Chapter 5-Getting Teachers on Board and Finding a Starting Point

First of all, I love reading all your comments, and I know others do too. When I read the success stories, I feel wonderful! These feelings replenish me on those days when I feel like I'm plugging a hole in a dam with my little finger!

1. Change takes time. Can you relate to Prochaska's "Stages of Change: Precontemplation, Contemplation, Preparation, Action, Maintenance, Termination"?
" At what stage are most of the teachers on the staff at your particular school?

2. I believe that all of us know the power of building relationships on a one-on-one basis. In fact, many of you have shared with us your conviction that successful change comes from meaningful, personal exchange. Have any of you formalized any of these one-on-one encounters in the form of an interview? Can you see yourself conducting interviews with teachers?

3. As we move in the direction of classroom visits during instruction, how can the idea of "The Big Four" help us in our observations? Do you agree with Knight that The Big Four represent the most important teacher practices to observe? Would you assess them in the order in which they are presented: Behavior, Content, Instruction, Formative Assessment?

4. Have you had occasion to use one of the Five Tactics for Translating Research Into Practice?

5. After visiting http://www.instructionalcoach.org/, tell us one of the most significant pieces of information you picked up there.

Personal Vision

On page 45, Jim Knight talks about writing a Personal Vision. On page 48 of the book Literacy Leadership by Donald A. McAndrew (the book we are studying in Literacy & Learning), he discusses the idea of a Literacy Vision. Both authors believe that putting our thoughts on paper as to to what we aspire, clarifies our purpose and serves as a road map in our professional and/or personal lives (my words, not theirs exactly ).

IF you so choose, write a personal vision for your life, your profession, literacy, education, etc. and share it with us. I have so enjoyed reading your thoughtful responses to the reading. I would love to share with you your vision. AND as brain studies have shown, non-fiction writing engages our brains in ways that nothing else does. Who knows. Perhaps several of those brain cells I destroyed in my wild college days can be replaced!!

Chapter 4-Partnership Communication

1. Do you agree that Instructional Coaches are in a position "to make people feel good about themselves (and) to feel good about their profession"? Share with us an experience in which you feel authentic communication (empathetic listening) empowered someone?

2. Have you found that your "thoughts, perceptions, beliefs, values, emotions, and prior knowledge" have affected your ability to REALLY listen to another person? How do you set aside these obstacles to look deeply for what another person has to offer?

3. An experience I had with Meyers Briggs transformed a staff to which I belonged. Our work with this tool enabled us set aside personal differences and to deeply respect one another. Awareness of our learning (and operating) styles rendered us a cohesive and powerful staff of presenters. Have you ever had experience with this, or another, "self-reporting instrument"? Would you be interested in taking one?

4. I have found that giving genuine compliments and finding common ground are two strategies that have worked best for me in forging a new relationship. What have you found to be most effective?

Mile Wide. Inch Deep

Jim Knight talks a great deal about the need for professional reflection. In my definition, the act of reflecting necessitates stillness and thought. Given our incredibly busy schedules, where would you suggest we build in self-reflection? As "partners" in this adventure called "coaching", what ideas do you have about maintaining balance, getting fewer things done well, and meeting the needs of ourselves and our colleagues?

Chapter Three-Partnership Philosophy

Jim Knight expresses a great deal of compassion in this chapter.

1. Do you believe that teachers should have choice in what they do in their classrooms, or do you believe there are times when an administrator must "mandate" implementation of a research based practice or strategy? In other words, should teachers always have the right to say "no? Where is the balance?

2. Have you written a "personal vision?" If not, would you be willing to do so as part of this book study?

3. Jim Knight feels that "empathetically" listening "may be the most important service that a coach can provide (pg. 43)." Do you agree?

4. Which of the seven principles do you find to be most important and why?

Chapter Two-What Does Coaching Look Like?

Jim Knight discusses five key components involved in coaching: our biggest fear!, a starting point (I added "The Big Four" to the graphic organizer on page 18), an emotional connection, implementation (accountability), and the principal (administrative support).

We have recognized and worked on building rapport with our staff to overcome the fear of buy-in. From feedback I am receiving from you, we are slowly making headway in abetting change through one-on-one relationships. We have worked with building principals to erect data walls and create EBIS teams. Now we begin the tricky part: getting into classrooms, asking for implementation "with fidelity", and working with administration for systematic change! Yikes! The job gets even more complicated when we address Amy's issue of "Too Many Hats!" In addition to the title of "Instructional Collaborator" as Devona defines herself, we need to be cautious of becoming "Instructional Coordinators!" So, what are your thoughts.

1. How do you envision fulfilling our role of becoming "classroom" coaches while supporting our schools in general as they move toward a data based decision making model of instruction?

2. What do you think of creating "checklists", "protocols", and other tools to assist us in modeling and observing classrooms?

3. Do you feel equipped to encourage implementation as Jim Knight defines it (Collaboration, Modeling, Observing, Providing Feedback, and providing support)? If not, what do you need to feel prepared to do this?

If you have other questions you would like to have addressed by your colleagues, "post" the question for "comments" by other participants.

Due to the death of my dad, I am late posting these questions. Rather than request comments by tonight, let's aim for Wednesday, November 5, 2008. I will have questions for Chapter Three posted that same day, so we can get back on track.

Too Many Hats

In my comment to the first chapter, I mentioned the issue of wearing many, many hats, and that the role of instructional coach as defined by Knight is only a small one (a beret perhaps). There are so many things at a school that need doing with no one to do them. How do we choose what to do? And what about those things that if we don't do them, no one will?

Amy H.

Chapter One, Why Coaching?

Jim Knight pinpoints several obstacles to effective Professional Development. He discusses staff resistance to change, blame, and "resentment." What obstacles have you faced in your first month as an Instructional Coach and how do you anticipate overcoming these challenges?

In addition, what is the most important accomplishment you would like to achieve this year as a first year Instructional Coach? OK Gerard..... as a "third" year Instructional Coach!

Responses due Sunday, October 19, 2008.