Reading Success Network Reading Excellence Act

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Reading Success NetworkReading Excellence Act

• RSN TEAM COACHING TRAINING - Day 1

Designed by David DeMille, Janie Gates, Della
Larimore, Debby Lott, Karen Valdez, Donna Van
Allen
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Team Builder Activity

• You will have 10 seconds to look at a large group
  of words.
• In that time, try to remember as many words as
  possible without writing them down

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assessment
systematic
substrand
framework
effort
automaticity
vocabulary development
modeling
decodables
domains
components
research
language proficiency
phonemic awareness
explicit
reading
differentiate
motivation
spelling
standard
achievement
data analysis
direct instruction
academic language
practice
prior knowledge
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Team Builder Activity
Quickly jot down the words you
remember...
Count up the number of words you
remembered...
How many words did you write down?
What could you have done to remember
more words?
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Team Builder Activity

• Now, you will have 10 seconds to look at another
  group of words, as a team.
• With your team, develop a strategy for
  remembering as many words as possible.

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resources
facilitator
probing
validating
intruding
personality style
attitudes
coach
roles
capacity
research
team builders
paraphrasing
conflict resolution
reflection
styles
strategies
presenter
inquiry
rapport
listening
protocol
flexibility
questioning
norms
mentor
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Team Builder Activity
With your team, quickly jot down the words you
remember... Count up the total number of words
you remembered as a team... How many words did
your team write down? How does
this activity demonstrate the impact of true
teamwork?


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The RSN Team Coaching Training acknowledges the
work of the following

• Arthur Costa
• Renate DAngelo
• Marilyn Bates
• Amy Duncan
• Robert Garmston
• Bruce Joyce
• David Keirsey
• Juli Quinn
• Bruce Schneider
• Beverly Showers
• Marilyn Tabor

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Four Day Outcomes
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RSN Team Coaching Training STRANDS

• Team Coaching
• ? Coaching Skills
• ? Group Dynamics
• ? Research Based Resources

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Four Day Outcomes
At the end of the four days of RSN Team Coaching
Training, participants will be able to

• 1. Use a professional development approach to
  ensure the implementation of the components of
  RSN at the site, grade and classroom levels for
  the purpose of increasing student reading
  achievement
• 2. Use RSN Team Coaching Skills to coach,
  facilitate, present and mentor to groups and
  individuals to build the capacity of all
  educators
• ?? 3. Develop RSN Team Coaching Skills and
  strategies to increase collaboration among staff
  and strengthen school learning communities
• ? 4. Access research, resources and other
  tools that foster continued learning, to build
  and maintain capacity for student success.

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DAY 1 Outcomes

• At the end of the day, participants will be
  able to
• ? articulate the four roles of the RSN Team Coach
  and
• how they are related
• ? develop and enhance their presentation skills
• ? practice and use the coaching skills of
  listening, paraphrasing and questioning
• ? understand and assess the various styles of
  the people with whom we work to learn strategies
  to work more effectively
• ? articulate the research base for using coaching
  to improve student achievement in reading

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DAY 1 Outcomes
At the end of the day, participants will be able
to

• ? articulate the four roles of the RSN Team Coach
  and
• how they are related
• ? develop and enhance their presentation skills

? practice and use the coaching skills of
listening, paraphrasing and questioning
? understand and assess the various styles of
the people with whom we work to learn strategies
to work more effectively
? articulate the research base for using coaching
to improve student achievement in reading
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Day 1 Agenda

• What is the impact of true teamwork?
• ? What does an RSN Team Coach know and do, what
• are the similarities and differences between
  the four
• roles, and when and with whom do RSN Coaches
  work?
• ? What is the research base for coaching?
• ? How can I use the Final Word protocol ?
• How do I deal with people who are resistant?
• What is the style survey and how can I use it to
  
• be a better coach?
• What are some of the essential coaching skills
  and
• how can I develop mine?
• ? How can I design and deliver successful RSN
• presentations?

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Day 1 Agenda
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?Group Norms

• Be respectful
• Listen to understand
• Its about the work (Dont take it personally!)
• Set aside judging others
• Stay current

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What is RSN Team Coaching? You are on an
interview team to select a literacy leader for
your site. What skills, abilities, and roles are
you looking for in the person? List one response
per post-it note. Group share-outWe will go
around the room, voicing one trait from each
chart until all ideas are shared.
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Create this chart on chart paper. Sort the
traits into the appropriate quadrants.
What insights did you have during this activity?
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Role
Facilitator

• Works only with groups
• Remains neutral
• Directs processes refrains from participation
• Keeps group on task and focuses the energy
• Encourages everyones participation
• Protect participants and ideas from attack

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Presenter
Role

• Promotes self as expert
• Delivers content to large and small groups
• Teaches using a variety of strategies
• Extends and enriches knowledge, skills and
• attitudes
• Links new knowledge to the work

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Role
Mentor

• Unequal relationship by design
• A role model and advisor to individuals
• Advocates process content
• Commonly defined goals outcomes
• Requires trust
• Non-evaluative

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Coach
Role

• Relationship among equals
• Engages in conversations toward growth
• using specific skills
• Goal, action and results oriented
• Non-judgmental
• Helps clients see their own resourcefulness
• to accomplish more than they would alone
• Follow the clients agenda

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• Revisit the chart you made earlier and
  re-organize or add to what is already there based
  on what was just shared.

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• Group Discussion
• Think about the 4 Roles
• How are each of these roles important to
  successful RSN implementation?

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Role RSN TEAM COACH

• Embodies the skills of all four roles
• Can determine when a particular role is
  appropriate to a given situation
• Anticipates outcomes and can plan accordingly
• Can move flexibly between roles as the process
  unfolds based on need
• Engages self and others in reflection for
  continuous self-improvement

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RSN TEAM COACHING MODEL
Client Knowledge
Coach
Facilitator
Relationship among equals. Conversations using
coaching skills. Goal, action, and results
oriented. Non-judgemental approach. Clients see
their own resourcefulness. Mediates process of
self-directed
learning.
Remains neutral. Directs processes. Keeps group
on task. Focuses group energy. Encourages
everyones Participation. Protect
participants ideas from attack.
RSN Team Coaching

• Applies skills of four
• roles as appropriate
• Anticipates and plans
• Moves flexibly between
• roles
• Engages self and others
• in reflection

Working With Individuals
Working With Groups
Promotes self as expert. Delivers
content. Teaches using a variety of
strategies. Extends and enriches
knowledge, skills and attitudes. Links new
knowledge to the work.
Information specialist.
A role model and advisor.
Advocates process and content. Commonly defined
goals outcomes. Requires trust. Non-evaluative.
Mentor
Presenter
Expert Knowledge
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• Now that youve seen the ideal role
• In pairs talk about a time that you have
  mentored or coached (or been mentored or been
  coached). What has been positive about your
  experiences? What has been negative about your
  experiences?

-
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The Research on Training Effectiveness and
Coaching

• Use the letter cards provided at your tables (1
  set of four cards, per person).
• As we move through the Training Effectiveness
  chart, please hold up the card that corresponds
  to your best estimate as to the effectiveness of
  the various training steps and stages.

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TRAINING EFFECTIVENESS The degree of proficiency
attained in knowledge, skills, and application
TRAINING OUTCOMES
M/H
L
VL

L/M
VL
H

H
H
VL

H
H
H
Very Low (VL) 5 Low (L) 10 Middle (M)
40 High 80
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TRAINING EFFECTIVENESS The degree of proficiency
attained in knowledge, skills, and application is
determined by the following TRAINING DESIGN
Training Stages



Very Low 5 Low 10 Middle
40 High 80
Based on the work of Bruce Joyce and Beverly
Showers Note the rows are cumulative the
strength of coaching rests on the total
effect of theory, demonstration, practice,
curriculum, and coaching
Key
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Essential Coaching Skills

• Listening
• Paraphrasing and Validating
• Asking Questions

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Three Levels of Listening
Level 1 Subjective Level 2 Objective Level 3
Intuitive
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Level 1 Subjective Listening

• Is listener-centered
• Relates to listeners experience
• Focuses on the listeners agenda
• Concentrates on what it means to
• the listener

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Level 2 Objective Listening

• Focuses on speaker
• Relates completely to the speaker
• Listens for the speakers agenda
• Listens to understand what it
• means to the speaker

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Level 3 Intuitive Listening

• Listens for the whole message
• both verbal and non-verbal
• Listens between the lines

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Modeling The Levels of Listening
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Listening Tips

• Set aside whatever may interfere
• with your focus on the speaker
• and the message
• Refrain from judging the speaker,
• the communication style, or the
• message
• Be patient with the speaker and
• yourself

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Listening Activity

• In Dyads
• Designate partners A (speaker) and B (listener)
• Partner A thinks of and presents a scenario
• Partner B responds using Subjective Listening
• Partner A provides feedback
• Repeat the process for an objective listening
  response and
• an intuitive listening response
• Reverse roles and repeat

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Small Group Dialogue

• Listening at Levels Two and Three are very
  important and perhaps the most difficult skill to
  learn to use with clients.
• Considering what you have just practiced, what
  would change if everyone at your site started to
  listen at Levels Two and Three?

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Whole Group Share
Report one important insight from each table.
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Skill Two
Paraphrasing and Validating
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Paraphrasing
When you paraphrase you listen at levels two and
three to capture the essence of a longer
communication in shorter form.
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Paraphrasing

• Deepens the understanding for
• both the speaker and the listener
• Lets the speaker know we are
• listening
• Relieves stress and frustration
• Is the primary way to acknowledge
• what has been said

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Possible Approaches
What youre saying is. Let me see if I get
this. Let me give that back to you so we can
make sure I got it. In other words.
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Validating

• Lets the other person know you are
• listening
• Gives clients the right to feel the
• way they do
• Is not a judgment nor an agreement
• Lets the client know you can see
• their perspective

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I understand how you could feel that way.
I understand how you feel.
You have every right to feel that way.
Youre right.
I can see how that would be hard (exciting,
wonderful)
I know just how you feel.
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The primary tool for leading discussions is
simply asking questions!
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There are two types of questions

• Closed Questions
• Open/Empowering Questions

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Closed Questions

• Can be answered with a yes or no
• answer
• Begin with Is, Can, Do, Will, Could,
• Should

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Empowering Questions

• Designed to move the discussion
• forward
• Deepen the experience
• Cannot be answered with yes/no
• Begin with How, What, Who, When
• Open

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ActivityAre these empowering questions?

• Is there another way to look at that?
• What will you do the next time?
• Is there something that you can do?
• Whats bothering you about this?
• Do you have an idea that might work?
• How do you feel about that?
• Do you have a timeline?
• Will that work?
• How can I help you?

• or -

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ActivityAre these empowering questions?

• Is there another way to look at that?
• Is there something that you can do?
• Do you have an idea that might work?
• Do you have a timeline?
  
• Will that work?

• or -

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Rewrite the closed questions so they are
empowering questions!

• What is another way to look at that?
• What can you do?
• What might work?
• What is your timeline?
• How will that work?

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Standbys

• What else?
• Tell me more
• How can I help?

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Coaching Skills Strand

• Listening
• Paraphrasing
• Validating
• Asking Questions

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Activity

• Demonstration
• While watching a coaching demonstration
• Write down what you see the Coach doing that is
• effective.
• In dyads
• 1. Use the given scenario and practice the skill
  
• strand of listening, paraphrasing,
  validating
• and asking a question.
• 2. Debrief with your partner.
• 3. Switch roles and repeat.

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Scenario One

• You have just received your class list for your
  new class. You notice that about three-quarters
  of your new students are English Language
  Learners. You are anxious to use your new RSN
  training to effectively meet the needs of these
  learners, but are a bit apprehensive about how to
  start.

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Scenario Two

• Your principal has asked you to lead a group of
  teachers at your grade level in looking at
  student work in order to write goals for the
  upcoming year in the area of reading
  comprehension. Some of the teachers may not see
  the value of participating in this activity, and
  you are nervous about how you may deal with the
  situation.

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Top Five Best Things to Say if Caught Sleeping on
the Job after Lunch

• 5. Why did you interrupt me? I had almost
  figured out a solution to our biggest problem.
• 4. Whew! Guess I left the top off the White-Out.
  You probably got here just in time!
• 3. I was testing my keyboard for drool
  resistance.
• 2. They told me at the blood bank this might
  happen.
• 1. I wasnt sleeping! I was meditating on the
  mission statement and envisioning a new paradigm.

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What is a Protocol?

• Agreed upon guidelines for a conversation
• Vehicle for building the skills and culture
  necessary for collaborative work

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Why use a Protocol?

• Creates a structure to make it safe to ask
  challenging questions
• It makes the most of available time
• Allows for in-depth insightful conversations
  about teaching and learning.

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Article Review

• We are going to individually read the article,
  Dealing with Resisters Biggest Challenge for
  Staff Developers, by Joan Richardson.
• Please find The Final Word Protocol in your
  handouts.
• We will be using the final word process as we
  read the article and for small group discussion
  after we finish reading the article.

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The Final Word Protocol

• Sit in a circle. Identify a facilitator and a
  timekeeper.
• Each person will highlight/underline what, in
  their view, is the most significant idea from
  the text. Have a quote to back-it-up as well.
• The first person in the group refers to and reads
  his/her selected quote or idea to the group.
• He/she then takes less than two minutes to
  describe why that quote was selected (e.g. why
  agree/disagree, questions, issues raised, derived
  thoughts).

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The Final Word - continued

• Move around the circle allowing each person to
  respond to what the person said (in 30 seconds or
  less).
• Expand the presenters thinking. The initial
  presenter does not respond.
• In one minute, the initial presenter responds to
  the groups comments with the Final Word (e.g.
  current thinking, change in thinking, reaction to
  what was heard, next steps, etc.).
• Continue the entire process providing each person
  in the small group with the chance to present
  their significant thought or quote.

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• Final Word Protocol
• Small Group Debrief
• What worked?
• What could have worked better?
• What was learned and why was that important?

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Group Dynamics

• Style Inventory

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Style Profile

• How do I see things?

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Artisan (SP)

• Interested in artcraft
• Preoccupied with the acquisition and perfection
  of technique
• Live in the here and now
• Love excitement
• Need constant variety
• Are impulsive

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Some Famous SPsReal and Fictional

• Ernest Hemingway
• Donald Trump
• Pete Sampras
• Chuck Yeager
• Sally Bowles
• The Cowardly Lion

• Johnny Carson
• John F. Kennedy
• Auntie Mame
• Joe Namath
• Elvis Presley
• Frank Sinatra

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Guardians (SJ)

• Guard the right and wrong
• Manage procedures
• Stoic
• Group historian
• Fail to appreciate themselves and often will take
  on too much
• Self-confidence can be difficult

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Some Famous SJsReal and Fictional

• George Washington
• Harry Truman
• J. Paul Getty
• Prince Albert
• Tevye

• Bilbo Baggins
• Princess Di
• Charles W. Post
• The Ant
• Mr. Mrs. Cleaver

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Idealists (NF)

• Preoccupied with morale
• Vocational interests lie in personnel
• Believe in things easily, see the good everywhere
• Focused on the future
• Can become quickly irritated
• Want to be so close to people that mimicry is
  often an unconscious side effect

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Some Famous NFsReal and Fictional

• Gandhi
• Emily Dickinson
• Eleanor Roosevelt
• Joan of Arc

• Don Quixote
• Susan B. Anthony
• Abraham Maslow
• Leo Tolstoy

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Rationals (NT)

• Calm in stressful situations
• Yearn for achievement
• Efficiency mongers
• Look for continuous improvement
• Individualists
• Self confident

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Some Famous NTsReal and Fictional

• Albert Einstein
• William F. Buckley Jr.
• Professor Henry Higgins
• Moses

• Thomas Edison
• Abraham Lincoln
• Horatio Hornblower
• Thomas Jefferson

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Small group activity

• Within your group , chart the following
• 3 characteristics of your group
• 3 things that really bug you about working with
  other people/groups
• What others should know about you in order to
  work well with you

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Knowing Audience

• Speaking to four audiences (styles)
• Operator
• Administrator
• Mentor
• Coordinator

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Artisans (SP)

• Please help me to keep my mind on one thingOh,
  look at the beautiful bird!at a time.

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Guardians (SJ)

• Please help me to stand up for my rights if you
  dont mind!

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Idealists (NF)

• Please help me to find my Self yet again!

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Rationals (NT)

• Keep me open to other peoples ideas, wrong
  though they may be!

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Before...
After!
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Knowing Self

• Be real
• Dont expect any behavior of the audience that
  you are not modeling
• Dont come as an Expert
• Stay engaged
• Be authentic

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What People Bring With Them

• Attitudes
• Culture
• Values and Beliefs
• Expectations
• Feelings at that moment and time

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Three Goals for Presenting

• Rapport with the Audience
• Management of Energy
• Accelerated Learning

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Your presentation is a Gift

• To present
• Personal
• It is useful

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Design Questions

• Who Am I?
• Who is my audience?
• What are my outcomes?
• How much time is there?
• What filters are important to consider?
• What approach(es) will I take when presenting?

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Plan...

• Endings first
• Punch at two places
• Gum and Chew ratio
• In routinized formats
• Three Cs for success

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What are the Outcomes for the Presentation?

• Awareness?
• Knowledge Acquisition?
• Skills Acquisition?
• Attitude Development?
• Efficacy?
• Flexibility?

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Closers can...

• Connect
• Inquire
• Foreshadow
• Transfer
• Inspire
• Commit

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Opening Musts

• Pace
• Outcomes
• Agenda
• Norms

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Gum and Chew

• Attention span of an adult
• Realistically
• Chunk information

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Preparing

• Whats nice
• Whats necessary

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PowerPointKISSKeep It Super Simple

• 666 Rule
• Keep it Short and Simple
• Consistency
• Fonts
• Colors

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KISS continued

• Transitions
• Spell Checking
• Closing

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Performing

• Be prepared! Know your content.
• Write down what you plan to say. Rewrite it and
  simplify it.
• Mentally rehearse.
• Arrive early to check the little things.

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Handouts

• Have borders
• Single sided
• Room for notes/ white space
• Large font

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Agenda

• Public-chart or handout
• Never put timeframes in case you run behind or
  run ahead of schedule
• Internal-color code activities, time activities
  and transitions to the minute

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Charts

• Visual Chunking
• Write in green, brown, blue
• Red for title and outlining not chunking
• Black borders/boxes
• Yellow-highlight
• Never use permanent markers

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Reading Success NetworkReading Excellence Act

• RSN TEAM COACHING TRAINING - Day 1

Designed by David DeMille, Janie Gates, Della
Larimore, Debby Lott, Karen Valdez, Donna Van
Allen
104
DAY 2 Outcomes

• Participants will be able to
• identify application of RSN Team Coach roles in
  your job.
• develop and enhance their facilitation skills
• ? practice and use the coaching skills,
  strategies and models for groups and individuals
• ? understand and apply conflict resolution
  strategies
• ? understand the research base for adult
  learning theory

105
Day 2 Agenda

• ? Team Building Ice Breaker
• ? Training Outcomes, Agenda and Norms
• What aspects of RSN coaching are you already
  doing?
• What facilitation skills are effective when
  leading a group?
• How are various protocols used for
  facilitating groups?
• How can I use the ___ protocol for professional
  reading?
• What models are incorporated in RSN Team
  Coaching?
• ? What kinds of questions should I ask as a
  coach?
• How will the skills of acknowledging,
  validating and intruding improve my coaching?
• How are rapport skills used to establish
  trust within a group?
• ? Team Talks

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Day 2 Activities

• ? Team Building Ice Breaker what activity will
  help build my team?
• ? Training Outcomes, Agenda and Norms
• What aspects of RSN coaching are you already
  doing?
• What facilitation skills are effective when
  leading a group?
• How do you use a variety of protocols for
  facilitating groups?
• How can I use the article on adult learning
  theory?
• What is the RSN Team Coaching ____ step model?
• ? What kinds of questions should I ask as a
  coach?
• How will acknowledging, validating and
  intruding improve my coaching?
• How might I use rapport skills to establish
  trust with a group?
• ? Team Talks scenarios that include frames and
  questions what would the group paraphrase be?

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DAY 3 Outcomes

• Participants will be able to
• ? plan future application of RSN Team Coaching
  roles.
• ? develop and enhance mentoring skills
• ? practice and use the coaching skills,
  strategies, and models for groups and individuals
• ? understand and apply teambuilding strategies
• ? understand the research base for looking at
  student work

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Day 3 Agenda

• ? Team Building Ice Breaker
• ? Training Outcomes, Agenda and Norms
• How can I expand my role to be a more effective
  RSN Team Coach?
• How do I use my expertise to improve teacher
  practice?
• What is the research basis for looking at student
  work?
• Looking at Student Work, ASCD Video
• How do I coach a group using frames, questions,
  and paraphrasing?
• ? What are the various types of conflict, how do
  I recognize them and what do I do about them?

109
Day 3 Activities

• ? Team Building Ice Breaker
• ? Training Outcomes, Agenda and Norms
• How can I expand my role to be a more effective
  RSN Team Coach?
• How do I use my expertise to improve teacher
  practice?
• Galef Model
• What is the research basis for looking at student
  work?
• Looking at Student Work, ASCD Video
• How do I coach a group using frames, questions,
  and paraphrasing?
• ? What are the various types of conflict, how do
  I recognize them and what do I do about them?

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DAY 4 Outcomes

• Participants will be able to
• ? synthesize and apply the roles of the RSN Team
  Coach (coach, facilitator, presenter, mentor)
  when working with groups and individuals
• ? integrate and apply coaching skills,
  strategies and models
• ? identify challenges to successful
  implementation of RSN and foster ways to address
  them
• ? understand the effective schools research of
  high performing, high poverty schools.

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Day 4 Agenda

• ? Team Building Ice Breaker
• ? Training Outcomes, Agenda and Norms
• How do I know which role to use when I approach a
  coaching situation? Andhow do I flex?
• What does the scientifically based reading
  research tell us of what is done at a high
  poverty school, to reach the student performance
  level of a high performing school?
• How do I apply my coaching skills to the
  sequential model to identify appropriate coaching
  opportunities?
• ? How do I overcome challenges through coaching
  in order to implement RSN?

112
Day 4 Activities

• ? Team Building Ice Breaker
• ? Training Outcomes, Agenda, and Norms
• How do I know which role to use when I approach a
  coaching situation? Andhow do I flex?
• How might I use the role flexibly?
• Read a scenario . What is the desired outcome?
  Determine the best role to fit the situation.
• ? What does the scientifically based reading
  research tell us of what is done at a high
  poverty school, to reach the student performance
  level of a high performing school?
• How do I apply my coaching skills to the
  sequential model to identify appropriate coaching
  opportunities?
• ? How do I overcome challenges through coaching
  in order to implement RSN?