Feedback, given, does little to promote change. It is when feedback becomes a dialogic, dynamic process that it promotes deep learning and change. In this session participants will learn how to use the feedback process to engage learners in constructing knowledge that transforms practice and results for students

Takeaways from this session include:

1. Learn how to use the feedback process to construct knowledge
2. Practice applying the feedback process within coaching
3. Explore the challenges, opportunities, and benefits of using the feedback process in a coaching role.

This session is great for:

• Coaches
• Administrators

During this session, we will provide an overview of how coaches and administrators can collect survey data from teachers during the course of the school year to: 1) improve the design and implementation of their coaching program; and 2) measure the impact of their coaching efforts. We will also discuss some ideas of how they can share and interpret the data.

Takeaways from this session include:

1. Tips for collecting teacher survey data
2. Example survey questions that can be adapted for your setting 
3. Tips for interpreting and sharing data

This session is great for:

• Coaches
• Administrators

Listening is an essential leadership skill for effective instructional coaching.  Listening to understand helps coaches avoid misunderstandings, prevent conflicts, and coach at a deeper level. 

In this session, participants will explore various ways to hear the voices of those impacting their coaching and how to use strong, active listening skills to advance their coaching methods.  Various tools and strategies will be shared for coaches to immediately implement. 

Every superhero has a tool! Batman and his power armor, Wonder Woman and her magic lasso, and the Hulk and his …smash! Come hear about great superhero-sized tools that you can use to get herculean results as you support your colleagues, teachers, and clients.

Takeaways from this session include:
Knowledge of tools to use when you need support with delegation, accountability, and lack of change.

This session is ideal for:

• Teachers
• Coaches
• Administrators

Strand 1: Going Deeper sessions targeted to specific parts of the 7 Success Factors

Coaches who skillfully collect data in a spirit of partnership can help teachers to gain a clear picture of reality in their classrooms to move students forward without the data having the sting of evaluation. In this session, we examine real classroom video as we practice gathering and calibrating data involving goals on academic achievement and on behavioral, cognitive, and emotional engagement.

Strand 1: Going Deeper sessions targeted to specific parts of the 7 Success Factors

The impact that coaches have in schools is directly related to how effectively they are supported (or not supported) by their school and district administrators. For that reason, it is crucial that administrators participate in professional development that clarifies what coaches do and how they can be supported. This workshop provides an understanding of how administrators and instructional coaches can collaborate to ensure that coaches have an unmistakably positive impact on teachers’ teaching and students’ learning.

Strand 1: Going Deeper sessions targeted to specific parts of the 7 Success Factors

Some of the most critical elements of a successful coaching program involve the roles that coaches have in a building, how they spend their work time, and how they communicate with school and district leaders about coaching. In this session, we examine the research-grounded roles to ensure that your coaches are maximizing their potential for change in your building.

Strand 2: Coaching Evaluation sessions are tied to ICG’s upcoming publication, Evaluating Instructional Coaching

As with coach evaluations, the hiring process for instructional coaches often doesn’t reflect research-based instructional coaching practices and skills. In this session, we’ll explore a recruiting and hiring process that more clearly communicates the role, more intentionally focuses on coaching skills, and reflects sound human resources practices. All aspects of hiring will be explored, from creating the job description to the interview structure and questions to the best information to use to make the hiring decision. For coaching to work best for students, the right people need to be in the right roles, and this session shows ways to make that happen.

Takeaways from this session include:

1. Examine why evaluating coaches is essential for coaching to have an impact on students
2. Learn the research-based standards for effective coaching and how to use them in evaluating coaches as employees
3. Practice using tools for evaluating instructional coaches in line with both instructional coaching research and best practices in human resources

This session is great for:

• Administrators
• Instructional Coaches

Strand 3: Getting Started sessions for new coaches or districts new to partnership coaching

The PEERS goal is a critical element of effective Impact Cycle work with teachers. In this session, we’ll look at how each element of PEERS contributes to teacher engagement in the cycle and student success on the goal. We’ll practice setting and writing PEERS goals to make the Identify phase of the Impact Cycle clearer and more efficient for teachers.

Takeaways from this session include:

1. Examine why setting PEERS goals ensure the deepest teacher engagement in improvement and the best way to track whether coaching has an impact on students
2. Practice drafting PEERS goals
3. Determine future steps in goal setting with teachers as part of Impact Cycles

This session is great for:

• Administrators
• Instructional Coaches

Strand 3: Getting Started sessions for new coaches or districts new to partnership coaching

One of the questions we hear most from new coaches or coaches who are new to a building or district is, “How can I get more teachers to work with me?” In this session, we’ll analyze the challenges and opportunities for enrolling more teachers in coaching. Central to this issue is trust, and the session will explore the facets of trust and specific steps that coaches can take to help build a culture where teachers view coaching as safe and helpful.

If we are to break the cycle of dysfunctional equity work in schools, we must ensure a climate where every person feels like they belong. How? By shaping a culture of dignity that honors each person’s value and worth. While this sounds simple, it’s extraordinarily hard, transformative work. Furthermore, attempts to change the status quo will likely trigger a backlash. We must prepare ourselves with the knowledge, skills, and dispositions to bring about the changes that we seek. This session helps to do just that.

Takeaways from this session include:

1. Increase knowledge of belonging, dignity, and inclusion.
2. Acquire techniques to manage the predictable backlash to efforts to address social inequality.
3. Learn how to center acknowledgement and accountability to nurture healing and transformation

This session is great for:

• Teachers
• Coaches
• Administrators

The administrator is the instructional leader on campus and is an essential ingredient in leading school transformation. It is important for the administrator and the instructional coach to be on the same page and function as a team. This session will explore how the campus administrator and the instructional coach can work collaboratively to support a culture of teaching and learning.

Takeaways from this session include:

1. Why it is important for school administrators to establish a clear understanding of the role of the instructional coach.
2. Why it is important for school administrators to respect the confidentiality clause in the coach-teacher relationship.
3. Why it is important to trust coaches and allow them the freedom to coach.

This session is great for:

• Coaches
• Administrators