for the same topic, students feel that the lesson is moving along rather than being stalled on the same worksheet for the whole lesson; students perceive that they are making progress, and they anticipate what will come next. Successful pacing can ensure that "students do not feel rushed in their work, nor does time drag while some students are completing their work" (Danielson, 2007, p. 84).

It is not uncommon for students to need extra time to complete their assignments. As always, decisions about pacing are based on knowledge of students' needs and level of proficiency, and generalities about pacing for groups of students should be avoided. In the words of Augustus Caesar, make haste slowly.

In the classrooms where teachers value time - theirs and students' - you will observe the following:

Students arrive on time and begin working on some type of "do now" activity or anticipatory set;

Time-saving routines are in place;

Every minute of instructional time is used;

Time limits are placed on activities and shared with students;

A variety of activities occur during instruction;

Transitions between activities are seamless; and

Teacher praises students' efficient use of time.

When you optimize the use of time to create a sense of urgency, every second becomes precious to the students (Johnson, 2013).
Purposeful planning
Deliberate planning is essential for creating a sense of urgency. When teachers are clear about their short- and long-term learning objectives for students, they design lessons and activities that allow students to meet those objectives. Providing options for topics, methods, or products can elevate the value of the assignment in the students' estimation. According to Claflin (2013), incorporating choice into your lessons and assignments "will immediately increase student urgency and investment in their learning.

Other strategies that step up the urgency in the classroom revolve around authentic learning experiences that have real-world applications and cross-curricular connections. Collaborating with an expert in the field can give students an opportunity to analyze real-life problems whose solutions require the application of the desired knowledge (Johnson, 2013). An expert can provide support with student-generated inquiries and technical knowledge as well as guide students in creating realistic products.

Teachers who create a sense of urgency for students also hold themselves accountable for modeling such urgency.

As students become engaged in their learning, having daily goals helps them stay focused and be successful in achieving those goals. A goal for any unit of study is identifying and sharing work with a suitable audience. The Internet offers a plethora of options for creating a digital footprint. When students know their work will be published for a real audience, they have more of a stake in the outcome. Knowing that their work is important and real and has implications beyond the classroom walls creates a sense of urgency; it is work that matters.

These are attributes of lessons that cultivate a sense of urgency:

Authentic learning tasks that are important and demand the students' attention;

Collaboration with an expert in the field;

Student-generated short- and long-term goals; and

An audience for student work.

The combination of authenticity, relevance, and importance creates a sense of urgency that engages students. According to Danielson, "Student engagement is the raison d'etre of schools; it is through active engagement that students learn complex content" (2007, p. 82).
Walking the walk
In addition to planning engaging lessons that optimize time, teachers who create a sense of urgency for students also hold themselves accountable for modeling such urgency through their actions.

Piedra (2013) radiates a sense of urgency in all aspects of his teaching, constantly moving around the room, standing on chairs and desks, and climbing on counters. He rarely sits, and he has removed his stool from the classroom in order to avoid temptation. He makes sure to return assignments in a timely fashion, and he credits his effective plans for smooth transitions in the classroom. Outside the classroom, he moves through the building with a purposeful stride. Johnson agrees that creating a sense of urgency is not a sedentary proposition. Skilled practitioners are "roaming the class, inspiring, pushing, pushing, and extending the learning of their students all the way to the bell." It goes without saying that in Johnson's estimation teachers are not sitting at their desks while students are working.
Conclusion
"Teachers are among the most powerful sources of influence on learning . . . teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning," said John Hattie (Hargreaves & Fullan, 2012). Teachers who impart urgency to students strive to ignite "the spark of energy students need to engage in the difficult task of acquiring knowledge and skills" (Johnson, 2008).

Teaching with a sense of urgency requires an ongoing commitment. "A true sense of urgency is rare . . . it has to be created and recreated" (Piedra, 2013). Teachers who make this commitment do so because of its effect on students.

Piedra (2013) found that, aside from minimizing lengthy transitions and wasted time, creating a sense of urgency encourages students to be more aware, more alert, and more focused, which keeps them enlivened and engaged. Claflin describes the incentive for teaching with a sense of urgency in this way: "Having that palpable buzz of energetic learning is one of the most rewarding aspects of teaching; when you know your lesson has hit the sweet spot and neurons are firing all over the place."

In The 7 Habits of Highly Effective People, Stephen Covey (1989) suggests that it is only by putting first things first that you can focus on the items that are both urgent and important. Applied to teaching with a sense of urgency, it's a focus on those concerns that contribute to your mission, your values, and your high-priority goals for students. Teachers who hold high expectations for students and are clear about the desired outcomes for them consider it a matter of necessity to create a sense of urgency in the classroom every day.
References
Claflin, P. (2013). 6 ways to step-up sense of urgency in the classroom [Blog post]. http://yesprep.org/theanswer/6-ways-to-step-sense-urgency-classroom#sthash.rcy2tqyB.dpuf

Covey, S. (1989). The 7 habits of highly effective people. New York, NY: Fireside.

Cunningham, P. & Allington, R. (2007). Classrooms that work: They can all read and write. Boston, MA: Pearson.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria, VA: ASCD.

Hargreaves, A. & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.

Johnson, B. (2008, February 27). The need to breathe: How to develop urgency in the classroom. Edutopia. www.edutopia.org/teacher-influence-student-motivation

Johnson, B. (2013, March 12). Building a sense of urgency in the classroom. Edutopia. www.edutopia.org/blog/building-sense-of-urgency-classroom-ben-johnson

Kotter, J.P. (2008). A sense of urgency. Cambridge, MA: Harvard Business Press.

Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass.

Piedra, A. (2013, August 28). Rule #1 move with a sense of urgency [Blog post]. http://mrpiedrasclassroom.blogspot.com/2013/08/1-move-with-sense-of-urgency.html

CITATION: Kelleher, J. (2015). Create a sense of urgency to spark learning. Phi Delta Kappan, 97 (2), 21-26.

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Create a sense of urgency to spark learning - kappanonline.org

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Students and teachers will benefit from a true sense of urgency about the value of learning - right now!

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Educational leaders around the world are recognizing that real improvement in schools requires ongoing, focused, intensive, goal-directed, job-embedded professional development. That is, instructional coaching.

My colleagues and I at the Instructional Coaching Group and at the Center for Research on Learning at the University of Kansas have been studying and supporting instructional coaches for more than two decades. During that time, we've found that administrative support is one of the two most important variables that make or break coaching success (the other is hiring the right person for the job). When coaches and principals work together successfully, there is an excellent chance the coach will have an unmistakably positive impact on students and teachers. The opposite is also true.

In this article, I identify seven actions administrators can and should take to support coaches so that positive change can occur in schools.

1. Understand Instructional Coaching

Since coaches play a central role in any change or improvement plans in a school, principals must understand what coaches do so they can provide the right support. Understanding coaching will likely involve the following: (a) agreeing on a set of beliefs to guide coaching actions (we propose the partnership principles), (b) outlining the skills coaches need for effective coaching conversations (in particular listening and questioning), (c) following a coaching cycle that coaches can move through in partnership with teachers to organize, set, and hit goals (we suggest the impact cycle), and (d) drawing upon strategic knowledge about data gathering and high-impact instruction to move through the cycle. When administrators understand the beliefs, skills, processes, and knowledge inherent in effective coaching, they are much better prepared to support coaches in the other actions I describe in this article.

2. Theoretical Alignment

Coaches and administrators work well together when they have theoretical alignment. This is a fancy way of saying that the coach and principal agree on the principles that should guide the coach's actions. When they don't, that can undercut a coach's effectiveness. For example, if a coach has learned that coaching should be a partnership between professionals, with teachers having a lot of autonomy, but the principal sees coaches as experts whose primary job is to fix teachers by telling them what to do, that difference can make it difficult for coaches to act effectively and with confidence.

The ultimate goal of coaching should be to have an unmistakably positive and lasting impact on student achievement and well-being. My research suggests that coaches will be more successful if they work from what I call the partnership principles. When coaches see themselves as partners with teachers, they see teachers as equals who should have a significant say in their own professional learning. Coaches who act as partners engage in back-and-forth (or dialogical) rather than directive (one-way) conversations that focus on reflective work for real-life change in the classroom. Most coaches learn quickly that telling teachers what to do is counterproductive, but involving teachers in identifying goals and strategies increases the likelihood that teachers will commit to their coaching goals.

3. Role Clarity and Time

To succeed in their job, coaches need to know the expectations for their job, and they must have sufficient time to do that job. Unfortunately, this is often not the case. And, when there is no clarity around what coaches do, coaches can end up doing low-priority tasks that keep them from partnering with teachers to move through a coaching cycle.

We suggest coaches and administrators sit down together and review a list of all the tasks coaches might be asked to do. Then, they need to discuss each task and decide if the coach will-or will not-do it. Administrators and coaches need to prioritize the actions that will have the greatest impact on student achievement and well-being. If coaches are going to spend at least 60% of their time coaching, and at least 10% of their time on their own professional learning, that doesn't leave much time for other tasks.

Administrators will often need to help coaches say no to many tasks if coaches are to focus on the most important work. Potentially valuable tasks such as leading PLCs, conducting walk throughs, overseeing state testing, designing and leading workshops, and so forth may all need to be set aside so coaches can focus on partnering with teachers to make dramatic improvements in learning and teaching practice.

4. Principal Support

In almost all organizations, people seek the approval of the leaders to whom they report. When it comes to coaching in schools, this means teachers will be more likely to prioritize coaching if their principals prioritize coaching. At the most fundamental level, principals need to believe that effective professional development leads to important improvements in schools, that professional development isn't just a box to be checked. If administrators don't believe in professional development, something needs to change.

Administrators can also support coaching in many other ways. They can speak publicly about the importance of coaching, they can observe coaches when they offer model lessons, and they can encourage teachers to speak publicly about their positive coaching experiences.

One of the most powerful ways principals can support coaches is for principals to agree to be coached themselves. More and more districts are offering leadership coaching for principals, and some administrators are learning to take a coaching approach to leading by learning and using coaching skills, beliefs, and a coaching process.

One of the most powerful ways principals can support coaches is for principals to agree to be coached themselves.

Coaching expert Steve Barkley suggests that principals demonstrate the power of coaching by being coached themselves by their school's instructional coach in front of staff during a meeting. To do this, a principal can teach a model lesson in a teacher's classroom, record the lesson, watch it to find some interesting sections, then share those sections at a staff meeting. Then, after sharing the video, the principal can be coached by the school's instructional coach in front of everyone. Barkley says that even in meetings where teachers are usually anxious for the meeting to end as quickly as possible, staff will want to stick around to see their principal be coached. Most importantly, when teachers see how easy and powerful coaching can be, they'll be more likely to embrace coaching for themselves.

5. Support Professional Development for Coaches

Coaching is a new job for most coaches, and it involves different beliefs, processes, skills, and knowledge than coaches used themselves when they were teachers. Coaches won't acquire all that new knowledge and skill without professional development and time for learning. Principals can provide support by looking for resources and ensuring that at least 10% of a coach's work time is spent on professional learning. Also, just as teachers need coaches to translate new ideas into better learning and well-being for students, coaches also need someone who helps them learn and improve their craft. Principals can also provide a great service to coaches by advocating for coaches of coaches.

One final and important form of professional learning for coaches is for them to create instructional playbooks: digital or analog documents that contain (a) a list of the highest-impact strategies to be used by coaches and teachers in a school, (b) one-pagers for those strategies, and (c) checklists that coaches can share with teachers to help teachers get ready to implement new strategies.

6. Confidentiality

Every coach and principal needs to confirm their policy for confidentiality. In the best learning environments, of course, confidentiality wouldn't be an issue given widespread psychological safety. If all teachers feel 100% safe discussing the students in their classrooms and their professional practice, there would be no need for a confidentiality policy.

In most cases, however, teachers may be less than candid about their needs, especially when they are talking with someone who meets with the administrators who will evaluate them. In some schools, the policy is that coaches share no information at all with administrators so that teachers feel more comfortable sharing their concerns and needs. The most common policy is that coaches share what they're working on and with whom, but they do not share evaluative information.

What matters most with respect to a confidentiality policy is that it is clearly stated, agreed upon, and widely understood by everyone in a school. A lack of clarity around confidentiality may lead to coaches sharing information that teachers thought was confidential. For teachers, that can feel like a breach of trust. And trust is crucial for coaches to succeed.

7. Effective Evaluation

In too many settings, coaches are evaluated by people who don't understand effective coaching with an evaluation tool that was designed specifically for teachers. This is a bit like asking psychiatrists to evaluate surgeons with a tool designed for dentists. Evaluation of coaches should be conducted by people who understand coaching and who use a tool designed and field-tested for coaches. We suggest a 360° evaluation be completed by teachers who have been coached by the evaluated coach, and we suggest the coach's administrator or direct report complete the same evaluation. Coaches themselves should complete a self-evaluation. Such triangulated data can really help coaches improve.

Coaching programs should also be evaluated. At a minimum, schools should assess the impact of coaching by looking at what goals teachers set and hit by working with coaches. Additionally, evaluation should assess the ways in which the school system supports or impedes coaching success. There are many tools for such evaluation described in a book I co-wrote, Evaluating Instructional Coaching: People, Programs, and Partnership.

Conclusion

Real change, change that has an unmistakably positive impact on students, likely won't happen without follow-up, collaboration, and goal-directed practice. Coaches play a central role in such efforts, but they can't do it alone. Coaches will struggle to succeed without school leader support. Fortunately, administrators can take concrete and specific actions to support coaches so real change, good change, is always occurring.
Jim Knight, PhD, is the co-founder and a senior partner at the Instructional Coaching Group and a research associate at the Center for Research on Learning at the University of Kansas. He is the author of several books and articles on instructional coaching and professional learning. Learn more at instructionalcoaching.com.
References

Knight, J. (2013). High-impact instruction: A framework for great teaching. Corwin Press.

Knight, J. (1999). Partnership learning: Putting conversation at the heart of professional learning [Paper presentation]. American Educational Research Association Conference 1999, Montréal, Quebec.

Knight, J. (2021). The definitive guide to instructional coaching: Seven factors for success. ASCD.

Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin Press.

Knight, J., Hoffman, A., Harris, M., & Thomas, S. (2021). The instructional playbook: The missing link for translating research into practice. ASCD.

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ISTOCK.COM/DRAFTER123 Educational leaders around the world are recognizing that real improvement in schools requires ongoing, focused, intensive, goal-directed, job-embedded professional development. That is, instructional coaching. My colleagues and I at the Instructional Coaching Group and at the Center for Research on Learning at the University of Kansas have been studying and supporting instructional coaches for more than two decades.

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AI - Tools to Use in the Classroom and Reduce Teacher Burnout

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AI - Tools to Use in the Classroom and Reduce Teacher Burnout

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Clickable links, videos, and examples. MagicSchool is my favorite, but is now putting out a premium vs. free version.

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AI in the Classroom - PD Presentation - 10-6-23

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Get new episodes automatically for free!

Truth for Teachers is consistently ranked as a top K-12 podcast on iTunes, with over 1,500 five star reviews and 9 million downloads. Subscribe below to get a fresh dose of inspiration for the week ahead!

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Truth For Teachers - Truth For Teachers Podcast

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Angela Watson's teacher podcast, Truth for Teachers, is designed to speak life, encouragement, and truth into the minds and hearts of educators.

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Collecting Data for Small Group Strategy Writing Lessons