Congratulations! You got the coaching job. Now what?

Below is a recent article that I wrote for the Wisconsin Football Coaches Association newsletter that will be featured in an upcoming publication.

Robert Blessington currently serves in the role of Associate Principal at Waukesha North High School.  Blessington served in the role of Athletic Director at Waukesha North from 2008 to 2012.

Congratulations!  You got the coaching job.  Now what?

Tips for Coaching Success

Having the benefit of working with and hiring dozens of coaches in the role of Athletic Director, I came away with a list of tips to consider for being a successful coach at any level.  

1. Communicate, communicate, communicate

Communication is critical to the success of any program.   Coaches need to develop a deliberate and purposeful  communication plan.  Consider how you will communicate expectations to both student-athletes and families. Communicating effectively can help to prevent problems that may arise from miscommunication, and it can also help to create a partnership with parents and community members. This partnership is critical in a time of shrinking budgets and resources. Remember, first impressions often last a long time. How will you impress people with your communication?

2.   Hire an excellent staff

Coaches that are diligent in building a top notch staff have greater success.   Coaches often run into challenges that have nothing to do the x’s and o’s of their sport.  Surrounding yourself with credible and knowledgeable staff cannot only help to solve these problems, but it can also help to prevent problems from happening.  The hiring of assistant coaches may be the single most important factor in the success of the program.    All coaches need to not only have knowledge of the game, but knowledge of how to interact with student-athletes and their families. Assistant coaches should also be positive role models.

Finding individuals who will compliment the vision of the head coach, but also bring other critical attributes to the program that do not currently exist are challenges that any coach needs to consider in moving their programs forward.   The leader of the program needs to be willing to constantly evaluate and assess the needs of their program and make some tough decisions when it comes to staffing.  

3.  Build rapport with student-athletes

It’s important to take time to get to know the student-athletes with whom you will be working.  It’s the little things that can make a difference.  Coaches that are fortunate enough to work in the school where they coach can take small steps that make a difference, such as  being visible during passing periods or taking an interest in a student’s life outside of the sport.  Building a positive relationship with a student-athlete can help to motivate that student in both school and sports. Be thinking about what strategies you will utilize to build rapport with student-athletes.

4.  Reach out to school staff

Student-athletes are just that: students first, athletes second. Teachers, support staff, and administrators want to see that you are supporting students in meeting their academic goals and the behavior expectations of the school and community.   This can be as simple as reaching out to staff and introducing yourself and making yourself available if they have any concerns with academics or behavior.  Consider making a plan to require student-athletes to turn in grade reports on a regular basis.  This is  especially critical in the off season and should be used as a proactive measure.

Consider hosting an event in which members of the team invite their favorite teacher to the game.  This builds an instant connection to your program.   This is something that is simple and sends a signal to school staff that you place a high importance on academics.

5.  Get behind a cause

Think about getting your program involved with a community service project or fundraiser.  This could include a “Pink Out” event, volunteering in the community, or requiring student-athletes in your program to volunteer a certain number of hours.  Utilize parents to help with promoting and organizing this type of event or program.  This is something that the entire student body can get behind.  Working toward a common cause can help to show students that there is more to life than sports and that the program is committed to making a difference in the community.

6. Be a positive role model

Maintaining positive and respectful dialogue with students, families, community, and officials needs to be modeled.  Play the part by modeling good sportsmanship and respectful interactions with your athletes, coaching staff, and all other adults.  

In Conclusion...

Be thinking about the legacy that you would like to leave.  As a high school or youth coach, you play a critical role in a student-athlete’s life. You may never know the difference you make, but every interaction you have with a student-athlete can affect him or her in a profound and lasting way.  Being entrusted to work with young people is truly an honor and a privilege.  Don’t underestimate the role that you play  in developing young people through athletics.

2e: Organizing Physical Space

For this post, I am highlighting 2e:  Organizing Physical Space

As part of our school improvement plan, I wanted to continue to provide information regarding our classroom walk-through data collection efforts.  During classroom walk-throughs  at Waukesha North High School we are collecting evidence from  2e Organizing Physical Space, 3a  Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

Below is a report out from the beginning of the school year until March 21, 2014.

The information in the bar graph provides information on how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms in Domain 2e at Waukesha North High School.

Classroom walk-throughs 

Amount of Observations:  445

First 20 minutes of class:  44%

20-40 Minute Mark:  36%
Last 20 minutes of Class: 20%

                                

Here are the specific elements that are considered when evaluating for component 2e Organizing Physical Space:

• Safety and arrangement of furniture

• Accessibility to Learning and Use of Physical Resources

What are observable actions of a level 3 or 4 classroom, 2e:  Organizing Physical Space?

• There is a total alignment between the goals of the lesson and physical environment

• Effective use of physical resources, including computer technology, by both teachers and students

• A student suggests an application  of the whiteboard for an activity

What are your strategies for Organizing Physical Space? Please log-in to share a comment.

3d Using assessment in instruction...no longer signaling the end of instruction

For this post, I am highlighting 3d Using Assessment in Instruction.

As part of our school improvement plan, I wanted to continue to provide information regarding our classroom walk-through data collection efforts.  During classroom walk-throughs  at Waukesha North High School we are collecting evidence from  2e Organizing Physical Space, 3a  Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

Below is a report out from the beginning of the school year until March 12, 2014.

The information in the bar graph provides information on how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms in Domain 3c at Waukesha North High School.

Classroom walk-throughs 

Amount of Observations:  407

First 20 minutes of class:  43%

20-40 Minute Mark:  36%

Last 20 minutes of Class:  21%

(October 2013 to March 12, 2014)  

                                

Here are the specific elements that are considered when evaluating for component 3d Using Assessment in Instruction:

• Assessment Criteria

• Monitoring of student learning

• Feedback to students

• Student self-assessment and monitoring of grades

3d Using assessment in instruction

What are observable actions of a level 3 or 4 classroom, 3d Using Assessment in Instruction?

• Students are invited to assess their own work and make improvements, most of them do so.
• The teacher uses specifically formulated questions to elicit evidence of student understanding
• Students offer feedback to their classmates on their work

What are your strategies for using assessment in instruction? Please log-in to share a comment.

"There is no education like adversity" reflecting on the lessons of a great leader

Over the last several weeks, Waukesha North High School leadership team read and discussed the book, Wooden on Leadership; by John Wooden and Steve Jamison.  The book highlights leadership anecdotes and advice from one the greatest, the late John Wooden.  I have always been a fan of Wooden and his thoughts on leadership.  Wooden known in basketball circles for his powerhouse teams at UCLA in the 1960's.  Click on the short video below about the life of John Wooden.

           2 minute video on the life of John Wooden

Wooden in his life set the standard for leading a successful team (10 National Championships in 12 years).   More importantly,  he helped establish a blue print on how to live a life and help an organization strive for greatness.  Even though I am familiar with many Wooden's life lessons, I came away with a reminder of what I hope to strive for in my role as a leader and promote within the organization.

I have always been inspired about Wooden's thoughts about "competitive greatness."  The journey as a leader to become the best of which you and your team are capable, helps guide my work in my current role as a school leader.

Wooden believed that leadership is largely learned, and most of us have a potential far beyond what we think is possible.  As a first year English teacher in Kentucky, Wooden stated, "success is peace of mind which is the direct result of self satisfaction in knowing you made the effort to become the best of which you are capable."  Wooden spent the rest of his life reminding us that effort is the ultimate measure of your success.

Some of my other favorite takeaways from this book:

• Focus on running the race, rather than winning it
• Before you can lead others, you must be able to lead yourself
• Leadership is an imperfect science.  Mistakes made in the process of trying to do things the right way may hurt, they should not cause guilt or shame
• Seek people who have a fire in their belly enthusiasm for your organization
• Make each day a masterpiece.  "Give me 100 percent.  You can't make up for poor effort today by giving 110 percent tomorrow.  You don't have 110 percent.  You only have 100 percent, and that's what I want from you right now"

 The book brings to light the ultimate goal for leaders; "teaching others how to bring forth the best which they are capable."  I believe helping others achieve their own greatness is what defines great leadership in the end.

                                         

For additional information about the life of John Wooden

Click here

3C Engaging Students in Learning-The centerpiece of the framework

For this post, I am highlighting 3c Engaging students in learning which is the centerpiece of the Danielson framework for teaching.

As part of our school improvement plan, I wanted to continue to provide information regarding our classroom walk-through data collection efforts.  During classroom walk-throughs  at Waukesha North High School we are collecting evidence from  2e Organizing Physical Space, 3a  Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

Below is a report out from the beginning of the school year until February 11, 2014.

The information in the bar graph provides information on how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms in Domain 3c at Waukesha North High School.

Classroom walk-throughs 

Amount of Observations:  305

First 20 minutes of class:  43%

20-40 Minute Mark:  35%

Last 20 minutes of Class:  22%
(October 2013 to February 11, 2014)  

                                

Here are the specific elements that are considered when evaluating for component 3c Engaging Students in Learning:

• Activities and assignments

• Grouping of students

• Instructional Materials and resources

• Structure and Pacing

3c:  Rubric, Engaging Students in Learning

What are observable actions of a level 3 or 4 classroom, 3c Engaging Students in Learning?

• Students are given a task to do independently, then discuss with a table group, followed by reporting by each table
• Sevens students (out of 32) have finished an assignment early and begin talking among themselves, the teacher assigns a follow up activity

• Student interest and enthusiasm is evident, including problem solving
• Students are asked to explain their thinking and learning tasks require higher level thinking
• Students are actively "working," rather than watch their teacher do all of the work
• The pacing of the lesson is not dragged or rushed and allows time for closure and student reflection

What are your strategies for Engaging Students in Learning? Please log-in to share a comment.

Taking a closer look at walk-through data, 3b Questioning and Discussion Techniques --Waukesha North HS

As part of our school improvement plan, I wanted to continue to provide information regarding our classroom walk-through data collection efforts.

During classroom walk-throughs  at Waukesha North High School we are collecting evidence from  2e Organizing Physical Space, 3a  Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

For this month, I am highlighting 3b Using Questioning and Discussion Techniques.  Below is a report out from the beginning of the school year until January 9, 2014.

The information in the bar graph provides information on how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms in Domain 3b at Waukesha North High School.

Classroom throughs October 2013 to January 9, 2014:  

Amount of Observations:  232

First 20 minutes of class:  36%

20-40 Minute Mark:  43%

Last 20 minutes of Class:  21%

Here are the specific elements that are considered when evaluating for component 3b Using Questioning and Discussion Techniques:

• Quality of questions/prompts

• Discussion Techniques

• Student Participation

 Rubric: 3b Using questioning and discussion techniques

What are observable actions of a level 3 or 4 classroom, 3b Using Questioning and Discussion Techniques?

• Questions are of high cognitive challenge, formulated by both the teacher and the student
• Questions have multiple possible answers or approaches, even though there is only one correct answer
• Discussion happens without teacher taking the lead role (ex. Socratic Seminar)
• High levels of student participation are evident
• The teacher asks the student to justify their answer
• The teacher asks every student to write a response to a question and then has them share it with a partner or with the class
• Students invite comments from their classmates during discussion
• Students are asked to comment on classmate's responses to questions

What are your strategies for using questioning and discussion techniques with students? Please log-in to share a comment.

Taking a closer look at walk-through data, 3a Communicating with Students --Waukesha North HS

As part of our school improvement plan, I wanted to provide information regarding our classroom walk-through data collection efforts for the 1st quarter of the school year.

During classroom walkthroughs  at Waukesha North High School we are collecting evidence from  2e Organizing Physical Space, 3a  Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

For this month, I am highlighting Domain 3a, Communicating with Students.  Below is a report out from the first two months of the school year.

The information in the bar graph below provides how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms in Domain 3a at Waukesha North High School.

Classroom throughs October/November 2013 Data:  

Amount of Observations:  148

First 20 minutes of class:  36%

20-40 Minute Mark:  43%

Last 20 minutes of Class:  21%

Classroom walk-through data, Waukesha North HS -October/November 2013

3a:  Communicating with Students

3a:  Communicating with students rubric

I would like to spend some time this post  breaking down 3a, Communicating with Students.  The critical elements of component 3a are:

• Expectations for Learning

• Directions and Procedures

• Explanations of Content

• Use of Oral and Written Language

What are observable actions of a level 3 or 4 classroom, 3a Communicating with Students?

• The goals for learning clearly are communicated to students (learning targets and I can statements)
• This purpose is made clear, and students understand what they are expected to do during a lesson
• When explaining content, teachers use vivid language and imaginative metaphors, connecting explanations to students' interests beyond school
• The teachers states, "By the end of this lesson you are all going to be able to factor different types on polynomials."
• The clarity of lesson purpose is clear (learning targets posted and referenced before, during, and at the conclusion of the lesson)
• The instructors requests the following, "Who would like to explain this idea to us?" 
• Clear directions and procedures specific to the lesson activities are provided
• Students engage with the learning activity/task, indicating that they understand what to do
• The teacher uses a Venn diagram to illustrate the distinctions between two topics (i.e. republic and a democracy)
• The teacher says, "Here's a spot where some students have had some challenges, be sure to read it carefully."

What are your strategies for communicating effectively with students? Please log-in to share a comment.