Side-by-Side Principal Coaching Outline

The Nature of Expertise

Expertise can be dramatically increased through education and training if one has the necessary drive and motivation.

-Ericsson and Charness, 1994

Focused Feedback and Practice

The goal of Side-by-Side Principal Coaching parallels Dr. Marzano’s conditions to improve teacher expertise, most succinctly, focused feedback and practice. According to Hattie and Timperley, the presence of feedback doubled the effect size as compared to other educational innovations that lacked feedback (2007).

Training Schedule:

This can either be a half day or full day session. The following schedule is for a half day session. A full day session would allow for either a full period or one hour class observation or up to 6 shorter observations following the below schedule.

*Please note, it is imperative that all participants arrive on time as the opening meeting must be kept brief to allow adequate time for observations.

Full Day Schedule: 8-3 (3 hours in the AM, lunch, 3 hours in PM)

Half Day Schedule: 8-11 or 12-3

Half Day Schedule
15 Minutes / Opening Meeting
<30 Minutes / Observation 1
25 Minutes / Debrief of Observation 1 by Observer 1(and 4) and Calibration by Coach
<30 Minutes / Observation 2
25 Minutes / Debrief of Observation 2 by Observer 2 (and 5) and Calibration by Coach
<30 Minutes / Observation 3
25 Minutes / Debrief of Observation 3 by Observer 3 and Calibration by Coach
IF TWO GROUPS, ALLOW APPROX. 1 HOUR FOR LUNCH, THEN REPEAT MORNING SCHEDULE WITH SECOND GROUP IN AFTERNOON

Components of the Coaching Day

Prior to Coaching Visit:

  1. A host school will need to be identified.
  2. The host school will need to request volunteer teachers who will allow a team of observers to come in to observe a lesson.
  3. The lesson is best observed from the beginning of the class period in an effort to observe as much as possible from each lesson segment.
  4. A small, private area, such as an office or conference room, will be needed for the debrief time.
  5. The host school will need to provide site maps with room numbers.
  6. The LSI Consultant needs to access materials from the html site and print a copy of the feedback sheet and LSI survey for each observer involved in Side by Side Principal Coaching. All printing costs need to be submitted as an additional item under the miscellaneous expenses column of the staff developer reimbursement spreadsheet.

Opening Meeting:

Review All Logistical Information: Review schedule for the day (See Above). Provide observers with a site map. A representative from the host site will highlight the observation locations for the day along with any appropriate adult restroom locations

Assign each observer as “lead observer” for one observation. The most advantageous ratio for learning is for each trainee to be the “lead observer” for one observation. If there are more trainees than classrooms to observe, then divide the reflection/debrief conference responsibilities (see below) between 2 trainees. In essence, if necessary, there could be two “lead observers” for one observation.

LSI Consultant reviews the predictable features of the protocol (focus statement, evidences, scale and reflection questions) and Explains Procedures for Observation and Debrief Time: See descriptions.

Discuss any questions or concerns about the protocol and the day

Conducting the Instructional Rounds:

(Refer to Norms for All Rounds)

Step 1: Identify the content design question focus of the lesson from which the strategies or elements should come. (The lesson plan should help identify content DQ and the supporting strategies.) Choose from:

·  DQ 2: Helping Students Interact with New Knowledge, or

·  DQ 3: Helping Students Practice and Deepen New Knowledge, or

·  DQ 4: Helping Students Generate and Test Hypotheses

Step 2: Identify the strategies within the content Design Question that are being used by the teacher. (If possible, let the unit plan/daily lesson plan help identify dominant elements.) Dominant elements are either planned for or implemented as a result of what is happening in the classroom and is intended to be fully enacted to achieve a desired effect.

Step 3: Identify the strategies within Routine Events and Enacted on the Spot that the teacher uses to help create the conditions within the classroom that enable students to focus on learning.

Step 4: Use the Marzano observational protocol (domain 1 form) and evidences to help identify the element and form the score (not what observers personally think, feel or value). Always cross-check all observation discussion back to the protocol.

For each dominant element, the LSI consultant will set the following structure to move through the scale:

  1. Beginning: Was the strategy used correctly with all the components or steps? (Make sure everyone understands the steps or components of the strategy which can be found within the focus statement. Invite others to participate using the protocol focus statement to guide the discussion on the steps/components.) If no, then this level is the rating. If yes, then proceed to the next level of the developmental scale.
  1. Developing: If the strategy was used correctly, were the majority of students monitored for the desired effect of the strategy to be evident? (Make sure everyone understands the desired effect for the element being discussed and what monitoring for evidences of the desired effect looks like.) If no, then this level is the rating. If yes, then proceed to the next level of the developmental scale.
  1. Applying: If the strategy was used correctly, were all the students monitored for and displaying the desired effect of the strategy? If no, then this level is the rating. If yes, then proceed to the next level of the developmental scale.
  1. Innovating: Rate this level if the strategy was used correctly, all the students were monitored for the desired effect and the desired effect is evident in all students… then describe how the teachers made adaptations, used scaffolding, or created unique strategies to ensure the desired effect was evident in all students.

Step 5: Understand that ANY observation represents only pieces of a complete picture of teacher practice. Consider what additional evidence is needed to better complete the picture of the teacher’s instructional practice.

Debrief of Observations:

The debrief protocol should be followed.

·  Based on the number of observers divided by the number of observations, the LSI consultant will choose “debrief leaders” to lead the debrief discussion after a classroom visit. For example, if there are 4 observers and 3 observations, the first observation will have two “debrief leaders” while the next two will only have one “debrief leader.” This leadership role during the debriefing time will allow the LSI consultant to assess observation/feedback skills and provide feedback/coaching to each observer involved in Side-by-Side Principal Coaching.

·  Debrief should be a practice in using the common language and should be focused around the protocol. Each debrief leader should share their identified dominant elements and provide evidence and rationale by utilizing the protocol (focus statement, evidences, scale and reflection questions). If there is more than one debrief leader, they may alternate discussion from element to element. Once the debrief leader(s) feels they have fully discussed all dominant elements and ratings, the LSI consultant may open up discussion to the rest of the group to try and identify different or additional dominant elements. After all dominant elements have been shared; the LSI consultant may open the discussion to other, non-dominant, observed elements.

Norms for all Rounds:

A.  Participants should plan for the AM and PM sessions to be at the same school site to maximize observation and coaching time.

B.  Rounds should be done by groups numbering from 2 to 5, with no more than 6 observers, including the LSI Consultant.

C.  All observational rounds discussions are confidential.

D.  Rounds should be performed in classrooms of teachers who have volunteered and include a cross-section of ability and tenure. Teachers should understand their participation is to support the growth of observers. Feedback should not be provided to teachers unless it is specifically requested by the teacher, and at that point would only be provided by the host principal.

E.  Teachers should provide a copy of the lesson plan in advance of observation.

F.  The team should enter the room as quietly as possible and establish a "home base" area near the back of the room to minimize disruption to the flow of instruction.

  1. During each observation, all observers will use either a printed protocol along with paper for note-taking or several printed protocols to capture evidence.

H.  The team should ensure the capturing of all evidence occurs at an appropriate time and does not distract from the momentum of the lesson. (Ideally, student interviewing will take place during discussion, group or independent practice time).

I.  Groups should follow the observation protocol. In short:

a.  First identify dominant elements based on the lesson being taught

i.  What content design question is the focus of this lesson [DQ 2-4]?

ii. What are other elements that have been planned for use by this teacher?).

b.  Groups should then identify other preconditions for learning from routine events or enacted on the spot.

J.  Groups should record evidences/facts, not opinions, about elements and consider how the evidence applies to the scale (What do I see? Was the desired effect monitored and evident in students?)

K.  Groups should remain in classrooms for at least 20 minutes to get a decent picture of instructional practice, but must understand that anything less than the entire lesson may provide an incomplete picture of certain teaching practices. Groups should strive to complete the picture by capturing follow-up questions about elements. (What questions do I have for this teacher?)

L.  Groups should, in a non-disruptive manner, exit the classroom and the host building administrator may, if appropriate, thank the teacher for allowing his or her classroom to be used for increasing expertise.

  1. Time should be structured so that groups can leave the classroom and begin dialog about observed elements immediately after leaving. Care should be taken to debrief in a location away from the ears of other teachers.
  2. At the close of the session, the LSI Consultant will complete feedback on each observer. Feedback will be based on the accuracy and effectiveness of various components captured on the “Side-by-Side Principal Coaching Feedback” sheet (below).
  3. Feedback can be documented during lunch, during debrief time or at the wrap of the day. Feedback is not shared with the observer. Following the session, the LSI Consultant will provide the feedback sheet to the account manager, who will pass it along to the district and the observer.

Side By Side Coaching Feedback

Trainee: Staff Developer:

Site: Date:

Descriptor / Score* / Comments
Attendance/Punctuality / I B D A Inv
Establishes effective and appropriate relationships with the school and staff / I B D A Inv
Professional demeanor maintained throughout with the focus clearly upon the observation and the observer’s role / I B D A Inv
Is able to identify appropriate lesson segment during the observation / I B D A Inv
Is able to identify appropriate design question during the observation / I B D A Inv
Is able to identify appropriate evidences regarding observation / I B D A Inv
Is able to identify appropriate scale level regarding observation / I B D A Inv
Well prepared for the observation with clear evidence of prior study of the framework and observation process / I B D A Inv
Is able to effectively and sensitively construct developmental feedback / I B D A Inv
Demonstrates knowledge of teaching strategies (elements) and their probable effect on learning / I B D A Inv
Demonstrates knowledge of all elements and uses understanding to identify areas most appropriate for feedback / I B D A Inv
Contributes to debrief discussions either through providing additional support or identifying alternative thought processes / I B D A Inv
Uses the common language during rounds process / I B D A Inv
Feedback is focused and would support deliberate practice / I B D A Inv
Trainee Overall Appraisal
Comments:

* Rating:

I. Insufficient Evidence

B. Beginning: Does not yet demonstrate basic understanding of framework concepts, observational skills and process, resulting in inaccurate or incomplete recommendations that would not support growth for the observed teachers

D. Developing: Demonstrates basic understanding of framework concepts, observational skills and process, resulting in recommendations that would support growth for less than the majority of observed teachers

A. Applying: Demonstrates proficient levels of understanding in framework concepts, observational skills and process, resulting in recommendations that would support growth for the majority of observed teachers.

Inv. Innovating: Demonstrates high level of understanding in framework concepts, observational skills and process, resulting in recommendations that would support growth for each teacher.