Appendix C: LLC Coaching Protocol
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Leader: |
Coach: |
Facilitator: |
Session date, time, location: |
Prepare (To be completed prior to session)
□ Review log from previous event
□ Review skill goal from previous event
Lenses:
□ Inquiry □ Change management □ Systems thinking
□ Adult learning □ Systemic oppression □ Emotional intelligence
Stances:
□ Directive □ Collaborative □ Reflective/cognitive □ Transformative
What do I need to be aware of or look for? What questions do I have?
Check-in
How are things?
What celebrations and challenges have you had since our last session?
This session will be a success if...
Review
Debrief action items
Work
Notes
Conclude
Summarize session to leader
New action items:
Ask the leader: Was the session a success?
Appendix D: LLC Debriefing Protocol
|
Leader: |
Coach: |
Facilitator: |
Session date, time, location: |
General Assessment
In general, how do you think the coaching session went?
What went well?
What didn’t go as well as you had hoped?
What did the leader get from the session?
What was the value added for the leader from this session?
Did you see any areas of growth in the leader or the work the leader is doing?
What do you want to achieve at the next session?
Coaching Assessment
What do you think you did well as a coach?
What lenses were used?
□ Inquiry □ Change management □ Systems thinking
□ Adult learning □ Systemic oppression □ Emotional intelligence
What stances were used?
□ Directive □ Facilitative □ Cognitive □ Transformative
What aspects of your coaching do you want to work on next time?
Application to District
What opportunities might you have to engage in coaching over the next few weeks?
How might something you have learned today help you in those opportunities?
Facilitator Support
Is there anything I could have done to assist you during this session or we could have done better together?
Is there anything else you would like to discuss?
Appendix E: LLC Action Research Cycle Background Information
The action research cycle should be conducted with an action research team.
|
Step 1 |
Sub-steps |
|
Identify the problem |
Develop a problem statement State a primary research question State 3-5 guiding questions |
Comments:
A problem is something that is different from a standard or expectation, has an unknown cause, and is of concern. It occurs over a significant period of time and is substantial enough in complexity, magnitude, and potential benefit to warrant studying. Identifying the problem is a lengthy process. To begin, state the topic in general terms. Next, write a research question and some additional questions to help you guide your work.
Examples of problems:
- • Eighth-grade male students consistently score higher than female students on math tests.
- • The school’s dropout rate has increased over the past three years.
- • At least one fifth-grade student comes to class each day without completing the assigned homework.
Example:
|
Problem statement |
Research question |
Guiding questions |
|
There are a large number of discipline-related infractions that lead to office referrals and students missing class instruction. |
How can the number of disciplinary infractions that result in office referrals and loss of instructional time be reduced? |
|
|
Step 2 |
Sub-steps |
|
Collect and analyze data about the problem |
Review relevant research Determine additional data needs Identify method of data collection and analysis |
Comments:
Be sure to consider the root cause of the problem, not the symptoms, such as poor test scores or discipline issues. Use the following prompts to help you complete the sub-steps:
- • What does the research say about the problem you have identified?
- • What data do you have to answer your research question?
- • What additional data might you need?
- • How will you collect and analyze these data?
|
Step 3 |
Sub-steps |
|
Consider solutions to the problem |
Collect, summarize, and analyze data Develop a theory of action and a logic model Develop conclusions and recommend actions |
Comments:
A theory of action and a logic model show the connections between the parts of a program or initiative and how they will result in achieving your goal. Logic models and theories of action are most helpful at the planning stage. They can be used as a framework to help build the program, monitor its progress, and plan its evaluation. In addition to a list of the relevant contextual aspects, logic models are made up of four main parts:
- • Inputs—The things that initiate an activity: resources, new evidence of a problem, etc.
- • Activities—The building blocks of the project. Five to eight is a good number.
- • Outputs—The immediate results of the actions
- • Outcomes—The end results of implementing a program or series of activities.
What we hope to achieve as a result of our efforts. Outcomes can be short term (1—2 years), medium term (3-5 years), and long term (6 or more years)
FIGURE E.1 The LLC theory of action
The figure above is an example of a theory of action. It illustrates how the LLC is connected to student outcomes.
The table below is an example of a logic model. It illustrates how the LLC theory of action can be put into practice.
TABLE E.1 The LLC logic model
|
Context |
Inputs |
Activities |
Outputs |
Outcomes |
|
Highly collaborative consortium of 12, mostly rural school districts Supportive, collaborative district leaders Partnership with university’s education leadership department Moderate levels of student academic outcomes and social and behavioral competencies Limited leadership capacity to address challenges Limited opportunities to support leadership development |
University faculty and students SSEC districts’ support of participants SSEC executive director LLC steering committee K-P partnership characterized by:
|
Faculty serve as facilitators of LLC—i.e., horizontal and vertical communities of leaders and leadership coaches meet bi-monthly in whole-group and small-group sessions LLC activities focus on developing distributed instructional leadership and coaching capacities in participants by conducting two, year-long action research cycles |
Increased abilities of leaders to:
Increased abilities of leadership coaches to:
|
Increased student academic outcomes and social and behavioral competencies Ability to conduct action research to continuously improve and sustain academic student outcomes and competencies |
|
Step 4 |
Sub-steps |
|
Implement the solution |
Develop a research-based action plan Implement the action plan with fidelity |
Comments:
To ensure the solution is implemented successfully, an action plan should be developed that includes a stated objective and a list of tasks, the people responsible for completing them, the date they will be completed by, and the resources needed to complete them. The objective should be specific, measurable, achievable, relevant, and time bound.
|
Objective: Reduce the number of disciplinary infractions that result in office referrals and loss of instructional time by 25% in the second nine-week period of the school year. |
||||
|
Tasks |
Person responsible |
Timeframe |
Resources required |
Comments |
|
Step 5 |
Sub-steps |
|
Evaluate the results |
Evaluate the results of the action research cycle Use the results to begin planning the next cycle |
Endnote
1 The steps in this action research model were developed using multiple school improvement planning sources. See the references for a complete list of the sources used.
References
Bauer,S. C., & Brazer, S. D. (2012). Using research to lead school improvement:Turning evidence in action. Washington DC: Sage.
Learning Point Associates. (2004). Guide to using data in school improvement efforts. Author.
Retrieved from http://wvde.state.wv.us/schoolimprovement/documents/guidebook.pdf Logan, J. P. (2014). School leadership through action research. New York, NY: Pearson.
Spaulding, D.T., & Falco, J. (2013). Action research for school leaders. New York, NY: Pearson.
