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Ideas

Resources/Insights

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Challenges

C hallenges and potential solutions related to diversity, equity, and inclusion

Reflections

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Ideas: What are you hoping to learn today?
What are you hoping to share today?

Resources/Insights

Successes: What successes have you and/or your learners had related to this topic?

Challenges: What challenges have you and/or your learners encountered related to this topic?

Equity: What are some challenges and potential solutions related to diversity, equity, and inclusion as it relates to this topic?

Reflections  Is there a new tool or resource you want to explore? Or an idea you want to share with a colleague?

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Get the conversation started:

Who’s in the room?
(Ask participants to introduce themselves)

Why did you pick this topic?

What are you hoping to learn/share today?

What are some challenges or successes you have experienced related to this topic?

How does this topic intersect with issues of equity?

What resources, tools, or insight may help others dealing with this topic?

What additional questions do you have about this topic?

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The Edcamp Community is dedicated to a harassment-free experience for everyone. The Edcamp Community’s Anti-Harassment Policy can be found above.

Make sure all voices are heard in the conversation.

Be mindful of your own unconscious biases in communicating.

Give ample wait time for people to respond to a question or comment.

Remind participants to stay quiet when they are not speaking.

Maintain group confidentiality: the lessons leave, but the stories stay.

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Curious: What is the "right size" change idea? Tracking of change ideas is not happening across the network (despite having an NSI tracker document) How do we know if what we are doing is working?

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We have big measures, but how do we measure individual change ideas?

Getting information back to teachers that’s useful. Struggling to build a network that’s useful for data collection

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How do we know if our change ideas are having an impact on student learning? 

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How do we know if our change ideas are having an impact on student learning? 

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More focused change ideas across the network - eliminates choice for each campus

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More focused change ideas across the network - eliminates choice for each campus

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Double Line - collecting annual data but have less access to more proximate data

Partners - working with EA on on track platform. Have access to historical one but not as useful as an implementer because data is lagging. Want within year data on grades, attendance, discipline for 678 graders. Right now we rely on site-based leaders (mostly about grades). 5 of 7 sites gave some kind of data

Baltimore City - we have access to data but it’s not in the most usable format. Use a research partner to extract more usable data. Also collect data on the ground from teachers in a PDSA do tracker. Also monthly ORF data. Challenge - how does that connect to lagging literacy data?

CORE - coaches now have access to grade books, but need to figure out through data team how to best present this to school teams. Learned to not focus only on data processes that can be scaled but just to help particular teachers at particular times

KIPP - dashboards that regions can use to see their own data (updated mostly by students)

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Resource from KIPP: Equity Pause Protocol: 

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Resource from KIPP: Equity Pause Protocol: 

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Equity pause & reflect resource from UPD consulting. Guiding questions for each phase of the improvement journey. Been useful for those who have used it (many teams have not). Can we get to a point where teams embed the questions throughout their structures?

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Felt Challenge: separation between improvement & equity

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Integrate an equity pause into continuous improvement protocols

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Understand where the district is at in terms of their language and understanding of equity and trying to meet them where they are at

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Culturally Responsive School Leadership

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Resource: Taking the Lead: New Roles for Teachers and School-Based Coaches - 2nd Edition (informed the updated Theory of Coaching for TXNSI)

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Resource: Taking the Lead: New Roles for Teachers and School-Based Coaches - 2nd Edition (informed the updated Theory of Coaching for TXNSI)

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PURPOSE

TXNSI improvement coaches service network partners as catalysts for change, data coach, and learning facilitators.

https://lf.ps.membersuite.com/onlinestorefront/ViewMerchandiseDetails.aspx?contextID=cbc968d7-00ce-cd2c-0a5e-0b3d87ac0c9d&categoryID=

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Taking the Lead outlines 10 practical and powerful roles for school-based coaches responsible for helping teachers increase their capacity to serve all students. The second edition is a rich update to Killion and Harrison's essential resource and includes dozens of online tools that support deep exploration and implementation of the concepts covered in the book.

Features include:

Updated review of the evidence on the effects of coaching;

Deep discussions about the 10 roles of coaches;

Real-world vignettes based on authentic experiences of coaches;

Focus on the culture of coaching and the power of team coaching;

Chapter about troubleshooting challenges to coaching; and

Guidance for school- and system leaders who create the conditions supporting coaches and coaching programs.

With new content ranging from the strategic to the specific, this practical resource guides school-based coaches and leaders in the practice of student-focused coaching. System leaders may use Taking the Lead as they advocate the design of a coaching program focused on team, school, and district learning goals.

School-based coaches and teacher leaders will find advice for coaching a reluctant colleague, drawing up an effective working agreement, reflecting on their own practice, or troubleshooting a challenge.

Published: Learning Forward, 2017

Orders of 25 or more qualify for a large order discount. Call 800-727-7288 for more information.

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Taking the Lead: New Roles for Teachers and School-Based Coaches - 2nd Edition

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Taking the Lead outlines 10 practical and powerful roles for school-based coaches responsible for helping teachers increase their capacity to serve all students. The second edition is a rich update to Killion and Harrison's essential resource and includes dozens of online tools that support deep exploration and implementation of the concepts covered in the book.

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Finding the balance between the WHY (we do CI) and the process of HOW (to do CI).

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Finding the balance between the WHY (we do CI) and the process of HOW (to do CI).

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informed the TXNSI [new] Coaching model
Goal and rationale statement

Improvement coaches focus on the improvement process. Improvement coaches support the vertical articulation of disciplined inquiry within the system (teacher teams to district office) through regular coaching interactions they create disequilibrium with the current state as an impetus to explore alternatives to current practice (Killion et al., 2020).

supporting source:
Coaching Matters
https://lf.ps.membersuite.com/onlinestorefront/ViewMerchandiseDetails.aspx?contextID=cbc968d7-00ce-c0fc-d848-c0161865d82c&categoryID=

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Coaching Matters - 2nd Edition

Joellen Killion, Chris Bryan, & Heather Clifton

Yes! We know that coaching can increase teacher effectiveness and student learning. This new edition of Coaching Matters builds on the authors’ ongoing research and work with school systems to design coaching programs that improve learning. The result is a book that clarifies the complex issues and operational details of effective systemwide coaching programs.

Eleven chapters deepen discussions of key decision points and practices for creating or refining coaching programs: setting coaching program goals, defining coaches’ roles, engaging with coach champions, hiring/placing coaches, designing/evaluating coach professional learning, evaluating coaching programs, and making choices for the future of coaching.

Selected features of the new edition:

* A new literature review describes studies in coaching, including the importance of coaching design and the effects of coaching on teacher practice and student learning;
* A new framework depicts the core conditions for coaching success;
* Sidebars in each chapter show artifacts and examples from schools and districts;
* Updated scenarios draw from the authors’ experiences with teachers, principals, coaches, and coach champions;
* Expanded chapter on evaluation of coaching and coaches offers examples of how districts and schools design robust evaluations to improve practice and inform decision making;
* Recommended strategies in each chapter guide central office administrators, coach champions, and building administrators in developing stronger coaching programs within their professional learning systems; and more.

What others are saying:
“Coaching matters! That we know. So why this book? Because gaining positive results from coaching requires developing coaches’ expertise through ongoing support and supervision, providing clear parameters of their work, and monitoring and evaluating their work. The authors’ experiences with thousands of coaches provide the guidance on ‘how’ to make coaching matter.” — Steve Barkley, executive vice president, PLS3rdLearning

Published: Learning Forward, 2020

Orders of 25 or more qualify for a large order discount. Call 800-727-7288 for more information.

Price: $45.00
Member Price: $36.00

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Getting equity coach to help us develop as a hub

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Using lens of white dominant/supremacy culture as entry point for how we could practice continuous improvement differently

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NEP liberatory design mindset cards

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Discourse 1 vs. Discourse 2 article & discussion

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This book has been helpful as Dr. Hinnant-Crawford talks about how improvement work can be used as a tool for equity IF you are intentional about who you involve and who holds power.

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Guiding equity questions that shape every part of the journey

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Baltimore: finding regular routines that can consolidate the data. Meet with Fellows every few weeks, so we can consolidate for each PDSA cycle. Every 8 weeks, at the end of the Action Perod, we consolidate at 3 different levels—fellows consolidate from all the cycles in that period (teachers have PDSA trackers that they’re updating regularly and bringing to biweekly huddle meetings); hub team has learning team meetings who consolidates against the learning questions of the network; network meeting is shared with district and school leaders. It forces us to tell the story in different ways. Steer away from comparing across schools because they have such different contexts.

Different levels of the learning. It’s about the qualitative part. We need to know the story behind the data points. Dashboards aren’t so helpful for teacher, but sparklines have been. Simple visuals to help them tell a story

CORE - started as very invitational but getting less so. Consolidating learning leads to more spreading of best practices

Commit Partnership - rely on campus level staff to check in on the work, so many change ideas aren’t documented (each is asked to document one PDSA). Weekly communication to ask for bright spots

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TXNSI MODEL

Improvement coaches enable instructional coaches to work collaboratively to grow through structured PDSA cycles, improving their instructional practices and outcomes for students. Improvement coaches are network-facing.

An improvement coach works with the instructional coach to assess system needs and find ways to improve that points toward the network aim. In the TXNSI, the improvement coach is a member of the hub who provides coaching and content expertise to aid local improvement work.

Improvement coaches also serve as:

Catalyst for Change

Introduce alternative ways of thinking and acting.

Pose questions designed to shift thinking.

Encourage teams to think critically and analytically.

Data Coach

Support instructional coach’s use of data to determine appropriate instruction.

Reinforce the use of multiple sources of data.

Help the instructional coach understand the impact of disciplined inquiry cycles.

Learning Facilitator

Support implementation of new learning.

Recognize agency and capacity in others to facilitate learning and the improvement process.

Improvement coaches will move from a directive to a more facilitative coaching stance to build the capacity of instructional coaches to lead the cycles of continuous improvement

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Who is doing the improvement work MATTERS. People do improvement on their own work, not on other people. Ceding power and centering those closest to the work.

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Start leading through learning - map your leadership strategy.

This workbook is designed to support you as you develop a customized Theory of Leadership-an approach that outlines your own role, as a leader, in designing, guiding, and participating in system learning and improvement.

We're here to make this process simpler-but its significance should not be understated. In practice, by creating explicit Theories of Leadership, we are upending traditional approaches to education-based reform, which have narrowly focused on "fixing" the teacher and student behavior. Instead, by participating in this process, we're flipping the script and pushing ourselves to lead as active learners.

Ultimately, how you design, organize, set the conditions for, and participate in learning across your system-while measuring your success in driving progress toward the outcomes you care about-will either obstruct or open the path toward learning and transformative change.

In this Companion Guide, we'll be your guides as you craft your own Theory of Leadership.

identify collaborators,

capture your current practices,

draft a learning-driven Theory of Leadership, drawing on practices outlined in Drivers A-D,

build an aligned measurement framework, and

develop a narrative to help communicate your Theory of Leadership with others.

Note that it's possible to articulate a Theory of Leadership as a team (e.g., an executive leadership team, a network hub) or as an individual (e.g., a team leader). Activities in the Companion Guide are designed for team-based development but may be easily adapted to accommodate an individual approach. Simply choose your adventure: Both approaches to Theory development can be fruitful, though they will differ in scope and scale.

Throughout the Companion Guide, you will find links to external templates on Miro. You can sign up for a free Miro account and make a copy of the Miro templates here.

A Theory of Leadership ("Theory") is an articulation of the approach leaders use to support learning and improvement in their system, large or small.

A strong Theory describes leaders' unique vision for their system and the steps they will take to get there. While most leaders operate with a tacit leadership approach in mind, articulating an explicit Theory allows leaders to capture, measure, and improve their own practice over time, as well as share their approach with others within or beyond their organization.

Your Theory of Leadership can be captured in a logic model that describes the causal relationship between leadership actions and short and long-term goals. By ensuring that your articulated actions and goals are explicit, and therefore measurable, you can treat your leadership approach as a hypothesis, testing and refining it over time; strengthening the relationship between your leadership and the behaviors, mindsets, and conditions in your system; and rising to meet new challenges and opportunities.

Please ensure Javascript is enabled for purposes of website accessibility

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Companion Guide - Leading Through Learning Playbook

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Develop Your Theory of Leadership Start leading through learning - map your leadership strategy. This workbook is designed to support you as you develop a customized Theory of Leadership-an approach that outlines your own role, as a leader, in designing, guiding, and participating in system learning and improvement.

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Resource: Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers’ Practices

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Resource: Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers’ Practices

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pay attention to the results on dosage

https://www.mathematica.org/publications/study-of-teacher-coaching-based-on-classroom-videos-impacts-on-student-achievement-and-teachers

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Helping teachers become more effective in the classroom is a high priority for educators and policymakers. A growing body of evidence suggests that individualized coaching focused on general teaching practices can improve teachers' instruction and student achievement. However, little is known about the benefits of specific approaches to coaching, including who is doing the coaching, how coaches observe teachers' instruction, and how or how often coaches provide feedback to teachers. This study examined one promising strategy for individualized coaching: professional coaches-rather than district or school staff-providing feedback to teachers based on videos of their instruction. Feedback based on videos gives teachers the opportunity to observe and reflect on their own teaching and allows coaches to show teachers specific moments from their teaching when providing feedback. For this study, about 100 elementary schools were randomly divided into three groups: one that received fewer highly structured cycles of focused professional coaching during a single school year (five cycles), one that received more (eight cycles), and one that continued with its usual strategies for supporting teachers. The study compared teachers' experiences and student achievement across the three groups to determine the effectiveness of the two versions of the coaching.
Study Highlights

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Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers' Practices

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Helping teachers become more effective in the classroom is a high priority for educators and policymakers. A growing body of evidence suggests that individualized coaching focused on general teaching practices can improve teachers' instruction and student achievement.

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Partners - Need to have concrete list of who is doing what change idea. So started thinking about how for each change idea area, can coaches document with specific questions what participants are doing in each area. Need to get more used to shorter cycle work. Baltimore - Maybe process maps can help with that

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Provide a template for folx to feel out during the year - give them time at each convening to add to it (Fushia, Ekowsha)

Determine the core aspects of the change idea that makes it work and document that (Joyce, NCS)

Change Idea Reports - the idea, the data tracker, context of school (e.g demographic data), number of cycles to codify lessons learned (E, City Year)

Coaches codifying the learning of their coachees via a blog post, podcast or some other avenue at the end of the year based on the data we’ve collected over time (Jillian, NCS)

Checklists that build the capacity of folx at the site to continue the work without the coach - meet with the principal at the end of the year so they know what happened and how to keep it going (Daisy, HTH)

One pager that outlines The Who, what (concrete strategies), how and result (Jillian, NCS)

Google Drive to house one pagers for routines, strategies, change ideas and practices (like group work, opening moves., closing moves, etc.). (Jillian, NCS)

Use a padlet to organize resources and provide space in the meetings to read and grab what feels useful and add new ideas and resources. (Jillian, NCS)

Here is a model for organizing resources effectively: https://www.schoolreforminitiative.org/protocols/

Questions

Where do we go to look for stories and models? Blog posts, podcasts, etc. The Marshall Memo is a great resource because it’s bite sized.

How do we cultivate an improvement mindset so they are invested in the science of learning and improvement?

How do you update the “bank” or one pager after they’ve been codified?

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

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- What does sustainability mean to the districts we work with?
- Are districts willing to pay to continue our orgs' works with networks?
- Asking districts what they want to be true for all the schools and students and then backwards map

What are the challenges of maintaining sustainability of network connections across and within districts?
- Some contexts may let the focus on this go
- Stepping out of our role as data analyzers, planners to give districts/networks more control

Three pillars we want to sustain:
- Culture of CI: keeping mindsets alive
- Instructional practices
- Network piece (lower priority) sustainability as a possibility seems low

How do we build the capacity for maintaining culture of CI within the network?
- Districts use of data may be more high-level, disconnected from ground-level experiences of student experiences
- Capacity building with district teams
- We want to permeate the instructional culture beyond leadership
- Principal needs to be bought in to continuous improvement process

What structures and support exist to engage schools in CI work? Why weren't schools doing this before we started?

Near-peer model for supporting FAFSA completion. Support for teachers by giving them what they need to make work sustainable.

Three pathways for delivery:
We can invest resources and time in pathway 2 (CoP) - are the outcomes outpacing those for pathway 3?

What are the conditions we hope to build to engage schools in ongoing continuous improvement?
- Role of the principal in the "sponsor" role Actions the principals can engage in:
- giving attention to the work (prioritizing)
- sharing bright spots
- removing barriers
- making space so the teacher can do this
- strong data literacy

Where is the highest return on the lever when it comes to coaching? (coaching AP vs. principal vs. teachers)

We need to gradually release knowledge around data literacy:

- Meet with team leads a week before convenings and have them look at data

- Provide teams with a dashboard for analyzing data

- District data team runs data walks. Building capacity of that team to use protocols from improvement science to focus on particular areas.

What can you hand off in terms of the work to roles that already exist within a district? What routines and structures within a district already exist?

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Resource (2017): Coaching for Impact: Six Pillars to Create Coaching Roles That Achieve Their Potential to Improve Teaching and Learning

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Resource (2017): Coaching for Impact: Six Pillars to Create Coaching Roles That Achieve Their Potential to Improve Teaching and Learning

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Coaching support is most powerful when offered routinely and on the job by skilled professionals.

https://learningforward.org/report/coaching-impact-six-pillars-create-coaching-roles-achieve-potential-improve-teaching-learning/

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Despite decades of efforts to support teachers with coaching, most teachers still do not get the support they need in their own classrooms. Yet most teachers, including experienced ones, need support to continue to evolve professionally, hone their practice, and use new tools. This support is most powerful when offered routinely and on the job by skilled professionals.

Learning Forward, the University of Florida Lastinger Center, and Public Impact have long advocated for high-quality coaching for teachers, with years of lessons learned about how to make coaching a force for instructional improvement. Based on our experience, the research base on coaching, and a forward-looking analysis, we use this new report to call on the nation's education leaders to expand their commitment to high-quality coaching for all teachers.

Download Coaching for Impact, a report outlining six pillars essential to creating meaningful coaching roles.

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Coaching For Impact: Six Pillars To Create Coaching Roles That Achieve Their Potential To Improve Teaching And Learning | Learning Forward

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Despite decades of efforts to support teachers with coaching, most teachers still do not get the support they need in their own classrooms. Yet most teachers, including experienced ones, need support to continue to evolve professionally, hone their practice, and use new tools.

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What are we doing now that will lead to sustainability later? (Not necessarily right away, but in the future)

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What are we doing now that will lead to sustainability later? (Not necessarily right away, but in the future)

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How are networks established? How will this lead to sustainability?

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How are networks established? How will this lead to sustainability?

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Spotlights of leaders - actively involved in the learning alongside their teacher teams.

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For leaders to consider: What barriers do we need to remove (for teachers/teams) in order to do this CI work?  [Finding balance between purpose and process]

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For leaders to consider: What barriers do we need to remove (for teachers/teams) in order to do this CI work?  [Finding balance between purpose and process]

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Learning continuum (phased approach) to understand where and how coaching needs to happen to build sustainability. 

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Learning continuum (phased approach) to understand where and how coaching needs to happen to build sustainability. 

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Simple vs accessible process (of continuous improvement)

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Simple vs accessible process (of continuous improvement)

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Can you name what you did to generate the results you saw? 

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Can you name what you did to generate the results you saw? 

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Is it an US question or THEM question (Hub vs network members)? 

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Is it an US question or THEM question (Hub vs network members)? 

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- to reach out to each other beyond the scheduled collaboration.  We aren't keeping the learning for ourselves but we are reaching out to one another.

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1) Developing skills of data driven decision making
2) Developing identity as an educator
3) Agency as an educator to make decisions about the work you are doing

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Coaching for Continuous Improvement and Leadership Development (Rennie Center/Teach Plus NSI in Chicago)

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Coaching for Continuous Improvement and Leadership Development (Rennie Center/Teach Plus NSI in Chicago)

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From Carnegie Summit session Rennie Center/Teach Plus

The plan of action that coaches use follows a gradual release of responsibility