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

If you truly desire to make an impact as a coach and be really uncommon, then you are dedicated to develop the beliefs, values, and integrity that lead to authentic success. So step up to the challenge and learn  how you can bring out the very best in people by learning more about yourself.

Takeaways from this session include: 

1. Increased self-awareness 
2. Just-in-time strategies to apply in coaching practice

This session is great for:

• System Leaders
• Instructional Coaches
• Administrators

In this session, we will explore high-impact practices for humanizing personalized learning, including open-ended tasks, journaling, and qualitative assessment, with an emphasis on how to support teachers and colleagues in creating a culture of personalization in your school.

Takeaways from this session include: 

1. Identify the five myths of personalized learning
2. The impact of open-ended tasks, journaling, and qualitative assessment on humanizing personalization
3. How to apply humanized personalization to professional learning, supporting teachers in creating a culture of personalization at your school

This session is great for:

• Teachers
• Instructional Coaches
• Administrators

Finding ways to explore complex problems that may not have straightforward answers can be a real challenge for coaches, especially when their coaches are new in role or feeling vulnerable in their context. This is why a group of CollectivED Fellows are exploring the value of a two-stage dilemma-based coaching approach.  This session will introduce and explore this approach.

Takeaways from this session include: 

1. Practical ideas for using coaching to support teachers and leaders to deal with and learn from the dilemmas that occur in their settings
2. Insights from a European project on professional learning from dilemmas related to inclusion and diversity

This session is great for:

• Teachers
• Instructional Coaches
• Administrators

In this session, participants will examine the Compassionate Coaching Focus of connection to learn how to support educators who experience isolation due to external conditions or internal psychological states. We will dive into how coaches can meet their own professional connection needs – since coaching can be an isolated role too! Specific strategies will be shared for promoting trust, using collaborative structures, employing low-stakes class visits, and other methods of supporting connection.

Takeaways from this session include: 

1. Describe the sources and impact of isolation in educators’ work lives.
2. Explore connective experiences to support educators encountering isolation
3. Acquire strategies and collaborative structures build professional connections

This session is great for:

• Instructional Coaches

The need for connection and community is primal, as fundamental as the need for air, water, and food. Dean Ornish’s quote reminds us that we are pre-wired to seek connection. After a period of disconnect, this need has become critical. In this webinar, attendees will learn practical strategies to build relationships with students and colleagues and create a connection to the campus for all stakeholders. 

Takeaways from this session include:

1. Practical strategies to build relationships
2. Understanding of what creates trust between stakeholders

This session is ideal for:

• Teachers
• Coaches
• Administrators

Based upon the idea that there are five distinct variables that are used to create and refine a system, the STOIC Framework was built. Through the effective use of this framework, social emotional learning is embedded. If the purpose of social emotional learning is to develop the knowledge, skills, and attitudes needed for success in school, work, interpersonal relationships, and personal wellness, a framework such as STOIC is critical to guide our decision-making in building a system of support. 

Takeaways from this session include:

1. Recognizing intentional environmental design impacts behavior
2. Identifying five distinct variables used for environmental design
3. The belief that social emotional learning is not accomplished at a set point in time, but embedded throughout time spent with students

This session is ideal for:

• Teachers
• Coaches
• Administrators

Stakeholder Centered Coaching has show a 95% success rate for business leaders.  The same success rate is being demonstrated by coaching educational leaders in schools and districts.  We will discuss how we elevate leadership and help supervisors evaluate for higher performance.

Takeaways from this session include:

1. Expand coaching repertoire to increase quality leadership
2. Learn leadership skills to accelerate adult learning
3. Be able to apply FeedForward strategies to facilitate a better future

This session is ideal for:

• Teachers
• Coaches
• Administrators

Rather that a ‘type’ of coaching, the GROWTH framework is a way of managing and shaping coaching conversations across a wide range of contexts. This memorable acronym is elegantly simple and sophisticated at the same time. This session will unpack the GROWTH framework in detail and illustrate how it can be a highly effective tool in your coaching and leadership repertoire.

Takeaways from this session include:

1. Learn about the GROWTH conversational framework straight from the organization that developed it
2. Understand how the GROWTH framework can bring ‘shape’ to coaching and leadership conversations in service of your conversational partner’s thinking
3. Confidence to use the GROWTH framework in a nuanced way across a range of conversational contexts

This session is ideal for:

• Teachers
• Coaches
• Administrators

Direct and purposeful feedback is essential for improving the art of teaching, yet how much time do teachers practice and receive feedback?  Learn how the Hilton Central School District has implemented an effective coaching strategy utilizing video recording in the classroom and how it has improved teaching and learning.

Takeaways from this session include:

• Lesson learned when implementing a video coaching program
• How to start a video coaching program
• Nonnegotiables for suceesful implementation

This session is ideal for:

• Teachers
• Coaches
• Administrators

In this session, you will firstly connect to the key drivers of School Improvement through research, anecdote and case study. Following this, we will share how a coaching approach to school improvement can lead to an improved school culture: one where there is support but also clarity. You will see evidence of a coaching culture in action through video as well as other work samples. Participants will connected to approaches to embed and enable a coaching culture to flourish including the major milestones over a 3 year period. Finally, there will be a plenary for participants to ask questions.

Takeaways from this session include:

1. A model of school improvement based on coaching
2. Milestones for deveopling a coaching journey
3. Example data to measure the impact of a coaching program

This session is ideal for:

• Teachers
• Coaches
• Administrators

Some questions offer solutions to issues we do not understand. Asking the wrong questions and following a single narrative can lead us down a mistaken path. Other questions draw us into deeper awareness. We need to ask questions, both personal and systemic, that help us increase our knowledge about racism. Beyond understanding, educators have the critical role of leading the challenge of our imaginations (how we see ourselves, each other, and the world) and building for a more equitable future. Expounding upon her “Coaching for Cross-Cultural Competency” conversation with Jim Knight, Natasha L. Robinson will explore this responsibility while challenging and equipping attendees to learn from themselves, their peers, and their students.

Takeaways from this session include:

1. Learn how to askthe right questions that help us critically think aobut living in a “racialized society”
2. Prepare to initiate fierce conversations about equity in eduation and coaching experiences
3. Understand that having honest conversations about complex issues are a necessary initial step for working towards systemic change and for developing long-term strategies to affirm the human dignity of each studet and colleague, and to lead high performance schools