Manitoba ASCD Blog

Jim Knight on...The Instructional Coaching Cycle

Wednesday, February 28, 2018

This article was previously published by Jim Knight on

Instructional Coaching Cycle

“Coaching done well may be the most effective intervention designed for human performance.” — Atul Gawande (2011)

Atul Gawande’s comment is often used to justify coaching. What people overlook in his comment, however, are the words “done well.” Coaching “done well” can and should dramatically improve human performance. However, coaching done poorly can be, and often is, ineffective, wasteful, and sometimes even destructive.

What, then, is coaching done well? For the past five years, researchers at the Kansas Coaching Project at the University of Kansas Center for Research on Learning and at the Instructional Coaching Group in Lawrence, Kansas, have been trying to answer that question by studying what coaches do. The result of that research is an instructional coaching cycle that fosters the kind of improvement Gawande describes.

Interested? Click on the link below to access the rest of the article.

Instructional Coaching Cycle


Posted by Meghan Burns at 3:15 PM – 1 Comments

Nadine's notes on...Spirals of Inquiry for Equity & Quality ~ Linda Kaser and Judy Halbert ~

Sunday, February 11, 2018

 Workshop notes graciously provided by Nadine Trumbley, MB ASCD Professional Learning Committee member

Summary – Take-Aways – Learnings

  • 3 Key Goals of BC’s Network of Inquiry and Innovation – p. 18 Playbook
  • HARD Goals – Heartfelt, Animated, Required, Difficult - framing goals in terms of moral purpose

  • SMART Goals – hard to be “in love” with SMART goals

  • Teachers need to be curious too - Build curiosity – Smile, Talk in an encouraging manner, Demonstrate curiosity by sharing your own interests & passions

  • How can we use the pull of curiosity as well as the push of policy? Be comfortable with uncertainty, more familiar with the power of story, and more connected with each other and with a sense of place

  • 7 Principles of Learning – p. 13 Playbook *Technology is not listed as a Principle – it’s an enhancement and accelerator of learning – not in place of Teaching Effectiveness

  • Growth mindset – teach growth mindset 1st to the community – teach it directly

  • Grading practices – can be very fixed so they need to align with growth mindset

  • Helen Timperley – inquiry is not an initiative - it’s a way of being – a metacognitive process

  • First Peoples Principles of Learning – p. 15 in Spiral Playbook – Land, Family, Learners

  • Key Questions – What are you learning and why is this important? How is it going? What’s your next step? Can you name 2 adults in this learning setting who believe you will be a success in life?” *discuss what success in life looks like before asking students

  • Other Questions – What have you learned from another student? What did you learn that will affect you for life?

  • Learning involves patience & time (must slow down to speed up), requires exploration of one’s identity, involves recognizing the consequences, involves generational roles and responsibilities

  • Phases in the Spiral of Inquiry

  • Scanning - doesn’t mean avoiding data sets/scores, its just not all about quantitative data

  • Focusing - don’t have to focus on something that is a problem, but you can take a strength/ emerging strength and focus on that (eg. student story-telling – opportunities & strategies to get better)

  • Developing a Hunch - bring your intuition to the table

  • Engaging in a new professional learning

  • Taking new professional action

  • Checking that you’ve made a big enough difference

Extra Take-Aways

  • Indigenous Perspectives – learn TRUTH then RECONCILIATION (rep from Laura Secord School spoke to group about Indigenous learning in their school)

  • Learning Maps (video of teacher)

  • Do field studies, not field trips 

  • Learning Partners – everyone who helps student succeed

  • Consider one thing you will stop doing

  • How about students assigning the teacher something to learn?

  • Create a simple school mission statement that the whole school community knows and is driven by

  • Be intentional in the use of the Spiral of Inquiry – if you change outcomes for learners in your setting, the more coherent and innovative the whole system will become


Posted by Meghan Burns at 4:43 PM – 1 Comments

Nadine's Notes on... Intentional Interruption: Breaking Down Learning Barriers to Transform Professional Practice with Dr. Steven Katz

Friday, January 19, 2018


Intentional Interruption:  Breaking Down Learning Barriers to Transform Professional Practice with Dr. Steven Katz

Workshop notes graciously provided by Nadine Trumbley, MB ASCD Professional Learning Committee member


  • Biggest driver of student achievement is the quality of classroom practice – nothing matters more – so don’t underestimate the influence of a teacher - Principal leadership is the 2nd most important predictor to student success
  • Students need to know what success looks like – co-constructing success criteria – even though teachers say this strategy works, how many are actually doing it?
  • Our work is a balance of informed prescription based on research and evidence-based practice AND informed professional judgment based on cycles of knowledge-building and inquiry
  • To add value to school improvement journey – we are caught between district level forces (top-down) and practitioners (bottom-up) – pressure from above and blame from below; top down and bottom up don’t have to be oppositional and incompatible
  • LEARNING – causes PERMANENT CHANGE in knowledge or behavior; means that you have achieved a new “status quo” of thinking and practice
  • Reference to the child’s shape sorter – make the disturbance long enough -creates the conditions for new learning – consolidate the learning
  • Reflect on a time when you thought you learned something but maybe not have – not permanent change & Reflect on a time when there was push back on your thinking in a way that felt uncomfortable but ultimately resulted in new understanding
  • Walkthroughs – we often don’t have access to the WHY when we are in classrooms (purple exercise ball story…)
  • PLC’s – the rhetoric has outpaced the research - the PLC as it was intended is not happening & not having a strong influence
  • Power of the PLC is: members of the group engage together in challenges of practices so their understanding grows deeper – can’t change the practices without challenging the foundational understanding
  • In a PLC – proposed solutions emerge and are tested to see if they work – we don’t know if we will come up with the BEST practice, but we decide what we are going to try next; in order to see what happens we have to define some success criteria, then repeat the process…and the practice becomes more sophisticated & impactful
  • Katz believes the order is LEARNING & TEACHING instead of TEACHING & LEARNING – the learning comes first!
  • What PD experiences have been transformative (put what you learned into practice)?
  • School improvement decision - going shallow & wide/narrow & deep
  • Link student learning need to teacher learning need linking to leader learning need
  • We struggle to monitor – it’s the hard part – b/c we are collecting evidence of implementation – it’s VERY BIG
  • The most impactful leaders:

1. Establish goals and expectations   

2. Resource strategically   

3. Plan, coordinate and evaluate teaching and the curriculum   

4. Promote and participate in teacher learning and development   

5. Ensure an orderly and supportive environment

  • Check out Ontario Ministry of Ed. Website – Principals as Co-Learners
  • Lead Learner vs. Lead Knower – need to know what it looks like & feel like to learn – must say I DON’T KNOW with your teachers
  • Engage with a lot of things you don’t like b/c we tend to pay too much attention to the things that are affirming; use 2 colours of hi-liters – what you agree with / what is contradictory (ideas that challenge you)
  • If we feel we will be judged for saying, I Don’t Know – b/c you think you will be judged for saying I Don’t Know – then you will not learn – b/c you need to admit you don’t know!
  • Can you think of a time when you have fallen prey to the confirmation bias in your work? What were the implications of this? What is the culture around mistakes in your school or in the schools that you work with? What is your own view on making mistakes?
  • Think of mistakes as MIS-TAKES – compared to Take 1, Take 2 – in movie making – need direction to make it better – try it again with some changes – more potential to learn from something that we failed than from something that went well



Posted by Meghan Burns at 2:33 PM – 0 Comments