Handout #11 SAMPLE LOGIC MODEL: PLAN FOR A COACHING WORKSHOP

Objective: Participants will build their skills in coaching school improvement teams.
Inputs/Resources / Strategies / Outputs / Outcomes Short Term / Outcomes Long Term
1. Coaching Guide
2. Seminar facilities, presenters / 1. Present an overview of the coach’s role in the school improvement planning process.
2. Participants will practice using tools and strategies recommended in the guide
3. Participants will add to their knowledge by sharing personal experiences and expertise during the session. / Completed activity products;
Written and oral feedback on usefulness of activities. / Participants expand their knowledge of coaching strategies.
A majority of Participants report intent to apply strategies to future work with school improvement teams. / School improvement teams rate the strategies used by their coach has made a positive contribution to the team’s effectiveness and efficiency.

A logical model is just one of many structures for school improvement for school improvement planning. Sponsors often define a particular structure to be used by schools and districts, so coaches should be alert to the preferred model required by the state, district or other sponsoring agency overseeing the improvement planning process.

Teams and coaches using the Native Star™ system to structure the development of their plan benefit from the planning tools, resources, and report templates built into the system. Section 2 shows some of the ways these features can be used as the team develops its plan for change.

To be a useful tool to guide action, a plan for change must include a clear description of the measureable outcomes that will result if the strategies effectively target the identified needs. Those implementing the plan will be able to picture themselves in their “new and improved” mode of operation if outcomes are clear. The task of a coach is to help team members make the invisible (or more likely, overlooked!) visible to all those engaged in the change process.

Pause and Reflect: In the absence of another preferred approach, the coach can opt to use the “logic model” outline presented in Section 1 as the framework for preparing a plan for an important indicator. The components of “logic model” include:
Inputs/Resources Needed / Strategies / Outputs / Outcomes Short Term / Outcomes Long Term
The knowledge, skills, time and expertise to enable adoption of the strategy / The activities (tasks) required to adopt the desired practices / The physical products (lesson plans, student work, survey responses) resulting from the strategies / Intermediate observable changes in the intended beneficiary of the activities / The ultimate impact of the strategy, the broad objective/goal of the work

A logical model is just one of many structures for school improvement for school improvement planning. Sponsors often define a particular structure to be used by schools and districts, so coaches should be alert to the preferred model required by the state, district or other sponsoring agency overseeing the improvement planning process.

Teams and coaches using the Indistar™ system to structure the development of their plan benefit from the planning tools, resources, and report templates built into the system. Section 2 shows some of the ways these features can be used as the team develops its plan for change.

To be a useful tool to guide action, a plan for change must include a clear description of the measureable outcomes that will result if the strategies effectively target the identified needs. Those implementing the plan will be able to picture themselves in their “new and improved” mode of operation if outcomes are clear. The task of a coach is to help team members make the invisible (or more likely, overlooked!) visible to all those engaged in the change process.

Indistar™® Workshet: Step 5: Create the Plan

School Leadership and Decision Making
Aligning classroom observations with evaluation criteria and professional development
IF04 / Professional development for teachers includes observations by peers related to indicators of effective teaching and classroom management. (68)
Index: / 6 / (Priority Score x Opportunity Score)
Plan: / Assigned to: / Lead Teacher
Target Date: / 06/07/2010
How it will look when fully met: / When this objective is fully met, the school will have a process in place where staff members will cover for each other so others can observe a peer teaching.
Teachers/Teacher Assistants fill out a BRS rubric about what they saw and how this information from the rubric will be distributed to the observed teacher as feedback to improve the teaching process. The observations will allow all staff to improve teaching techniques to benefit our children.
Tasks:
1. A format will be developed and a schedule of when peer observations can occur. The format will include a place for both parties to reflect on the visit.
Assigned to: / Grade Level Teams
Target Completion Date: / 05/28/2010
Comments: / Collegial Coaching
a. Strengthen an environment or trust by understanding ourselves and each other.
b. Increase interdependency
c. Recognize and learn to practice coaching qualities
d. Develop communication guidelines/shared expectations
e. Identify a time for reflection and discussion of observations
Implement: / Percent Task Complete: / 0%