1. 1.#INTRODUCTIONS# - PDF document

2/15/19 AD ADVAN ANCE CED'ORGAN ANIZER 1. Introductions-&-Stage-Setting Coaching)School Coa ools)to) o)Engage)in)Effective)Teaming) and)Data6Us an Use)Practices)Within)MT MTSS 2. Identifying-Effective-Teaming-&-Data-Use-Practices a. Foundation:-Forces-driving-and-restraining b. Common-group-constructs- c. Problem-solving-for-student-achievement-concerns. Brian)Gaunt)&)Scot Br ott)For ord 3. What-does-effective-dataFbased-problemFsolving-sound-like? a. Activity 4. Coaching-Teams-&-Performance-Feedback a. Activity- 5. Identifying-Barriers-to-Effective-TeamFbased-Data-Use-Practices Reflection*Question*#1 5"min"brainstorming"activity: What%is%the%one%thing%that%if%we%laser%focus%on%that,%we%can% build%the%capacity%of%our%schools%to%improve%they%way%they% 1. 1.#INTRODUCTIONS# implement,%evaluate,%and%improve%their%systems? &# &#STAGE GE#SETTING 3 1

2/15/19 Data Decisions HA HAVING'DATA'IS'INSUF UFFICIENT'FOR'IMPROVEMENT! ”The%mere%presence%of%data%does% not%automatically%imply%that%usable% information%is%available.%%Educators% need%support%to%use%these%data%to% the%fullest%extent.” ! W aym an,(J.(C.((2005).((Involving(teachers(in(data!driven(decision!m aking:( Using(com puter(data(system s(to(support(teacher(inquiry(and(reflection.( Journal(of(Education(for(Students(Placed(At!Risk,(10,(295!308. Coaching%and%leading%should%(a)%provide%direct%training% and%technical%assistance%to%classroom%teachers%and% students;%and%(b)%ensure%organizational%sufficiency%and% alignment%to%sustain%those%training%supports%over%time. @ Fullan,%M.%&%Knight,%J.%%(2011) ACT CTIVITY:((Gallery(Walk AC ACTIVITY:((Gallery(Walk • In#a#small#group#of#three#to#four,#identify#and#list#variables#that# obstruct#effective#team8based#data#use/analysis#on#your#campus What%are%some%of%the%most%common%similarities? • Once#completed,#identify#your#members#by#first#name#on#your#list# and#post#the#list#on#the#wall What%themes%or%groups%of%variables%seem%to%appear%frequently? • Everyone#take#a#moment#to#wander#around#the#room#and#look#at# each#other’s#list.##Notice#similarities#and#differences.##What#are#some# of#the#most#common#similarities? 2

2/15/19 SY SYST STEM&VARIABLES&&AFFECTING&DATA&USE Data gathering and interpretation are not value-free, but freighted with emotional predispositions and cognitive preconceptions. !Joanna&Macy The&Dharma&of&Natural&Systems CO COACHING( LEADERSH LE SHIP*RESP SPONSI SIBILI LITIES RE RESPONSIBI BILITIES The The*followi owing ng*ar are*correlated* d*wi with* h*impr prov oved* d*stude udent*out utcomes: 1. Establish*and*articulate*a* cl clear&vi visi sion& wi with*a*sense* of*urgency* for*change,*maintain*focus*and*deliver* of a* consistent&message&of&implementation over* time* 2. Fo 2. Focus&on&schools& (districts*are*successful*when* schools*are*successful) 3. 3. Cr Create&relationships& with*stakeholders*based* upon*mutual*respect*and*shared*responsibility 4. Engage*in*expert* pr probl blem&solving& ng& 5. Invest*in* pr professional nal&de developm pment March(&(Gaunt,(2013;(Fullan &(Knight,( 2011;(Marsh(et(al.,(2008;(King(et(al.,( (Barnhardt,*2009;*Crawford*&*Torgeson,*2007;*Leithwood,* 2010;*Louis*et*al.,*2010;) 11 2004;(Kowal &(Steiner,(2007 12 3

2/15/19 LE LEADING(+(COACHING “DATA% “D A%COACH CH” Leadership*Characteristics Coaching*Responsibilities • Specific'dimensions'of'a'data/coach'include: • Vision,'focus,'consistent' • Effective'interpersonal' message'of' communication' implementation • Procedural'assistance'in'identifying'and'addressing'data'quality' • Data<based'problem< and'improving'the'use'of'data'for'planning'and'improvement. • Focus'on'schools solving • Relationships'based'on' • Content'Knowledge • Modeling'and'skill/building'assistance'in'focusing'data'use'around' respect'&'shared' • Team'Facilitation critical'questions'and'using'data'to'monitor'progress'of'students' responsibility • Supportive'leadership on'multiple'measures'and'areas'of'need. • Expert'problem<solving • Provide'PD • Investment'in'PD • Evaluate'impacts Lachat,'M.'A.,'&'Smith,'S.'(2005).''Practices'that'support'data'use'in'urban'high' schools.'Journal'of'Education'for'Students'Placed'At/Risk,'10,'333/349. 13 LE LEADERS'…AS'COACH CHES'…AS'LE LEADERS… LE LEADE DERS'…AS'COACHE HES'…AS'LE LEADE DERS… Leaders Leaders who2Coach who1Coach State State (State) (State) District District Building Building Leaders who2Coach Leaders who1Coach (District) (District) Classroom Classroom Leaders who2Coach Student Leaders who1Coach Student (Principals2&2 (Principals1&1 Coaches) Coaches) who2Coach who1Coach Leaders Leaders (Teachers) (Teachers) Students2&2Parents Students1&1Parents 15 16 4

2/15/19 Coa Coaching)teams)for or)mor ore)effective)data2ba based) d) decision2ma de making,)requires)us)to… • Learn&to&identify&and&observe&for&5&teaming&constructs • Discuss&using&a&problem8solving&process&to&provide&structure&to&team8 based&data&use&practices. • Learn&to&identify&teams’&communication&barriers&to&discussing&data. 2. 2.#IDENTI TIFYI FYING#EFFE FFECTI TIVE#TE TEAMING# • Learn&how&to&analyze&forces&that&push/pull&on&teams’&productivity. • Learn&how&to&provide&performance&feedback&to&improve&teaming&and& &# &#DATA#USE#PRACTICES data&use&practices Overview'of'Force'Field'Analysis,'Group'Constructs,'and'Problem'Solving'Procedures SAME+ DIFFERENT 5

2/15/19 PROBLEM( SOLVING Force&Field&Analysis FO FORCE&FIELD FORCE&FIELD FO Sociologist)Kurt)Lewin)developed)his)'force)field)analysis')model)(1951) Equilibrium)exists)because)forces)acting)for)development)are) balanced)by)forces)acting)against)change • Describes)current)level)of)performance)as a"state"of"equilibrium" between"the"driving"forces"that"encourage"development"and"the" restraining"forces"that"discourage"it RESTRAINING FORCES DRIVING) FORCES 6

2/15/19 FO FORCE&FIELD FO FORCE&FIELD Increasing*driving*forces*is*not*enough*for*change Decreasing*restraining*forces*becomes*the*focus • restraining*forces*remain*in*place,*and*as*long*as*they*remain*in*place*it*becomes* • specific*strategies*are*developed*to*lessen*their*force harder*to*use*the*driving*forces RESTRAINING RESTRAINING FORCES FORCES DRIVING* DRIVING* FORCES FORCES FO FORCE&FIELD&ANALYSIS&AS&PROBLEM&SOLVING FO FORCE&FIELD&ANALYSIS&AS&PROBLEM&SOLVING CLARIFY(CONTEXT(AND IDENTIFY(OBJECTIVE( FOR(CHANGE CHANGE RESTRAIN MONITOR • What&is&the& • What& • How&should& current&state? • What&needs&to& encourages& • What& restraints&be& • Does&the& IDENTIFY(DRIVING/ be&developed? development? discourages& addressed? current&state& MONITOR/ development? change?&&If&so,& RESTRAINING how? EVALUATE CONTEXT DRIVING STRATEGY FORCES CHANGE(STRATEGY(TO( REDUCE(RESTRAINING( Problem&Analysis Define&the&Problem Develop& Evaluate FORCES and& Implement&Plan 7

2/15/19 LE LEADERS'…AS'COACH CHES'…AS'LE LEADERS… Leaders who1Coach State (State) District Building Leaders who1Coach (District) Classroom Leaders who1Coach Student Group&Constructs (Principals1&1 Coaches) who1Coach Leaders (Teachers) Students1&1Parents 29 ID IDENTIF IFYIN ING)HIG IGH+FUNCT CTIONING)GROUPS FI FIVE%GROUP%CONSTRUCTS WHAT%DO%THEY%LOOK%LIKE%AND%SOUND%LIKE Role Cohesion Norm Goal Structure THE6VISIBLE6AND6INVISIBLE6GROUP Yvonne6Agazarian and6Richard6Peters 8