otl_515_core_values_and_belief_statements_prezi.pdf | |
File Size: | 4774 kb |
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consider this:
what to investigate prior to accepting a coaching position?
1. Gather relevant documents: Acquire "calendars, schedules, organizational maps, descriptors of roles and responsibilities, professional development plans and calendars, curriculum maps, pacing guides, power standards, assessment tools, report cards, site plans, vision and mission statements, and strategic district plans" (Aguilar, 2013, pg. 101).
2. Gather and analyze formal data: Be aware of and analyze student graduation rates, attendance data, suspension and expulsion reports, standardized test score data, district testing data, English language competency data, reports on special education populations, socioeconomic status of students, and neighborhood and city demographics. “Read through the data looking for patterns, outliers, and surprises, Compile the questions that arise. Follow the leads that surface. Data analysis is a puzzle to organize – keep sorting and sifting and thinking as the picture comes together” (Aguilar, 2013, pg. 102).
3. Initiate informal conversations: Familiarize yourself with the school by initiating casual conversations with staff members, administrators, parents, and students. The purpose in having these conversations is to build relationships and gain a deeper understanding of the potential client(s) you may be serving.
4. Uncover knowledge, skills, and passions: Get to know your clients and who they are both inside and outside of school so that you can approach clients from a well rounded standpoint of understanding.
5. Explore beliefs about change: “Beliefs are powerful things – at their worst, the hold us back when they live in the shadows; at their best, they can propel us forward” (Aguilar, 2013, pg. 106). Ask potential clients about how they think and feel about change. Consider your own beliefs about change as an instructional coach as well.
6. Offer personality and psychological self-assessments: Take the time to gain a deeper insight into your client's personality and psychology.
7. Observe the client: With permission, ask to observe clients when they are teaching in a planned, structured, and focused manner.
8. Conduct formal interviews and surveys: Obtain as many additional perspectives (of stakeholders) for your specific client/site.
9. Look for the fires: “The coach’s job is to help the client get out of the habit of putting out fires and instead to invest time and energy into installing automatic sprinkler systems and removing fuel and sources of ignition” (Bloom, Castagna, Warren, and Moir, 2005, pg. 106).When conducting your investigation of the client/site, look for clues about systems that are breaking down to begin planning for coaching a system of change.
10. Engage in self-awareness exercises for coaches: Reflect honestly on everything you've gathered in order to move forward with the work plan (Aguilar, 2013, pgs. 101-110).
2. Gather and analyze formal data: Be aware of and analyze student graduation rates, attendance data, suspension and expulsion reports, standardized test score data, district testing data, English language competency data, reports on special education populations, socioeconomic status of students, and neighborhood and city demographics. “Read through the data looking for patterns, outliers, and surprises, Compile the questions that arise. Follow the leads that surface. Data analysis is a puzzle to organize – keep sorting and sifting and thinking as the picture comes together” (Aguilar, 2013, pg. 102).
3. Initiate informal conversations: Familiarize yourself with the school by initiating casual conversations with staff members, administrators, parents, and students. The purpose in having these conversations is to build relationships and gain a deeper understanding of the potential client(s) you may be serving.
4. Uncover knowledge, skills, and passions: Get to know your clients and who they are both inside and outside of school so that you can approach clients from a well rounded standpoint of understanding.
5. Explore beliefs about change: “Beliefs are powerful things – at their worst, the hold us back when they live in the shadows; at their best, they can propel us forward” (Aguilar, 2013, pg. 106). Ask potential clients about how they think and feel about change. Consider your own beliefs about change as an instructional coach as well.
6. Offer personality and psychological self-assessments: Take the time to gain a deeper insight into your client's personality and psychology.
7. Observe the client: With permission, ask to observe clients when they are teaching in a planned, structured, and focused manner.
8. Conduct formal interviews and surveys: Obtain as many additional perspectives (of stakeholders) for your specific client/site.
9. Look for the fires: “The coach’s job is to help the client get out of the habit of putting out fires and instead to invest time and energy into installing automatic sprinkler systems and removing fuel and sources of ignition” (Bloom, Castagna, Warren, and Moir, 2005, pg. 106).When conducting your investigation of the client/site, look for clues about systems that are breaking down to begin planning for coaching a system of change.
10. Engage in self-awareness exercises for coaches: Reflect honestly on everything you've gathered in order to move forward with the work plan (Aguilar, 2013, pgs. 101-110).
Using data to inform coaching decisions:
See below for an example of how to utilize and analyze data to inform potential coaching decisions as well as Elena Aguilar's (2013) data gathering tool.
coaching_data_and_analysis.docx | |
File Size: | 262 kb |
File Type: | docx |
data-gathering-tool.docx | |
File Size: | 112 kb |
File Type: | docx |