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SUCCESS Coaching and Prescriptive Learning Experiences
“Meaningful professional learning has the same attributes as other meaningful human learning. It activates the brain in ways that create new neural networks or strengthens those that already exist. Like the brains of their students, teachers’ brains are changed when they engage with concrete tasks of their work in ways that promote meaning, emotion, and reflection through cognitively demanding processes such as reading, writing, observing, listening carefully, speaking thoughtfully, and practicing new habits of mind and behavior until they become habitual”. (Sparks, 2007, p.193)
The SUCCESS Model is just the first step to meaningful learning for professionals! For maximum impact, consider including SUCCESS Coaching and Prescriptive Learning to be used in partnership with your learning team or school development process.
As we designed our SUCCESS model and supportive coaching format, we feel that promoting the use of professional learning teams and school community approach is the most beneficial to a positive change initiative. Research supports this vision for developing schools to become learning schools and communities.
Research into adult learning, growth and fixed mindsets, relationship-building, and brain-based research highlight the key points that are crucial to successful coaching:
- It must be teacher-centered.
- It must be No-fault.
- It must be strengths-based (Tschannen-Moran &Tschannen-Moran, 2001, p. 12-13).
The components of the SUCCESS Model professional prescriptive learning experiences are designed and delivered in a response to classroom population, student needs, program resources and curriculum, and teacher learning interest.
The SUCCESS Observational Coaching Protocol is shared and used in each session or observation with a teacher participant in the SUCCESS professional learning team for each school or site. Each observation is written and discussed with the teacher for support and suggestions. If professional learning teams desire on every coaching day a debriefing meeting will be scheduled to develop articulation and networking opportunities for all participants.
The first observation for each teacher will focus on: learning environment, strategies and interactions, resources and materials, and best practices evident in teaching. The second and consecutive observations will focus on: modeling of professional development strategies covered in sessions, learning environment, differentiation, resources and materials. Results of these coaching and observational sessions were aggregated by a unique asset-based thinking process with best practices highlighted, challenges and goals shared, and recommendations and strategies discussed for implementation with the individual teacher growth in mind.
These observations also suggest prescriptive learning examples for each grade level cluster or professional learning team to be designed and shared in an ongoing format throughout the school year or program-focus period. Further data in these areas will be collected and shared. The overall recommendations and goals tend to focus on best practices in ELL and what prescriptive learning opportunities have been developed based on the data provided.
Our goal is to support your school and district in the use of the SUCCESS Model and the SUCCESS coaching experiences to encourage teachers to engage in experiential learning, reflect on their personal beliefs in the content, and positively affect their classroom practice to increase the relationship for student outcomes.