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    Empowering Leaders Professional Development Ead 533

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    The document discusses the coaching cycle and how it can be used to develop faculty leaders. It outlines the selection process for faculty leaders, which includes evaluating evidence of leadership skills, dispositions, and success in skills related to the job. It then describes the coaching process, which involves observation, modeling, performance feedback, and building alliances. It provides examples of how instructional coaches can use these coaching strategies, such as observing a teacher, modeling best practices, and providing feedback to improve student outcomes. The coaching process is meant to improve teaching practices and student learning while building strong relationships between teachers and coaches.

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    Empowering Leaders Professional Development Ead 533

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    1K views11 pages
    The document discusses the coaching cycle and how it can be used to develop faculty leaders. It outlines the selection process for faculty leaders, which includes evaluating evidence of leadership skills, dispositions, and success in skills related to the job. It then describes the coaching process, which involves observation, modeling, performance feedback, and building alliances. It provides examples of how instructional coaches can use these coaching strategies, such as observing a teacher, modeling best practices, and providing feedback to improve student outcomes. The coaching process is meant to improve teaching practices and student learning while building strong relationships between teachers and coaches.

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    The document discusses the coaching cycle and how it can be used to develop faculty leaders. It outlines the selection process for faculty leaders, which includes evaluating evidence of leadership skills, dispositions, and success in skills related to the job. It then describes the coaching process, which involves observation, modeling, performance feedback, and building alliances. It provides examples of how instructional coaches can use these coaching strategies, such as observing a teacher, modeling best practices, and providing feedback to improve student outcomes. The coaching process is meant to improve teaching practices and student learning while building strong relationships between teachers and coaches.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    1K views11 pages

    Empowering Leaders Professional Development Ead 533

    Uploaded by

    api-494301924
    The document discusses the coaching cycle and how it can be used to develop faculty leaders. It outlines the selection process for faculty leaders, which includes evaluating evidence of leadership skills, dispositions, and success in skills related to the job. It then describes the coaching process, which involves observation, modeling, performance feedback, and building alliances. It provides examples of how instructional coaches can use these coaching strategies, such as observing a teacher, modeling best practices, and providing feedback to improve student outcomes. The coaching process is meant to improve teaching practices and student learning while building strong relationships between teachers and coaches.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 11

    Empowering Leaders

    Professional Development
    The Coaching Cycle and Beyond

    By Rolanda Brown
    EAD 533
    Grand Canyon University
    December 9, 2020
    Selecting Faculty Leaders

    Criteria Selection Process


    ● Evidence of the skills they possess that ● Application
    relate to their current job. ● Interviews
    ● Evidence of dispositions that leaders need. ● Staff Feedback
    ○ Personality assessments. ● Final Selection
    ○ Observation
    ● Evidence of success in skills that relate to
    the job.
    The Coaching Process
    Value in the Coaching Process

    ● Improves teacher practice


    ● Improves learner success.
    ● Encourages teachers to implement new techniques

    “Training led by coaching led to 80 percent to 90


    percent of implementation of new practices”
    (Pierce & Buysee, p. 2, 2014).
    Observation

    ● Observing teacher in the learning


    environment.
    ● Opportunity for coach to collect data.
    ● Shows the coach opportunities to model new
    practices.
    Modeling

    ● Can be called Demonstration.


    ● Coach shows teacher how to use a practice
    correctly.
    ● Can occur with and without learners.
    ● Supports learner improvement.
    Performance Feedback

    ● Must be specific
    ● Positive and respectful
    ● Timely
    ● Corrective
    ● Based on data.
    Alliance Building Strategies

    ● Collaboration
    ● Building the teacher-coach relationship
    ● Strong partnerships
    ● Non-evaluative
    Based on reading test data, the instructional coach notices that second grade
    teacher’s students are struggling with reading and making few improvements.
    The instructional coach observes the lesson and notices the teacher is
    incorrectly using the guided reading process. They model this process for the
    teacher with a group of students, pointing out the mistakes that the teacher
    needed to correct. They observe the teacher reteach using the correct
    procedure and provide feedback to the teacher on student improvement.
    Later on, they review new data and provide effective feedback to the teacher,
    showing them the improved student outcomes. This, strengthens the coaching
    relationship and builds trust between the teacher and the coach.

    Faculty Example of Implementation


    A classroom teacher approaches you about a paraprofessional that struggles
    to provide adequate support to the students assigned to them. You conduct
    an informal observation where you notice that the para struggles with
    providing support without giving the student answers. You provide feedback
    to the paraprofessional, explaining their mistake and modeling how they can
    change their questioning practices to help the student come up with answers
    on their own. Through more observation, you are able to see the support
    staff’s improvement. You tell her this, which builds your the coaching
    relationship.

    Support Staff Example of Implementation


    References

    ● Levin, B. B., & Schrum, L. (2017). Every teacher a leader: Developing the needed dispositions, knowledge, and skills for

    teacher leadership. Thousand Oaks, CA: Corwin, a Sage Company.

    ● Pierce, J. D., & Buysee, V. (2014). Effective Coaching: Improving Teacher Practice and Outcomes for All Learners [PDF].

    National Center for Systemic Improvement.

    ● Public Impact, & Steiner, L. (Eds.). (2018). Teacher Led Professional Learning. Retrieved December 09, 2020,

    from https://www.teacherledprofessionallearning.org/steps/selecting-teacher-leaders/

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