Performance-Based Coaching Certification
Coach Development
We lead your coaches through 10 training modules that provide them with the deep theoretical, scientific and applied knowledge and skills needed to enter classrooms and be prepared to bring about positive changes in teacher behavior. Through the modules, coaches immediately begin learning and applying our Coaching Clock™ system for organizing their time, prioritizing their coaching load, and learning a step-by-step format for working in classrooms with teachers to maximize performance.
What Your Coaches Will Learn
Our comprehensive service package for developing district and site coaches is framed by four key areas of knowledge and skill.
How to structure the coaching process in a sequential way that results in teacher improvement and more student learning.
How individuals understand, process and implement change.
Expertise in the actual instructional methods they are helping teachers to implement.
A comprehensive understanding of the psychology of organizations and how they affect individual and school-wide change efforts.
Structured Coach Development
These modules are offered in a variety of formats.
Daily formats that are sequenced every two to three weeks
Consecutive two-day formats that feature seminar and in-classroom learning
Multi-day coaching institutes that move coaches to high skill levels quickly
Regardless of the training structure, coaches immediately begin learning and applying our copyrighted Coaching Clock™ system for organizing their time, prioritizing their coaching load and learning a step-by-step format for working in classrooms with teachers. For administrators and district officials, the Coaching Clock™ provides a much-needed way to monitor coaching activities and to measure effectiveness.
Performance-Based Coach Certification Series
PRINCIPLED INSTRUCTION: USING THE WHY TO CHANGE THE WHAT
Description: Instructional coaches in many school districts have been tasked with supporting teachers in hopes of improving instructional practices. All too often, repeated observations, lesson demonstrations and theoretical co-planning sessions have led to minimal changes that degrade quickly into past practices. This session teaches coaches how to harness the power of common beliefs to supercharge the change process by focusing all instructional changes on a key set of instructional principles proven to accelerate student learning.
Coaches will:
1. Learn and articulate how the six Key Learning Acceleration Principles accelerate student learning and enhance standardized test scores;
2. Learn to observe teacher behaviors through the lens of principled instruction to increase teacher effectiveness and consistency.
PRIORITIZING COACHING GOALS: MORE PEOPLE DOING FEWER THINGS BETTER
Description: More than ever before in public education, schools and districts are looking to instructional coaches to lead their teacher development and instructional improvement efforts. But how prepared are most coaches for the difficult job of entering classrooms and helping other teachers to improve their teaching so students learn more? This session focuses a coach’s attention on prioritizing inefficient teacher practices to create a systematic coaching plan that focuses on making observable changes in teacher behavior that will stand the test of time.
Coaches will:
1. Articulate the role of a coach as an agent for behavioral change in a complex system;
2. Assess the quality of classroom instruction through quantitative analyses of classroom data and link those to needed changes in teacher behavior to improve student learning.
THE COACHING CLOCK: A SYSTEMATIC APPROACH TO CREATING AND CEMENTING NEW HABITS
Description: Manageable changes implemented consistently over time not only form habits but yield huge results. Unfortunately, most coaches find that fixing obvious classroom instructional inefficiencies consumes the vast majority of their time, leaving little left over for implementing and practicing new skills. This session covers a structured and systematic approach to coaching that breaks the process into twelve repeatable steps that set goals, practice skills, monitor the effectiveness of the change process, and remediate as needed.
Coaches will:
1. Develop a plan for implementing each phase of The Coaching Clock™;
2. Implement five specific methods of real-time in-classroom coaching intervention.
PUSHING ADVANCED TEACHERS: EVEN ELITE ATHLETES HAVE COACHES TOO!
Description: For too long, coaches have been used to fix the problems in classrooms deemed inefficient, leaving more experienced or skilled teachers to plateau in their skills over time. But much like elite athletes, the best teachers need coaching – and sometimes more coaching than novices—to make improvements in their practice. This session removes the stigma that coaching is for struggling teachers and provides three specific coaching methods to Push! even the best teachers to implement instruction with greater levels of efficiency than ever before.
Coaches will:
1. Systematically provide real-time strategic contributions during lesson instruction that enhance student learning and teacher performance;
2. Implement at an expert level all the methods and instructional principles that form the content of their coaching role.
MOTIVATING RESISTANT TEACHERS: WE GET IIT! NO ONE LIKES CHANGE…BUT IT’S NECESSARY!
Description: Instructional coaches often report that up to 50 percent of the teachers on their campuses are hesitant to try new practices and resistant to the idea of changing what they perceive as “not broken”. Most often, these teachers know that change is needed but are not hearing the message of change efficiently from the coaches with whom they work. This session teaches coaches to identify how each of their teachers “hears” change messages and adjust their rationales to better resonate with each specific teacher.
Coaches will:
1. Identify and describe the three typologies of teachers and their preferred method for hearing and processing change messages;
2. Articulate specific coaching commands in conjunction with rationales that match each of the three perceived teacher typologies.
COMMUNICATING WITH ADMINISTRATORS: LEVERAGING ACCOUNTABILITY SYSTEMS TO ENCOURAGE CHANGE
Description: Effective change requires clear communication between the leaders, and the support and accountability arms of any organization. Nothing stalls the change process more quickly than a mixed message. This session teaches coaches the what, why and how of effective communication with site and district leaders so that these leaders can support the change process while coaches continue to build trust between themselves and their teachers.
Coaches will:
1. Articulate verbally and in writing to site and district leaders their efforts and outcomes for each teacher with whom they work;
2. Implement a three-tier communication structure to ensure administrators are able to support current goals and align messages regarding classroom instructional expectations.