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Leading Coaching for Improvement, Feedback strong connection to…

- - - - Ipp&Bean, 2019, p. 72, M2 - Ideally, supervision and coaching work should be clearly separated, with the principal supervising and the coach supporting.
  - - - Lesson observation skills
        
        what to look for
        
        how to describe it
        
        how to communicate it effectively, and for what purpose
    - - IF we provide the oportunity to regularly practice coaching in peer-based partnerships, THEN we provide a space for continual reflection and improvment of practice
- - - - Greatest barrier - lack of time. Tim, 2015, p. 37
        
        Robertson ch. 9, M7, p. 164 - Leaders involved in the leadership coaching research studies mentioned over and over again the insufficient time they had to get everything done and felt that this lack was one of the main reasons preventing them from pursuing their own ongoing professional development..
        
        Outside factors, ch. 9, p. 169
        The many other events going on in leaders’ lives affect the amount of time they’re able to commit to coaching.
        
        p. 165 - These really are the times when a coach’s presence and support is paramount, because this person can assist leaders critically think through the ethical dilemmas and challenges and then respond to them in a thoughtful, considered manner. Time is an interesting phenomenon: we all have access to the same amount, but it’s how we choose to use it that differs. Encouraging leaders to look for opportunities where they already meet together and to use that time more effectively for coaching is a valuable starting point to finding the time. Coaching can actually save leaders the extra time they yearn for.
        
        Russell et al., 2020, M8
        Martha and administrators taking her away from coaching. Devised ways (Google calendar, then weekly status emails) to emphasize her coaching issues/requirements, with eventual progress towards more time for coaching
        
        Tim, 2015, p. 37
        The greatest barrier to these kinds of conversations is the lack of time. Finding the time to have a considered pre-observation conversation, to observe, then to follow-up with a post-observation conversation is time-resource heavy. Given this time demand, it is important that the process and content of the conversations make good use of the time."
        
        Day to day business of schools can get in the way of improvement
        cited in Tim, 2015, p. 13 - Practical difficulties inherent in educational organisations, with the urgency of immediate and multiple tasks to which the professionals must attend, create barriers for teachers to engage in sustained interaction with sufficient frequency, specificity and depth to generate new insights or learning about improving instructional practices (Kennedy, 2005; Horn andLittle, 2010).
        
        Rob, 2016, p. 56 - Changing leaders’ habits so that they become reflective practitioners is difficult. Critical reflection cannot be achieved by reading about it. Rather, it must become a habit through use, and through reflection on that use. If critical reflection is to occur, the structures that support it, the time needed for it, and the expectation that leaders will engage in it must be in place first.
        
        Rob, 2016 - guilt - time away from the coal-face. Cannot ake time out for personal evelopment because others depend on us to be on-call
      - Having sufficient knowledge. Tim,205, p. 38
      - The challenge of coaching (it's hard, but worthwhile)
        Robertson, ch. 11, p. 198
    - - Between challenge and support
        
        Reluctance to challenge peers or talk deeply about pedagogy. Concern for relationships? Timperley, 2015, p. 29
        
        the review found that when teachers prioritised supporting each other over challenging the status quo, there was very little evidence of them changing their classroom practice. Tim, 2015, p. 52
        
        Is also a barrier but I have chosen to analyse it as a tension because - we need challenbge, but we also need support (dialogical)
        
        Robertson, ch. 10, M7, p. 180 -
        At times, coaching partners slip back into previous modes of operating. For example, they may resort to discussing rather than challenging with reflective questions, use few, if any, of the coaching skills they’ve been taught, and neglect to reflect critically. This is where facilitators serve as reminders, by helping coaching partners refocus on the skills they need to use or ways they can work together to enhance the likelihood of achieving their professional goals and deep learning conversations
        
        Robertson ch. 9 M7, , see p. 169 - barrier - becoming comfortable instead of striving for improvement, challenge vs. support
        
        Rob, 216, p. 17 - The combination of the two—support and challenge—was effective in enabling critical reflection on practice and subsequent changes in practice and systems.
        
        p. 138 - The deeper the relationship is, the more easily coaching partners can ask each other, in a challenging but always supportive way, to question the purposes, principles and goals of their current practice.
        
        Often, coaching partners’ familiarity with each other works against their ability to move into the more formalized modes of interaction that coaching requires, as this leader’s comments show:
        
        Russell et al, M9, p. 157
        Some teachers respond to coaching with resistance, perceiving coaching as evaluative or an indictment of their teaching practice (Bean & Carroll, 2006; Mangin & Stoelinga, 2011). As a result, coaches often avoid giving the critical, substantive feedback to teachers that challenges them to change their practice (Lord, Cress, & Miller, 2003) - cited in Russell
        
        Ways to promote both:
        
        co-constuction
        
        establishing clear purposes and protocols
        
        remaining student-focused
        
        active listening/reflective questioning
        
        What level? micro, macro, meso
        
        Coaching heavy and coaching light
        (Joellen Killion, as cited in Knight, 2018, p. 15)
        “Coaching light,” Joellen wrote, “occurs when coaches want to build and maintain relationships more than they want to improve teaching and learning. From this perspective, coaches may act to increase their perceived value to teachers by providing resources and avoiding challenging conversations” (Knight, 2009, p. 22). In contrast, when coaches are “coaching heavy,” they “work outside their comfort zone and stretch their coaching skills, content knowledge, leadership skills, relationship skills, and instructional skills. They are increasingly aware of the beliefs that drive their actions and reexamine them frequently” (p. 23).
        
        Deep coaching vs. Surface coaching (Knight, 2018) p. 15-16
        Surface coaching does not involve teachers in the deep work of setting student-focused goals and collaborating until those goals are met, and it usually involves only superficial reflection and little change.
        
        p. 16 - When engaging in deep coaching, on the other hand, instructional coaches guide teachers through a reflective process that involves setting goals, identifying teaching strategies to be implemented to reach those goals, collaboration, and adaptation of teaching and learning until the goals are met.
        
        p. 16 - deep learning from deep coaching
        When we experience surface learning, we make minor adjustments, try something out for a while, but we don’t really make significant steps forward. Deep learning, on the other hand, is learning that changes our assumptions about how we do what we do. Deep learning gets to the core of who we are. As such, deep learning should be the outcome of deep coaching.
        
        Added tension at the root of this:
        learning and change are difficult but essential
        
        p. 18 - the central challenge at the heart of deep learning. Learning and change often appear to be difficult, but learning and change are essential.
        
        Huggins, 2020, p. 99
        Each of the coaches mentioned how taking the time to coach instead of be directive or “fix” situations was difficult for them.
        
        p. 100 - For all of the leadership coaches, they had to intentionally consider their coaching at any given moment in order to ensure the leader was developing their leadership capabilities and that they were not doing the leadership decision making for the leaders. However, the coaches mentioned that by having ongoing leadership coaching practice in the leaders’ schools where their problems of practice were situated assisted them in realizing the struggles of their leaders in their contexts as well as their own struggles as leadership coaches.
        
        Atul, 2011, p. 5, M3
        The coach provides the outside eyes and ears, and makes you aware of where you're falling short. This is tricky. Human beings resist exposure and critique; our brains are well defended. So coaches use a variety of approaches--showing what other, respected colleagues do, for instance, or reviewing videos of the subject's performance. The most common, however, is just conversation.
        
        p. 7 - "The sort of coaching that fosters effective innovation and judgment, not merely the replication of technique, may not be so easy to cultivate.
        
        Check Smith & Lewis, 2011 for ways to embace tensions (from M3.9?)
        
        Tim, 2015, p. 24
        Supportive environments still need to hold to account
        'System support should not be seen as equivalent to no pressure and few expectations'
        
        p. 24 - Alternatively, where respect was interpreted as accepting of any explanation for the lack of student progress, little change occurred.
        
        p. 43 - The more successful group showed respect by engaging the teacher’s view about the problem and including her views in its resolution. At the same time, they were not reticent about expressing their own views, but did so in ways that were expressed as possibilities and points for discussion, rather than a definitive answer.
        
        p. 52 - Why it's important - no change in practice
        the review found that when teachers prioritised supporting each other over challenging the status quo, there was very little evidence of them changing their classroom practice.
        
        p. 10 - teacher knowledge and practice may need to be challenged when familiar and ineffective ways of doing things continue. The art of professional conversations is to flexibly integrate support and expectations to improve in ways that ensure the participants feel respected, can learn, and are motivated to change."
      - Both/and thinking
        Tensions are in opposition, and yet their elements are interrelated; system effectiveness requires actors to attend to both poles of the tension (Smith & Lewis, 2011), which Smith et al. (2016) refer to as 'both/and' thinking. The alternative, attending to one side of the tension, is referred to as 'either/or' thinking.
        
        (A) leader's challenge is not to choose between alternatives but to recognise that both imperatives must be addressed…Rather than swinging wildly between opposing forces, leaders must be able to execute purposeful micro shifts that enable growth and sustainability.
        (Smith et al., 2016, p. 5)
      - Interconnectedness of tensions - our need for affiramtion vs. the need for growth. Heen and Stone (2015) refer to it as a tension between the drive for learning and our longing to be loved, respected and accepted for who we are. In order to grow, improve and learn I need to relinquish a part of myself and admit that it could in some way be improved or optimised. That doesn’t sit so well with the part of me that wants acceptance for who I am, right here and right now.
      - Tim, 2011, 114 - Relationships of respect and challenge:
        Relationships between leaders and teachers are both respectful and challenging. Evaluations of student learning, teacher or leadership practice are part of the learning culture and are rigorously debated. Included in the debate are the assumptions on which those evaluations are made
- - - - p. 9 - "In Year 2 of the pilot program, the professional development office held a series of workshops to introduce the coaches to one another, discuss the concept and practices of peer coaching, distinguish formative coaching from summative peer review, and help participants develop and hone their interdisciplinary coaching skills."
      - p. 9 - feedback loop:
        A final workshop at the end of Year 2 gave coaches an opportunity to reflect and have closure on the experience; offer suggestions for improving the program
    - - Moral Purpose
        
        M6 - Robertson, ch. 13
        
        EDPROFST essay on change
        
        M7 - Robertson, ch. 11 case studies
        
        Timperley, 2015, p. 2 - Adaptive experts: being focused on the moral imperative of improving a range of valued
        outcomes for students
        
        p. 7 - defining professionalism
        a view of professionalism that goes beyond technical competencies. This view encompasses the kind of professional who is is driven by the moral imperative to promote the engagement, learning, and well-being of each of their students and continues to learn and improve their knowledge and skills."
        
        Rob, 2016, p. 142-3 - moral purpose drives self-improvement:
        The questions that matter are therefore those that help us surface and examine our moral purpose against the depth of our accountability in educational terms. Here we can see the development of rich accountability, an accountability that comes from within, not externally, and is therefore congruent with the ideal of professionalism in education. As we engage and take ownership of the impact of our professional practice, we become more self-reflective and increase our ability to be involved in reflective self-assessment.
        
        p. 142 - Ultimately, when we’re asked questions that delve deep into our identity of what it means to teach or lead, we come right down to the basis of our depth of accountability to the children we have in our care.
        
        Tim, 2011 (cited in), p. 93 - Linda Kaser and Judy Halbert propose new leadership mindsets if schools are to move from sorting students to promoting their learning, which in many ways resonates with the essence of the messages in this book. These mindsets include an intense moral purpose focused on promoting deep student learning, professional inquiry, trusting relationships, and seeking evidence in action. They propose that a key leadership mindset is creating a learning-oriented design in schools that reflects the complexity required to create appropriate conditions, structures and rhythms for professional learning. Mindsets are not about picking up a few pointers here and there, but about seeing and doing things in new ways. As teachers must see things in new ways if all students are to engage and achieve, so must their leaders.
      - City, M8, p. 40
        Organizations resist "vision'' not because of some perverse instinct on the part of people to resist change, but because the existing structures and practices provide a story line that people understand, and the vision often fails to provide an alternative that they find equally persuasive and understandable.
      - Cultures of learning
        
        M8.6, Louis & Lee, 2016
        
        Principal Support
        Ipp&Bean, 2019, p. 73, M2
        coaches view the principal as critical to supporting coaching success and fostering a wider culture of coaching. As coaches have told us, they want principals who not only understand the value of coaching, but who support it as a priority for improving student learning in their school.
        
        p. 70 - Once a coaching model is crafted and shared, principals need to talk about that model continually—not just at the beginning of the year or when coaching is first established.
        
        Rob, 2016 - culture - build it in to the day-to-day business
        
        p. 213 - - p. 213 - We need to promote the importance and benefits of deep reflection and coaching to ensure coaching doesn’t diminish to a compulsory one-off session that teachers feel obliged to take part in
        
        p. 225 - A coaching culture impacts positively on staff collaboration, expectations for student achievement and commitment to continual improvement and innovation
        
        p. 225 - Coaching creates structured opportunities for collegial dialogue and collaboration around shared issues.
        
        Rob, 2016, p. 167 - It is very important in this regard as to how coaching is introduced into a school community. If it’s perceived as a method for addressing inadequacies rather than part of the ideal of professionalism and continual improvement, colleagues will probably be wary of its benefits.
      - Questions to consider:
        
        Is there sufficient trust in the school culture to expose one's weaknesses, in the certainty that there won’t be adverse repercussions?
        
        Or is there a compliance culture where invulnerability is the preferred approach and we are unlikely to expose our weaknesses?
    - - Trust
        
        M3 - Timperley, 2011, p. 129
        
        M5 - Robertson ch. 7
        
        M6 - Robertson, ch. 8, p. 138
        Deep learning conversations
        
        Bryk et al., 2015, p. 84. M2
        It is natural for them to feel vulnerable when they are asked to change how they do their jobs and relate to one another. Not surprisingly, successfully introducing change depends significantly on the trust that exists among teachers and with their principals. A range of professional norms may also come into play, including whether teachers feel comfortable opening their classrooms to others.
        
        Tim, 2015, p. 10 - Threat needs to be turned into challenge because few learn deeply from threat.
        
        Tim, 2015 - Clarity of purpose for the conversations and shared
        understanding of the roles people have within them contribute to trust and mutual respect.
        
        Timp, 2011, 129
        Trust and challenge also underpin an effective coaching relationship. Having one's practice observed and analysed is high stakes and it is important to understand that personal anxieties are likely to arise, particularly in the early stages. Jointly establishing the focus, being open about the criteria and ensuring that their meanings are shared, builds trust. Once this kind of coaching becomes part of the routines of professional learning, teachers actively seek opportunities to help solve ongoing problems of practice.
        
        Rob, 2106, p. 140 - ability to challenge comes from trust
        In short, hard coaching questions keep leaders firmly focused on the relationship between leadership, teaching and learning and owning their practice.
      - Collaboration/Coach-teacher positioning
        
        see Robertson et al., 2020 (What does it mean to say)
        
        Robertson et al., 2020
        
        Their principal findings relate to coach-teacher positioning and the enablers and barriers impacting co-constructed meaning.
        
        More common participatory collaboration (where top-down hierarchical knowledge flow pervades) and rarer co-construction (which assumes participant equity, is highly contextualized, and features horizontal knowledge flow)
        
        Teacher agency and the vulnerabilities of participants further impacted co-construction
        
        The authors conclude that co-construction is possible when coaches promote reflectivity, responsiveness, and agency, but positioning can undermine these opportunities
        
        Numerous contextual elements can position coaches and teachers in an uneven relationship despite best intentions, potentially hindering professional growth.
        
        When designing coaching programs, practitioners should pay careful attention to participants' positioning and the interconnected factors of reflectivity, reciprocity, and teacher agency.
        
        Rob, 2016, p. 139 - Coaches need to be authentic and skilled, both socially and emotionally, and peers can fulfil this role if they have the right level of support and supervision of their coaching practice. Peer coaching and/or collaborative teaching develop greater levels of collegiality, a natural development of which can be group coaching.
        
        They define relational perspectives in coaching as a dialogic flow between teacher and coach where both are positioned as essential, and meaning-making is negotiated.
        
        Knight, 2018, p.5 Partnership Principles
        
        Equality - dialogue
        
        choice - reflection
        
        voice - reciprocity
        
        praxis
        
        Tim, 2015, p. 52
        The review found that enabling relationships are those that integrate trust, openness, challenge and mutual respect in ways that develop the agency of the participants to improve and change outcomes.
        
        City, p. 56 - More heads are better than fewer. Like the process of observing and analyzing instruction, the process of developing and testing a theory of action works better when it occurs in concert with other people who have different ideas, whose experiences can be used to inform your practice, and who might know some things that you don't know.
      - How do we select the coaching partnerships?
        
        by consensus
        
        principal
        
        in department groups
      - Rob, 2016, p. 44 - Educational platform
        Underpin the decisions made:
        One of the most important aspects of coaching is that of the coach and the educational leader together clarifying the values and beliefs about education and learning on which their leadership practice and decision making rest
        
        p. 55 - Talk to learn
        Collegial exchange and dialogue is paramount in the adult learning process.
        
        Trust enables challenges, and enables coachees to self-identify perceived areas of weakness instead of covering them up
    - - Training
        
        coherence: all faculty receive same training (orientation, workshops) - Rob, 2016, p.12 - Both the person doing the coaching and the person being coached must be taught the skills of coaching and should discuss the principles behind these. When two people in a coaching relationship both know how to coach, coaching is easier,
        
        Ipp&Bean, 2019, p. 70, M2 - An ideal coaching model will include time for coaches to support teacher leadership. The more opportunities that all school faculty have to serve as leaders and facilitators, the more that a culture of coaching can spread schoolwide.
        Rob, 2016, p. 161 - Listening and reflective interviewing are two of the most important skills of coaching.
        
        Active listening
        Robertson ch. 7
        why active listening? - opportunity to articulate their practice, justify, then reflect on the impact they think their actions will have
        
        p. 118 - they’re modelling their coach-as-learner role and building trust and respect because they’re conveying to their partner that “what you are saying is worth listening to”
        
        Reflective interviewing/questioning
        Robertson ch. 7
        
        A telling or controlling approach removes agency (leads to dependency or resistance). Questioning is empowering, encourages self-direction, and ownership of outcomes/process of change
        
        Levels of questioning:
        
        level 1 - clarify thinking
        
        level 2 - probing for reasons for actions and intended outcomes
        
        level 3 - exploring the basis or outcomes of actions
        
        Observation guidelines
        Robertson ch. 8
        
        Robertson, ch. 11 p. 224 - ongoing training
        Mike’s own earlier research into the process of coaching, moreover, cemented the importance of ongoing coaching skills development for teachers as a necessary investment in this process.
        
        Russell et al., 2020, M8, p. 157, cited in:
        People who enter coaching roles may be relatively expert teachers, but they need learning opportunities to develop coaching skills and dispositions, such as how to facilitate conversations with teachers about their instructional practices and how to gather and analyze evidence to monitor changes in teachers’ instruction (Gallucci et al., 2010; Neufeld & Roper, 2003).
        
        Coach Training
        
        what additional knowledge do we need to all become coaches? Who has what knowledge?
        Rob, 2016, p. 55 - Many leaders don’t have the interpersonal or coaching skills necessary to provide quality feedback to their peers or to reflect critically on their own practice
        
        first coaching experience for many, what training and support do they need (eg. AL/RQ + more)
        Huggins
        
        how do we coach the coaches? Can influence how they coach
        
        Knight, 2018, p. 22 - discuss and plan how instructional coaches can get the professional development they need so that they have deep knowledge of effective teaching strategies.
        
        Huggins et al., 2020
        
        engaging in structured and responsive formal learning sessions benefited coaches
        
        focusing on specific content, and drawing from coaches specific contexts (structured and responsive - evolved to meet coaches needs)
        
        balancing knowledge and skill acquisition through training sessions
        
        role playing - methods of deepening learning - as well as questioning, rehearsing, think-alouds
        
        facilitator also important, but in our context probably unfeasble)
        
        p. 101 - Reflecting on coaching to improve, receiving ongoing facilitation and support as coaches
        All of the leadership coaches discussed how important the university facilitators were to the process of learning how to coach their leaders, thinking about their coaching decisions, and noticing their development as coaches.
        
        Build in time to the system for reflection, feedback, and response to coaches experiences
        Not just the process of being coached, but also the process of actually coaching
        
        Would it be beneficial to have a facilitator to come in for group sessions/ trainingfrom time to time?
        
        Learning from others
        
        open up coaching sessions for teachers to observe
        
        cross-team meetings, reflection of processes
        
        Coaching partnership might idenify some training and PD needs in pedagocial practice for both participants, or departments
        
        Tim, 2015 (see p. 13)
        Untrained coaches tend to be directive, or ask poor facilitative questions
        
        Pedagogical training and other forms of PD
        
        Tim, 2015, p. 36 - regarding criteria for effective practice / evidence
        A potential barrier, however, was the level of knowledge and skill the participants brought to the conversation. With limited knowledge, the criteria can also be reduced to practical trivia.
        
        Rob, 2016, p. 18 - one-off workshops not enough to change practice, coaching can provide a "foundation for new growth and helps solidify ideas gained from other sources"
        
        Tim, 2011, p. 98 - Inquiry without new knowledge can become a process of recycling what is already known and is unlikely to make a difference to the difficult problems of teaching and learning.
        
        p. 99 - teacher approach to building knowledge: learn how to diagnose the learning needs of individual students and how to teach them in very specific ways, together with finding out why particular approaches and strategies were more likely to work than others. As a team, their approaches did not build knowledge in the abstract; it was very specifi c to the students and the task at hand. At the same time, they ensured that the knowledge was developed in ways that teachers could use it with other students and situations.
        
        p. 101 - When professional learning is focused on cycles of inquiry into students’ needs, then making changes in students’ learning environments becomes an integral part of building knowledge.
        
        Question to ask: how can we develop coaches to be like this:
        
        Tim, 2015, p. 36 - A skilled coach co-constructs deep meaning with a teacher by discussing the coaches’ and teachers’ theories of practice, with reference to relevant research, and how well they are working to promote their students’ learning.
        
        Me - Need training around this to establish purpose, protocols, what good coaching looks like, evidence of improvement
      - Tools
        cited in Tim, 2015, p. 11 - Ikemoto & Honig (2010) argue that tools can act as an enabler when they provide a scaffold to deepen conversations, the associated inquiry and the development of shared meanings.
        
        Framework of leading questions, could also be developed for reflective questioning, or Levels 1, 2, 3
        Robertson, ch. 11, p. 211
        
        Personal refelctive tool that references performance standards (Robertson, p. 214 example)
        
        Robertson, M7, ch. 9, p. 170-172
        Reflective exercises to monitor the coaching relationship and progress towards goals
        
        Coaching logs
        
        Google Doc:
        
        if/then theory of action/student-oriented goal
        
        relevant research/literature
        
        steps to achieve goal
        
        possible answers/outcomes of steps (what do we expect to see from the students?
        
        Evidence of progress (student behaviors, responses, questions, answers, work, tests etc.)
        
        reflection and analysis of process
        
        potential next steps
        
        Evidence collection:
        
        accountability (eg. data from session, dates of meetings)
        
        improvement - towards goals
        
        Coach/coachee reflection section:
        
        like a self-debrief
        
        debriefing sessions important in the "process of learning how to coach their leaders" Huggins, p. 105
        
        City. Put theories of action in writing to confront gaps between what we say we do and what we actually do. - p. 44 'The act of writing itself forces individuals to confront the gaps and holes in their espoused theories and to think hard about exactly what they might mean'
      - Time
        
        Thursday coaching time
        
        make a yearly plan with waypoints (let dyads, PLCs plan their time to hit these markers)
        
        Robertson, p. 222 examples
        
        Huggins et al., 2020, p. 98
        Coaches universally emphasized the importance of doing actual coaching
        
        "gave the coaches a chance to construct new knowledge situated in authentic contexts" p. 106 (construct deeper understandings and skill developments)
      - Tim, 2011 - leadersjip for learning must include:
        materials (tools), routines and structures.
    - - Goal Setting
        
        M6 - Robertson, ch. 8,
        
        SMART goal framework, explanations, procedures
        
        also, p. 146
        p. 146 - The goal-setting process establishes a framework for the professional support necessary to achieve goals.
        
        Ipp&Bean, 2019, p/ 72, M2
        Question framing
        to help teachers address this instructional need. Principals can help by asking coaches and teachers, “What do students need?” as opposed to asking, “How are teachers struggling?”
        
        Inquiry focus and critical thinking
        From my perspective this is at the heart of the work – helping teachers identify the ‘real problem’ and building their capacity to identify it themselves. There is no simple answer.
        
        Tension - independence of goals, vs interdependence of systemic improvement (Welton M2.9)
        
        Tim, 2015 - Example of non-teacher oriented goals and lack of change. Could not make suggested changes due to lack of knowledge or disagreement with suggestions
        
        p. 53 - student-centered goals
        To make a difference for students, the purpose and related professional goals needed to refer to challenges faced by students, and to changes to be made by leaders and teachers to meet these challenges."
        
        Timp, 2011, p. 131
        Keeping the focus on professional goals develops the meta-cognitive and self-regulated learning that is the long-term aim of such coaching interactions. Teachers who can continue to set and monitor learning goals in the absence of the coach are those who will continue to improve their practice and become adaptive experts.
      - Deep learning conversations
        
        built on trust, challenge with safety
        M6 - Robertson, ch. 8, p. 140-41
        
        Robertson, 210 - Opportunity to regularly practise coaching in peer-based partnerships:
        
        Bryk et al, 2015, M2 - "Example of LA - sought to improve instruction via coaching, which was assumed to lead to student outcomes. Solved the logistical details of hiring and placing coaches, but failed to explicitly identify what their form of instructional coaching would look like - p. 81 'a black box in the logic model.' How can we avoid this? Pre-observation goal-setting, strategizing, what does success look like? What will the evidence be?Obs - describe. Then post-obs - review etc. Find this model
        
        Tim, 2015, p.4 - Effective professional development depends on the quality of conversations as teachers
        negotiate meaning with one another and learn from those with specialist expertise.
        
        p. 27 - This relationship highlights what teachers need to learn in order to address what their students need to learn.
        
        p. 33 - The value of openness to learning means the coach approaches the interaction with an orientation of deep inquiry that involves both inquiry into the teachers’ point of view and inquiry into whether their own views are valid or useful
        
        Tim, 2015, p. 24
        Trust during conversations
        An important aspect of the more effective conversations reviewed above was that the clear purpose and focus on improvement, together with support, served to engender trust that their views would be respected and that others would take the time to listen and understand the reasoning on which an individual’s ideas were based
        
        p. 50 Conditions and processes for enablers:
        
        examine the effectiveness of their practice in relation to its impact on others, particularly students
        
        be committed to make appropriate changes for improvement."
        
        Group coaching
        Rob, 2016, p. 160 - Group sessions are enriching because they allow leaders to hear about the coaching projects and goals of others, to reflect on their own coaching partnerships and skills, to exchange ideas and support and to take part in group problem posing, problem solving, and action learning.
        
        Use these to co-construct:
        
        norms and expectations - 'professional ehtics' (Rob, 2016)
        
        schedule expectations
        
        training and PD facilitation
        
        role playing
        
        M8.6 Processes for individual and collective learning
        
        see 8.6 reading journal
        
        Rob, 2016, p. 248 - Most importantly with regard to the value of deep learning conversations in this context is the support that comes from deep learning relationships: as teachers and leaders, we do need to feel supported, to feel we can be honest and go to our places of vulnerability; to feel that others are interested in our development and the fulfilment of our work.
      - Co-construction
        
        Teacher Agency/ self-efficacy
        
        Adaptive expertise connection (Le Fevre et al, 2020, p. 122
        adaptive expertise can thrive within a culture that intentionally engages
        people together in learning and problem solving. This way of working together can promote collective agency or efficacy in terms of the responsibility being more widespread across educators as they work together within schools and across to develop effective responses to complex problems.
        
        Timperley, 2015, p. 2 - Characterised by teachers and leaders developing agency for their own
        improvement,
        
        p. 52 - Agency implies commitment and a belief that it is within either an individual’s or a group’s capacity to make a difference. The development of agency is central to adaptive expertise.
        
        Rob, 2016, p. 234 - Although feeling a sense of agency and efficacy is buttressed by shared learning, as is gained during engagement in professional networks and communities, it is also embedded in a sense of personal responsibility for one’s individual learning.
        
        Ip&Bean, 2019, p. 71, M2- Responsiveness/Reflectivity
        Some teachers do best if the coach models a strategy for them, while others might prefer to co-plan or even co-teach a lesson. At times, coaching cycles (pre-conference, observation, post-conference) may be useful, especially for intense one-on-one work.
        
        Rob, 2016, p. 230 - Isolationism of teaching:
        Unable to share leadership issues and tensions with their colleagues, they believe that the problems are entirely theirs rather than ones that their counterparts also often experience.
        
        "Impression management" - 'I'm fine' when you're not - p. 230 - This façade...is not conducive to systemic, institutional or professional growth because issues remain hidden rather than dealt with effectively.
        
        Rob, 2016, p. 240 “Incorporating boundary-breaking principles into the way coaches and leaders work together provides the challenge necessary to move leaders from inaction to action, from reactive to proactive and from perpetuating the status quo to challenging it and creating new knowledge. Coaching is thus a transformative process because it allows educational leaders to act with agency—to know they can contribute to and develop the system rather than be a cog within it”
        
        Rob, 2016, - barrier - loss of confidence
        Due to moving out of comfort zone, reevaluating values and assumptions
        
        Mindest in a dialogical conversation - whereby the coach regards themselves as a learner, engaged in joint work to figure out what works best for students. (Megan)
        
        Ipolito & Bean, 2019, p. 70, M2
        Do Create and Continually Communicate a Shared Vision for Coaching Work
        
        Principals must include coaches and teachers in constructing a theory of action for how coaching will support continual improvement."
        
        Tim, 2011, p. 103 - coherent inquiry and learning systems. The systems were focused but suffi ciently flexible to meet individual teacher and student needs as they were identifi ed.
    - - Adaptive expertise (Le Fevre et al., 2020)
        3 principles from Timperley. 2015, M3
        
        optimising the outcomes for students
        
        taking agency for making a difference
        
        self-awareness about your effectiveness
        
        persistent focus on students central
        
        p. 121 - at its essence, is about responding to complex educational problems in ways that promote improvement and equity in education.
        
        Mangin/Dunsmore - Coaches were limited by their rigid definitions of mentoring and unable to adapt to new challenges, even when faced with inadequate teaching practices.
        
        Timperley, 2020
        Dispositions of adaptive experts
        
        value co-constructing knowledge
        
        view problems as complex
        
        look inwards and question assumptions about what works
        
        informed by expertise and mediated by others (to remove biases or the same way of doing things)
        
        le Fevre, p. 122 - Learning that is mediated by others is learning that challenges you to reconsider existing beliefs, to try new ways of approaching problems, and to question the effectiveness of familiar ways of responding.
        
        Ongoing PD sessions
        p. 124 - Ongoing learning is therefore central to adaptive expertise.
        
        p. 126 - Developing expertise in others is essential in creating systemic improvement in education
        
        Responsive to diverse student needs
        
        Principal support - Ipp & Bean, 2019, p. 70, M2
        conversations allow the principal to craft, solidify, and share an agreed-upon coaching model; articulate clear roles and responsibilities for coaches; and outline a menu of services. Coaching services might range from less-intensive relationship-building work to more-intensive classroom-based work that changes teacher practice (Bean & Ippolito, 2016).
        
        responsive to each coaching realtionship and context
      - Meta-cognition (adaptive expertise)
        
        Tim, 2015, p. 12 (taken from Hattie & Timperley, 2007)
        Where am I going?” requires the learner to have a clear goal. The next, “How am I going?” requires the learner to have accurate information about their current level of knowledge and skills in relation to their goal. The final question, “Where to next?” means the learner can identify specific strategies to close the gap between their goal and current performance.
        
        Rob, p. 40 - Reflecting on experiences and the actions related to those experiences helps leaders become more receptive to trying out new strategies and behaviours. This practice can also see them changing a value or a belief and, from there, their actions.
        
        Rob, 2016, p. 140-1 - how change can occur:
        The point at which we, as leaders, begin to change is the point at which we begin to see the new possibilities for practice. Our thinking changes and our mindsets change. Our cognitive framework changes, our belief system changes and we personally move into the transformative stage of the change process. When we change as an outcome of our new learnings and understandings, we’re highly likely to have a clearer idea of and the confidence to try different things that lead to the transformative changes that matter.
        
        p. 143 - The coaching partners must continually remember that responsibility for learning lies in the hands of the leader being coached. The coach must always invite the leader to first self-assess after any given observation visit or reflection on progress towards goals. Doing this helps leaders learn how to clearly identify their own strengths and their areas needing further development and to be more self-directed in this process.
        
        Tim, 2011, p. 114 - Building own and others’ knowledge: Leaders seek opportunities to build pedagogical content knowledge in important areas of focus with the knowledge specific to making organizational routines around teaching and learning more effective
      - Inquiry mindset
        
        Timp, 2011, p. 136
        What was common to both cases was that professional learning was embedded in the daily routines of both schools......Relationships of respect and challenge pervaded the interactions. Through using relevant evidence and accessing expert knowledge the teachers and their leaders consistently demonstrated inquiry habits of mind in the interests of their students. Improved outcomes for the students were the result.
        
        p. 103 - When leaders and teachers engage in ongoing inquiry and knowledge-building cycles, inquiry habits of mind become part of how things are done.
        
        Rob, 2016, p. 141 - Wise coaches listen carefully and reflectively so they can continue to form the hard questions—whether relating to content or process—that arise out of and so are relevant to what their partner is saying.
  - - - Google Docs - shared resources for evidence/data collection
    - - PDSA = plan-do-study-act.
      - p. 155 - examples of evidence used for improvement purposes:
        During the improvement cycles, the coaches generated and shared data that documented their coaching practice. These data included video-recorded coaching conversations and related artifacts such as instructional tasks and student work. The analysis of each cycle’s data contributed to refinement of the coaching model and to the training all coaches received in subsequent network meetings.
      - Mutual adaptation:
        Maintaining the systemic goals of a reform model, while adapting them to fit with the local context and relational aspect
        
        p. 175 - Education studies going back to at least the 1970s acknowledge the importance of adaptation during implementation, emphasizing the need for both designs and local practice to change in ways that are in keeping with the core intent of the policy or innovation, but few studies have found instances of this kind of mutual adaptation in practice"
        
        p. 176 - iterative cycles (feedback loop)
        Implementation research should attend to the adaptations that coaches make to core practices when they confront implementation challenges, and it should systematically test the robustness of practice adaptations by assessing whether they contribute to or inhibit valued outcomes (e.g., teacher learning and improvement). Through iterative cycles that test the adaptations coaches make in practice, we can learn what truly constitutes the essence of the model."
        
        Build participant capacity to adapt model while maintaining its desired outcomes - mirrors ind vs systemic goals (quote on p. 178)
        
        p. 179 - Practitioner-driven learning from adaptation can generate potential elaborations of an intervention that enable its implementation with integrity in varying contexts. This points to the need to build educator capacity to systematically identify and test adaptations......But harnessing this capacity for supporting intervention scaling requires that we develop a learning infrastructure including feedback routines that enable research-practice partnerships to identify and spread productive adaptations.
        
        p. 179 - Building educator capacity for principled adaptation that maintains the integrity of an intervention is a critical form of professional practice in this reform era that can be facilitated through improvement research methods.
      - p. 158 - we sought to exploit those natural experiments (variations in coaching delivery based on cntext and relations) to contribute to our learning about the coaching model’s implementation."
    - - Theory of action
        Simply put, a good theory enables educators to jointly test assumptions about how strategies (like coaching and mentoring) lead to improvement in teaching and learning.
        
        Theories of improvement tell a story, explaining how strategies (e.g. coaching and mentoring) will enable the achievement of the goals.
        
        City, p. 40
        A theory of action can be thought of as the story line that makes a vision and a strategy concrete. It gives the leader a line of narrative that leads people through the daily complexity and distractions that compete with the main work of the instructional core. It provides the map that carries the vision through the organization. And it provides a way of testing the assumptions and suppositions of the vision against the unfolding realities of the work in an actual organization with actual people.
        
        p. 56 - A theory of action, then, is a set of causal connections, usually in the if-then form, that serves as a story line that connects broad visions with the more specific strategies used to improve the instructional core
        
        Good theories of action:
        1 - tighten up accountability
        2 - allow testing of assumptions
        3 - allow time for reflection
        
        simple theory better than none - refine (iterative)
        
        co-constructed
        
        cut through the clutter to the instructional core
        
        make it public
        
        Framework of instructional rounds - if/then statements that are testable, modifiable, and become commonplace over time (see p. 41)
        
        p. 42 - how, exactly, would the system get from its current state to the one required by the vision?
        
        Create a series of steps towards a broad vision, and then continually monitor and refine it over time - do not have to be correct (see p. 44) " It is more important to have tried to figure out these contingencies than it is to find exactly the right expression for them. Theories of action should be, and will be, revised in light of experience.'
        
        Create the theory for the school, then individualize it to our classrooms (mutual adaptation)
        
        City p. 45
        The essential principle of a theory of action is that it provides a through-line to the instructional core-what are the vital activities that need to happen to improve teaching and learning? A good theory of action connects an important part of the overall strategy to the actions and relationships critical to good performance.
        
        If/then statements and example
        
        P. 49 - Vision, strategy, and theory of action. Broad theme, ways of achieving it, putting it in local contexts
        
        Testing hypotheses - gathering evidence (p. 52)
        But the main lesson from the Cambridge example is that the drive for specificity and discipline that comes from a close examination of whether a theory of action is working (in other words, testing the hypothesis) carries rewards in increasing the connection of vision and strategy to practice.
        
        p. 53 - The principle of falsifiability allows us to take our best ideas into practice, to see where they break down, and to modify them in light of experience.
        
        Falsifiability means testing our best theories, identifying where they fail, and modify them accordingly
        
        Accountability and relationships - how we can hold each other to account through cooperation - p. 45
        Another corollary of the through-line principle is that good theories of action tend to tighten up accountability relationships in the organization because the theories show how people in different roles must depend on one another to get a good result."
        
        Clarification of roles and responsibilities can help accountability - p. 46 - Once these contingencies were clear, it was possible to come up with some ideas about how to make key accountability relationships work and, more importantly, what support principals and teachers needed in order to be accountable.
        
        p. 46 - Theories of action can also serve as glue for accountability relationships, particularly when the theories are made public."... The more explicit that people are about their theory, the easier it is for others toThe more explicit that people are about their theory, the easier it is for others to hold them accountable for getting the desired result-and for following the through-line
        
        Differentiate between - vision, strategy, and theory of action... p. 49 - The vision might
        be at a very high level of abstraction:...The strategy states the broad outlines of how the vision will be achieved...Theories of action might emerge while you are trying to make the strategy work in specific settings.
        
        REPEATED REVISIONS IMPORTANT FOR 2 REASONS - 1) double loop learning, 2) collegiality and relationships, co-constructionp. 53-4 - The requirements of open-endedness and successive discussion and revision are important for two reasons: First, these norms model the process of double-loop learning. If practitioners see their theory of action as a ""finished product;' suitable for framing and public display, then it ceases to function as a learning tool and it becomes a symbolic artifact, useful primarily as a tool for legitimizing their authority. ""This is my theory, and I'm sticking with if' The norm of open-endedness suggests that developing your practice is a continuous process over time and that, no matter how successful you think you are, there is some set of problems you have not yet come to terms with. Second, open-endedness and successive discussion and revision are important because they model knowledge and skill in practice as a collective, rather than an individual good. That is, if you return to your colleagues on a regular basis for consultation, it creates the expectation that you will have something to say about your learning. It also creates the expectation that your colleagues are engaged in a process of learning, and if you show up with something interesting to say about your learning, they should also have something to say about their learning. Over time, people learn that it is acceptable to incorporate other peoples' ideas into their own practice and to ask advice from their colleagues about particularly intractable problems they are facing."
        
        Test and refine the theory
        p. 53 - it is the act of repeatedly revisiting the theory in the presence of colleagues that matters most for people's learning.
        
        Revision brings causal connections, and understanding of how pariticipants adapt their practice to challenges
        
        Theories of action - p. 56 - provide the opportunity to test our presuppositions about what we think will work against the evidence of what actually works. And they enable participants to reflect individually and collectively on their practice and the process of learning they are engaged in around their practice.
        
        P. 56 - The process of developing a good theory of
        action is iterative for a reason-it is a learning process.
    - - p. 35 - using supporting criteria for what effective practice looks like
        'All the studies that demonstrated changes in teachers’ practice or student outcomes used
        supporting tools."
      - p. 37 - Changing practice through criteria
        "These resources were designed to refine, revise or develop the teachers’ knowledge and
        skills in identified areas of practice."
      - Rob, 2016 - the coachee should set the focus of the observation based on their goals so evidence can be collected in relation to it
    - - Rob, 2016, p. 169 - New ways of operating can be a challenge for leaders, and they can easily slip back into old habits of just conversing with their coach and not carrying out the processes of reflective interviewing and giving evaluative feedback. This is the point at which the deliberate presence of a facilitator can help “institutionalise” some of these new practices between the leaders. (For more on this facilitation process, see Chapter 10.) Coaches and partners can also monitor their interactions and remind one another to “put the coaching hat back on” after phases of conversation and discussion.
      - Rob, 2016, p. 177 - Process facilitator:
        “guidance—keeping us on track” and “following through” from time to time after he or she has facilitated the early sessions. Encouraging the coaching partners to stay with the process can be as simple as the facilitator asking such questions as “Tell me again, what is your goal?” “What are you going to do next?” “How will your coach assist in this process?”
    - - Questions about the process:
        
        what goals did we achieve?
        
        what was effective? not?
        
        ways to improve?
        Then share this info at larger co-constructed group sessions
    - - M8 - What counts as evidence?
        Scholars report that schools often have a narrow conception of what counts as evidence, focusing on test-based results or using what's available rather than evidence that is fit for purpose (Lai & Schildkamp, 2013). Evidence should be linked to purposes, questions or hypotheses (Earl & Timperley, 2015; Lai & Schildkamp, 2013; Schildkamp, 2019). When starting from a theory, educators might ask themselves, what data 'will give us deeper insights and allow us to test out hypotheses?' (Earl & Louis, 2013, p. 11).
        
        M8. 5 - Many changes in education take time to impact students, so how do organisations know they are heading in the right direction? They define indicators and measures that allow testing of the causal linkages between activities and outcomes identified in a theory of improvement. In other words, educators see if theories work in practice. The task for leaders is to focus collective effort on determining if the hypothesised causal linkages hold true, and if so in which situations.
        
        Evidence for improvement (To provide information as to whether the intervention has led to improvement) & accountability (identify the problem source (e.g. teachers, departments) or to prove value for money to funders) (coaching logs) - M8.5
        
        video (gives teacher agency (Tim video), can redo
        
        M8.5
        Outcomes, primary drivers, process
      - Rob, M6, 2016, p. 147 - Having identified areas, leaders should take each one in turn, setting goals for it with the support of the coach before going on to the next one. The coaching partners also need to establish what indicators will help assess progress towards achievement of goals. Identifying time-frames and situations or dates where the coach can give feedback is also an important part of the process.
      - Quality of information tends to improve as teachers and their leaders engage in iterative cycles of inquiry to build their pedagogical content knowledge, identify better questions to ask and seek more detailed evidence to answer them. As they become more sophisticated in analyzing student needs, the evidence sought becomes a search for answers to specific questions about specific puzzles evident in students’ learning profiles. Teachers are likely to draw on a mix of norm-referenced assessments, teacher designed assessment tasks, and more informal processes such as observing students and analyzing student work.
      - Tim, 2011, p. 97 - All the principals integrated two kinds of evidence in the situations they recorded: evidence about student learning and evidence about teaching practices that related directly to the aspects of student learning being discussed.❞
- - - - We should stress the importance of supportive yet challenging relationships
      - Kemmis et al., 2014, M1, p. 164
        mentoring as supervision leading the inductee into the profession as bureaucracy, mentoring as support leading the inductee into the profession as autocracy, or mentoring as collaborative self-development leading the inductee towards the profession as democracy.
    - - What is our systemic goal of coaching? How can we keep this front of mind while also working towards individual goals in our own context?
- - - - Avoid misalignment p. 42 - make objectives explicit
        (1) What's my purpose in giving/receiving this feedback?
        (2) Is it the right purpose from my point of view?
        (3) Is it the right purpose from the other person's point of view?
        
        Reflecting on your purpose before a conversation
        takes place will help you to be clearer during the conversation itself.
        
        check-in during conversation
      - p. 42 - discuss and, if you each need something different, negotiate. Remember: Explicit disagreement is better than implicit misunderstanding. Explicit disagreement leads to clarity, and is the first step in each of you getting your differing needs met.
- - - - In reciprocal peer coaching, each faculty member selects an area of focus for the consultation and works with a coaching partner to bring about the improvement or growth desired, allowing each participant to personalize the process. In this reciprocal relationship, each member of the team serves as a coach and is, in turn, coached. p. 8
    - - p. 30 - they do not need to be a more expert performer than those they coach because
        technical expertise is less important than the ability to empower people to reflect.
  - - - Kermis et al., 2014, M1, p. 157 - How coaching is defined can create dispositions in both coach and coachee. Ours should be closer to:
        By practicing mentoring as collaborative self-development, mentor-mentees are likely to develop dispositions towards engagement in a professional community committed to individual and collective self-development.
        
        p. 160 - to become a member of a professional community in which members participate as equals in professional dialogue aimed at their individual and collective self-development.
      - Additional definition of OUR peer coaching
        Hattie, 2012, p. 64 - coaching is specific to working towards student outcomes. It is not counselling for adults; it is not reflection; it is not self-awareness; it is not mentoring or working alongside. Coaching is deliberate actions to help the adults to get the results from students - often by helping teachers to interpret evidence about the effect of their actions, and providing them with choices to more effectively gain these effects. There are three elements: the coach; the coached; and the agreed explicit goals of the coaching. (p. 64)
    - - Focus on the students - student-centered purpose
    - - Peer coaching alone has shown few outcomes for students (Tim, 2015). Ours needs to be outcome driven and evidence informed
        
        why? barrier/ tension - reluctace to challenge each other or talk deeply about pedagogy