WE COME TO YOU
Typically one or two day events, our workshops are structured around the research-validated Partnership Learning approach and are designed to be practical, engaging, and fun. They can be held at your organization at your convenience and are always led by ICG-certified consultants. In addition, we offer a five-day intensive workshop in Lawrence, Kansas, four times a year.
Custom workshops are also available.
Seven Success Factors for Coaching Programs
This workshop provides a quick overview of the factors necessary for creating a flourishing coaching program for coaches and administrators interested in setting up a coaching program. If a district is only interested in a one-day session, we typically recommend this workshop (one day).
The Impact Cycle
Based on the book The Impact Cycle by Jim Knight, this workshop describes the coaching cycle; it is suggested for instructional coaches (one or two days).
Going Deeper with Embedded Coaching
Embedded coaching provides coaches with modeling, feedback, and support in live coaching interactions. The content of an embedded coaching day is designed in partnership with the client to involve whatever the coaches need to move coaching forward. These sessions may include (but are not limited to):
- Watching video of the coaches in interactions with teachers
- Practicing gathering data in real classrooms
- Live coaching in which an ICG consultant coaches a teacher with others observing
- Live coaching in which a coach coaches a teacher with an ICG consultant and others observing
- Targeting specific coaching issues on specific elements of the Impact Cycle
- Meeting with leadership to address coaching issues and system support
- Working with small cohorts of coaches with specific concerns
- Celebrating successes and examining dilemmas and problems in practice
Based on the book Better Conversations by Jim Knight, this workshop describes essential communication skills for everyone in a school—but especially coaches—to help create a setting where learning will flourish (one or two days).
This workshop introduces participants to several high-yield leadership strategies, including clearly seeing reality, identifying purpose, managing time, understanding and shaping culture, managing change, combining ambition with humility. In addition, we present tools people can use to apply those strategies in their daily lives (one day).
Coaching for Leaders
In this workshop participants will learn coaching skills that can be used to promote coaching conversations, and the GROWTH coaching model that leaders can apply to efficiently guide others through coaching conversations. Participants will also learn how to create the best possible environment for coaching to flourish in their contexts. This workshop is recommended for school leaders.
Advanced Coaching Schools for Instructional Leaders
Video as a Part of Professional Learning
Based on the book Focus on Teaching (Jim Knight), this workshop describes how video can be used to support learning. The workshop can be presented just for coaches, but participants can also include teachers coaching themselves, teachers using video as part of team learning, and principals and teachers using video together for teacher evaluation (one or two days).
Video-Enhanced Peer Coaching
Based on the book High-Impact Instruction (Jim Knight) this workshop provides an overview of many high-yield strategies teachers can use to plan instruction, assess learning, increase student mastery and engagement, and create positive learning communities in the classroom. The workshop can be geared to coaches, who will then share the strategies with teachers to help them hit their goals, or to all educators in a school (one, two, three, or more days).
Based on the Data Toolkit in The Impact Cycle and the data-gathering information included in Focus on Teaching (both by Jim Knight), this workshop provides coaches and administrators with a clear understanding of the data points (e.g., time on task, ratio of interaction, teacher talk vs. student talk, instructional vs, non-instructional time) they will need to gather in classrooms to help teachers get a clear picture of reality, set goals, and monitor progress toward goals (one day).
Coaching to Increase Engagement
Based on the Data Toolkit in The Impact Cycle and chapters 5-9 in High-Impact Instruction (both by Jim Knight), participants in this workshop learn how to gather engagement data for (a) defining and assessing engagement, (b) getting a clear picture of reality, (c) setting goals, and (d) monitoring progress toward goals. Participants also learn about five teaching strategies that are proven to increase engagement and learning (one day).
Coaching for Classroom Management
Based on the Data Toolkit in The Impact Cycle and chapters 10-15 in High-Impact Instruction (both by Jim Knight), participants in this workshop learn six teaching strategies that will help them create positive learning communities in the classroom. Participants also learn how to gather classroom management data that can be used for getting a clear picture of reality, setting goals, and monitoring progress toward goals (one day).
Coaching to Increase Achievement
Based on the Data Toolkit in The Impact Cycle and chapters 2-4 in High-Impact Instruction (both by Jim Knight), participants in this workshop learn how to set clear achievement targets for students, identify how to measure students’ progress toward those targets, and how to partner with teachers to make adaptations until students hit the targets. This workshop is usually taught in conjunction with other workshops offering instructional practices, such as those described above (one day).
Creating an Instructional Playbook
In settings where a clearly defined set of teaching strategies already exists, we guide coaches and others—such as administrators—through the development of an Instructional Playbook. At the end of this session, participants will have developed a draft of a complete instructional playbook (one or two days).
Participants in this workshop learn how to coach teams in two areas: (a) how to work together effectively as a team (i.e., establishing team norms, developing strategies for improving team communication, and monitoring team effectiveness), and (b) how to use protocols for learning, including using video to learn a teaching strategy, analyze a lesson, focus on a theme, develop checklists or a playbook, or collaboratively problem solve. Participants also learn the partnership facilitation strategies (one day).
Designing and Delivering High-Impact Presentations
This workshop guides participants through important strategies for designing and delivering presentations by providing them an opportunity to create their own presentation. Participants will learn how to develop powerful slides, integrate activities to increase engagement and learning, and to deliver content clearly. The workshop also describes how presenters can work from the partnership principles to build relationships with those attending their workshops and presentations (one or two days).
What Principals Need to Know About Coaching
This workshop provides information on simple but important actions principals should take to support coaches and guides coaches and principals through a series of discussions so that, together, they can make decisions about such issues as top priorities, coaches’ use of their time, policies around confidentiality, enrolling teachers in coaching (one day).
This workshop provides an overview of a series of high-leverage strategies that Coaching Champions (the leaders who are responsible for coaching) can use to coach coaches. Participants learn how to partner with coaches to ensure that they implement an effective coaching cycle, continuously improve their communication skills, deepen their knowledge of effective teaching strategies, and develop important leadership strategies along with other leadership habits (one or two days).
Just as teachers need coaches to help them learn and use new teaching strategies, coaches, administrators, and other educators need coaches to help them develop and support flourishing coaching programs. And it is often during application—not just in a workshop—when educators can truly benefit from having a coach.
The coaching provided by ICG is primarily tailored for educational leaders who are designing, implementing, or overseeing a coaching program and generally focuses on the following topics:
Using ICG tools to provide follow-up and support for coaches
Planning future professional development for coaches, teachers, and administrators
Co-developing coaching professional development plans with leaders
Co-planning weekly or bi-weekly professional learning meetings for coaches
Problem solving issues related to teachers, coaches, and administrators
Other issues that inevitably arise as coaching programs are rolled out
Coaching sessions typically last 30-60 minutes and take place on a schedule and format that best suits your needs: weekly, monthly, quarterly; FaceTime, Skype, Google Hangout, or over the phone.
Sessions are led by Jim Knight, Michelle Harris, and Ann Hoffman.
Ideal for Coaching Champions, coaches, and administrators
Many organizations have carefully designed coaching programs in place. However, in cases where clear plans have not been developed, a day of focused planning can have a huge impact on the effectiveness of those programs.
ICG consulting involves a one-day meeting with a small number of key decisions-makers to create plans for the development and support of highly effective coaching programs. Sessions can be held in Lawrence, Kansas, with Jim Knight, or onsite with ICG consultants.
While centered around a custom-made agenda, sessions often address the following issues:
Establishing goals for the coaching program
Establishing measures of success for coaching programs
Planning professional development for coaches, administrators, and teachers
Determining how and how frequently coaches will meet in coaching professional development teams (we suggest at least every other week)
Determining what other supports need to be in place for coaches to work effectively
Determining the percentage of time coaches should focus their work on coaching
Identifying which coaching model (facilitative, dialogical, directive) a district will adopt
Identifying the teaching strategies that will be included in the coaches’ instructional playbook
Establishing how coaches will be evaluated
Ideal for: Coaching Champions, superintendents, central office staff, principals, and coaches
ICG Partners with School Districts
The Instructional Coaching Group is committed to positioning everyone we work with as partners. We are transparent about what we share, what it costs, and how we can help organizations provide their own training for their staff. Our goal is to help our partners create the best possible coaching program, and we intend for that goal to be obvious in every interaction we have with partnering organizations.
If you are interested in learning more about ICG, or if you would like a free coaching call to discuss how you can set and meet goals for your organization, please send us a message via the button below.