What do great coaches do? Lessons From The Coaching Greats

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What do great coaches do? Lessons From The
Coaching Greats

• Jason Novetsky
• School Psychology Consultant
• Macomb Intermediate School District
• Acknowledgement Kathleen Ferenz

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Introduction

• Husband and dad
• Two boys and a dog
• Previous work
• Clarkston Community Schools
• Oakland Schools
• Macomb Intermediate (present)
• Interests
• Childhood temperament
• Youth Sports Coach

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Goal for this session

• Use examples of great coaches from sports and
  guidelines from effective educators to learn how
  to become better coaches to the schools we
  support
• "I told them my system was based on the "ant
  plan," that I'd gotten the idea watching a colony
  of ants in Africa during the war. A whole bunch
  of ants working toward a common goal."
• -- Bear Bryant

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Have you heard this?

• I tried it and it didnt make any difference.
• I cant do that for just one child, what about
  the other 24 students, they will want the same
  thing.
• I have tried everything, and nothing works. He
  needs to be in special education.

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• There are no quick fixes
• Thinking is Required
• W. David Tilly, PhD (2007)

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What do great coaches do for schools?

• The role of coach is to help mediate, facilitate,
  and enhance the art of teaching and learning.
• The coach guides individuals or a team of peers
  to explore, experiment, and learn new skills or
  concepts.

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What are thegoals of great coaches?

• A coach supports individuals or a professional
  learning community to increase
• Innovation
• Experimentation
• Reflection

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What are skills greatcoaches use?

• To establish trust and rapport coaches
• Listen attentively
• Paraphrase for shared understanding
• Ask empowering questions
• Validate and appreciate

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How can I be a great coach?

• Establish trust and rapport
• Listen attentively and seek first to understand
  before being understood.
• Paraphrase for shared understanding to clarify
  what has been said and to reveal underlying
  assumptions and confirm shared understanding.

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• Ask empowering questions that are open-ended,
  non-judgmental questions. Open-ended questions
  are an important opportunity for critical
  feedback. They can guide personal inquiry and
  reflection for professional growth and
  improvement.
• Validate and appreciate to focus on the positive
  and make statements in the positive.
• Statements are specific and reflect what is
  valued by the other person.

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Trust

• "Every leader needs to remember that a healthy
  respect for authority takes time to develop. Its
  like building trust. You dont instantly have
  trust, it has to be earned.
• "In leadership, there are no words more important
  that trust. In any organization, trust must be
  developed among every member of the team if
  success is going to be achieved.
• --Mike Krzyzewski (Coach K)
• "Good teams become great ones when the members
  trust each other enough to surrender the me for
  the we."
• --Phil Jackson

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Passion

• without that, nothing else I am going to tell
  you is going to be worth a damn
• --Bo Schembechler
• "When you are passionate, you always have your
  destination in sight and you are not distracted
  by obstacles. Because you love what you are
  pursuing, things like rejection and setbacks will
  not hinder you in your pursuit. You believe that
  nothing can stop you!"
• --Mike Krzyzewski (Coach K)

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Perspective

• A leader may be the most knowledgeable person
  in the world, but if the players on his team
  cannot translate that knowledge into action, it
  means nothing."
• -- Mike Krzyzewski (Coach K)
• Coaches have to watch for what they don't want
  to see and listen to what they don't want to
  hear.
• --John Madden

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Preparation

• "It's not the will to win that matters - everyone
  has that. It's the will to prepare to win that
  matters."
• --Bear Bryant
• The will to win is important, but the will to
  prepare is vital.
• --Joe Paterno

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Leadership

• "People have to be given the freedom to show the
  heart they possess. I think its a leaders
  responsibility to provide that type of freedom.
  And I believe it can be done through
  relationships and family. Because if a team is a
  real family, its members want to show you their
  hearts."
• -- --Mike Krzyzewski (Coach K)

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Listening
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Action Follow Through
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Reinforcement
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What is aresults-oriented team?

• Set clear expectations and learning goals
• Engage each member to play a significant role in
  the learning on behalf of the whole team
• Create a feedback- rich environment
• Allow each person to test their assumptions and
  develop new insights, skills, and competencies

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What are collaborative norms?

• Collaborative norms are behavioragreements a
  group agrees to follow
• Participate Be a Resource!
• Listen Attentively
• Appreciate/No Negative Comments
• Reflect

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The significant problems we have cannot be solved
at the same level of thinking with which we
created them. Albert Einstein (1879 1955)
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The BIG QUESTIONWhy wont a student (or
teacher) do what we want?

• Skills Deficit
• Cant do
• Lacking the skills, knowledge, experience to
  perform the desired behavior

• Performance Deficit
• Wont do
• Has the skills, knowledge, experience but lacks
  the motivation to perform the desired behavior

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I Will Always Be Fair, Therefore, I Wont
Always Treat People the Same
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Acknowledgements

• EFFECTIVE SCHOOL INTERVENTIONS
• Strategies for Enhancing
• Academic and
• Social Competence
• By Natalie Rathvon, PhD

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Guideline 1 Understand teachers perspectives
on student problems

• Reinforced for referring to special ed.
• Tend to attribute student problems to internal
  disposition and home causes which equals no power

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Help them check their perspective

• The student is the problem
• OR
• The student has a problem

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Guideline 2 Be prepared to take and active part
in the intervention

• Make sure that team members know they are working
  with you, not for you.
• John Wooden
• Consultants should be able to provide a hands on
  demonstration or model the intervention
• Training
• Tools
• Support

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Guideline 3 Encourage Administrators to Support
Teachers in Implementing Interventions

• Failure to implement interventions is often
  attributed to perception of lack of support from
  administrator
• Encourage administrators to attend professional
  development and consultations

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A coach is someone who tells you what you don't
want to hear, who has you see what you don't want
to see, so you can be who you have always known
you could be.

• --Tom Landry

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Leadership is a matter of having people look at
you and gain confidence, seeing how you react. If
you're in control, they're in control.

• --Tom Landry

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When all is said and done, more is said than
done.

• --Lou Holtz

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Coaches who can outline plays on a black board
are a dime a dozen. The ones who win get inside
their player and motivate.

• --Vince Lombardi

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A good coach will make his players see what they
can be rather than what they are.

• --Ara Parasheghian

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Guideline 4 Use a Variety of Formats and Times
for Training

• Lack of training is cited as a main reason why
  interventions fail
• Use interactive
• In-service trainings
• Small group workshops
• Small group consultation
• Individual Consultation
• Other?
• Be flexible for time of day

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Guideline 5 Make Intervention Design
Selection a Collaborative Effort

• All parties need ownership of selected
  intervention
• Match interventions to teachers style

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Guideline 6 Offer Interventions that Balance
Treatment Efficacy with Treatment Acceptability

• Even thought the research says it will work, can
  it be done in the classroom?
• Match intervention with existing classroom
  organization and systems

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Guideline 7 Assess Maximize Treatment
Integrity

• Is the intervention being implemented the way it
  was intended?
• Dont employ the consult and hope method
• Write the plan up with roles and responsibilities
• Go see it in action

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If all else fails

• ..\Movie Clips\WorkEnvironment.asf

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The best strategy you can use to work with
teachers

• ..\Movie Clips\Return from Breaks\Laughing
  Babies.flv

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Thank You And Good Night