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Collaborative Coaching Conversations

Upcoming Collaborative Coaching Conversations

Join instructional leaders in a discussion of coaching topics. In November we will focus on the importance of self-care. Upcoming Conversation Dates:

  • November 13th: 4:30 to 5:30 PM CST
  • December 5th: 4:30 to 5:30 PM CST

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Past Coaching Conversations

Listed below are recordings of recently concluded free online collaborative coaching conversations

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Collaborative Coaching Conversation (Recording from May 9, 2019)

In this Collaborative Coaching Conversation, Christina Stefonek and Sandra Taylor-Marshall reflect on the 2018-19 school year and ponder the 2019-20 school year ahead with educators from across the country. Using excerpts from Elena Aguilar’s book, Onward: Cultivating Emotional Resilience in Educators, to guide the conversation, participants share celebrations, goals, and future aspirations.

Collaborative Coaching Conversation (Recording from April 8, 2019)

In this virtual Collaborative Coaching Conversation, Sandra Taylor-Marshall and Christina Stefonek engage with educators from across the country to discuss coaching for transformation. How do we promote imaginative thinking among colleagues that will lead to changes that support individual students’ needs?

Student Hosted Conversations

The following collaborative coaching conversations were hosted by participants enrolled in our final Certificate course, the Practicum for Student-Centered Coaching, in the fall of 2018. The series of informal coaching conversations drew from the hosts’ wide range of perspectives (practicing coaches, teacher leaders, educational consultants, and school administrators) while also representing their divergent international contexts and backgrounds. These conversations provided opportunities for participants to connect and collaborate on topics impacting their work as coaches on a daily basis.

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Building Facilitation Skills

Hosted by Mary Beth Akers and Sue Wilson

In this Coaching Conversation, our hosts facilitate a three-part discussion into facilitation skills by focusing on professional learning communities, professional development, and building consensus for making decisions. Additional resources are provided for participants to explore and hone these skills at their own sites.

Text Rendering Protocol: 10 Tips for Developing Awesome Professional Development
Video from mindsteps: How to Respond When a Colleague “Throws Shade”

Facilitation Resources

Professional Learning

Professional Development

Developing Consensus & Making Decisions

Emotional Landscapes of Coaching

Hosted by Lana Hallal, Liz Haske, and Lauren Purdy

In this Coaching Conversation, our hosts facilitate a discussion into acknowledging and managing strong emotions, an important dimension of the relational work that is central to coaching. A Tuning Protocol is used to frame analysis of shared tools for planning and responding to emotional states.

Download – Dealing With Strong Emotions

References

  • Aguilar, E. (2018). Emotional resilience: The missing ingredient. Educational Leadership, 75(8), 24-30.
  • ​Patti, J., Holzer, A., Stern, R. S., Floman, J., & Brackett, M. A. (2018). Leading with emotional intelligence. Educational Leadership, 75, 46-51.
  • Aguilar, E. (2016). Developing the emotional intelligence of a team. In The Art of Coaching Teams. (pp. 121-136).
    Fisher, R. & Shapiro, D. (2005). On Strong Negative Emotions from Beyond Reason (pp. 143-168).
  • Hunt, C. S. (2016). Getting to the heart of the matter: Discursive negotiations of emotions within literacy coaching interactions. Teaching and Teacher Education, 60, 331-343.
  • Kafele, B. K. (2018). Avoiding school leadership burnout. Educational Leadership, 75, 22-26.
  • Murray-Johnson, K. & Guerra, P. L. (2018). Ready for change? Emotions and resistance in the face of social justice leadership. Journal of Cases in Educational Leadership, 21(3), 3-20.​

Strengths-Based Feedback

Hosted by Danya Dajani, Celia Paczwa, and Lesli Nelson-Richter

In this Coaching Conversation, our hosts facilitate an in-depth look into strengths-based feedback. Then using a Tuning Protocol, they guide participants to analyze their Feedback Planning Form which can be used to develop strengths-based feedback for students, teachers, coaches, and administrators.

Download – Feedback Planning Form

References

  • Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
  • Schneider, M.C. & Gowan, P. (2013). Investigating Teachers’ Skills in Interpreting Evidence of Student Learning. Applied Measurement in Education, 26, 191-204.
  • Jablon, J., & Dombro, A. (2015). Effective Coaching: What’s Your Stance? YC Young Children, 70(5), 14-19.
  • Huff, J., Preston, C., & Goldring, E. (2013). Implementation of a Coaching Program for School Principals.
  • Educational Management Administration & Leadership, 41(4), 504-526.
  • Marshall, K. (2015). Should supervisors intervene during classroom visits? Phi Delta Kappan, 97(2), 8-13.
  • Husbye, N. E., Powell, C. W., Zanden, S. V., & Karalis, T. (2018). Coaching in Practice-Based Literacy Education Courses. The Reading Teacher.

Administration and Evaluation: Lines and Boundaries

Hosted by Tahani Hashim, Amy Mueller, and Morgan Purdy

In this Coaching Conversation, our hosts facilitate discussion on the importance of defining coaching roles in partnership with administration. A Tuning Protocol is used to examine the collaborative reflection document they adapted to guide these foundational partnerships so central to coaching success.

Download – Collaborative Partnership between Coach and Administrator

References

  • Sweeney, D., & Mausbach, A. T. (2018). Leading student-centered coaching: Building principal and coach partnerships, 1-4; 41-56. Thousand Oaks, CA: Corwin.
  • Campbell, P. F., & Griffin, M. J. (2017). Reflections on the promise and complexity of mathematics coaching. The Journal of Mathematical Behavior, 46, 163-176.
  • Sweeney, D., & Mausbach, A. T. (2018). Leading student-centered coaching: Building principal and coach partnerships, 103-116. Thousand Oaks, CA: Corwin.
  • Goff, P., Guthrie, J. E., Goldring, E., & Bickman, L. (2014). Changing principals’ leadership through feedback and coaching. Journal of Educational Administration, 52(5), 682-704.
  • West, L. (2017). Principal and coach as partners. The Journal of Mathematical Behavior, 46, 313-320.
  • Houchens, G. W., Stewart, T. A., & Jennings, S. (2017). Enhancing instructional leadership through collaborative coaching: A multi-case study. International Journal of Mentoring and Coaching in Education, 6(1), 34-49.

 

Coaching in Varied Contexts

Hosted by Katie Coudron, Brian Jurinek, and Robyn Koperski

In this Coaching Conversation, our hosts facilitate discussion on how to confront the expectation that coaches are experts. They also provide a conversational tool to guide coaches when working in contexts where perceptions of ‘expertise’ can create challenging positions for coaching work.

Download – Planning Tool for Coaching Conversations

References

  • Hopkins, M., Ozimek, D., & Sweet, T. M. (2017). Mathematics coaching and instructional reform: Individual and collective change. Journal of Mathematical Behavior 46, 215-230.
  • Gallucci, C., DeVoogt Van Lare, M., Yoon, I. H. & Boatright, B. (2010). Instructional coaching: Building theory about the role and organizational support for professional learning. American Educational Research Journal, 47(4), 919-963.
  • Soslau, E., Kotch-Jester, S., Scantlebury, K. & Gleason, S. (2018). Coteachers’ huddles: Developing adaptive teaching expertise during student teaching. Teaching and Teacher Education, 73. 99-108.
  • Strong, M. & Baron, W. (2004). An analysis of mentoring conversations with beginning teachers: Suggestions and responses. Teaching and Teacher Education, 20, 47-47.
  • Wilder, P. (2014). Coaching heavy as a disciplinary outsider: Negotiating disciplinary literacy for adolescents. The High School Journal, 159-179.
  • Russell, F. A. (2015). Learning to teach English learners: Instructional coaching and developing novice high school teacher capacity. Teacher Education Quarterly, 27-47.

A Lens on School Culture

Hosted by Jess Levitt, Diane Rink, and Katie Thibeault

In this Coaching Conversation, our hosts facilitate discussion on school culture by ‘reconnecting with our why’. Using the 5E framework, they guide participants to rediscover the purpose driving their work as educators.

Explore the Conversation

Download – Reconnecting With Our Why

References

  • Donohoo, J. (2017). Fostering Collective Teacher Efficacy (pp. 27-49).
  • Bouwmans, M., Runhaar, P., Wesselink, R. & Mulder, M. (2017). Fostering teachers’ team learning: An interplay between transformational leadership and participative decision-making? Teaching and Teacher Education 65, 71-80.
  • Kafele, B. K. (2018). Avoiding school leadership burnout. Educational Leadership, 75, 22-26.
  • Steckel, B. (2009). Fulfilling the promise of literacy coaches in urban schools: What does it take to make an impact? The Reading Teacher, 63(1), 14-23.
  • Gore, J., L loyd, A., Smith, M., Bowe, J., Ellis, H. & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomized controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 68, 99-113.
  • Tichnor-Wagner, A., Harrison, C. & Cohen-Vogel, L. (2016). Cultures of learning in effective high schools. Educational Administration Quarterly, 52(4), 602-642.

Professional Learning for Coaches

Hosted by Justin Fox, Sarika Sharma, and Mona AL-Sukkir

In this Coaching Conversation, our hosts facilitate discussion around the importance of professional learning for coaches. Using the 4 A’s Text Protocol, they explore the accompanying resource, Top 10 Supports for Coaches.

Download – Professional Learning and Growth for Coaches

References

  • Stock, M. J. & Duncan, H. E. (2010). Mentoring as a professional development strategy for instructional coaches: Who mentors the mentors? Planning and Changing, 41(1/ 2), 57-69.
  • Gallucci, C., DeVoogt Van Lare, M., Yoon, I. H. & Boatright, B. (2010). Instructional coaching: Building theory about the role and organizational support for professional learning. American Educational Research Journal, 47(4), 919-963.
  • Vedder-Weiss, D., Ehrenfeld, N., Ram-Menashe, M., & Pollak, I. (2018). Productive framing of pedagogical failure: How teacher framings can facilitate or impede learning from problems of practice. Thinking Skills and Creativity.
  • Gibbons, L. K. & Cobb, P. Focusing on teacher learning opportunities to identify potentially productive coaching activities. (2017). Journal of Teacher Education, 68(4), 411-425.
  • Leighton, C. M., et al. (2018). “Let’s FaceTime tonight”: Using digital tools to enhance coaching. The Reading Teacher, 72(1), 39-49.​
  • Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417–436.
  • Seidel, T., et al. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27, 259-267.

Collaborative Coaching Conversation Coordinators

Jen Breezee

BS, MS, MA

Instructional Coaching Specialist

jbreezee@wisc.edu

225 N. Mills Street
Suite #264
Madison, WI 53706

Christina Stefonek

BA, MS

Math and Science Professional Learning Specialist

ckstefonek@wisc.edu

608-263-3516

225 N. Mills Street
Suite #264
Madison, WI 53706

Sandra Taylor-Marshall

BA, MS

Instructional Coaching Program Coordinator

taylormarsha@wisc.edu

608-261-1932

225 N. Mills Street
Suite #264
Madison, WI 53706