Pamela Harshbarger

August 2015

Creating a Successful Coaching Design

Part 1: Overview of the Plan
The concept of the Teacher Leadership and Compensation Plan (TLC) was not created by
the Des Moines Public Schools District. It was developed by the state of Iowa and encompasses
this theory of action:
If we effectively compensate teachers; recruit and promote excellent
teachers and provide support as they collaborate reflectively to refine their
practice; create the political will and understanding necessary to remake the
status of the teaching profession; give highly effective teachers opportunities to
grow, refine, and share their expertise; and develop a clear system with quality
implementation, then student learning will increase, student outcomes will
improve, and students will be prepared to succeed in a globally competitive
environment.

Individual school districts were able to apply for the TLC grant by developing a proposal
of how the district would utilize the funds and meet the requirements of the grant in order
to support the theory of action. The Des Moines Public Schools District (DMPS)
developed a task force comprised of representatives from various stakeholder groups to
create a TLC plan specific to the needs of the district. The following is the abstract for
the DMPS TLC plan:

Abstract
Process: Over a two-year planning process, Des Moines Public Schools (DMPS) engaged approximately
2,000 persons and spent a collective 1,100 hours to develop the districts TLC plan in consultation with
the Marzano Research Laboratory, New Teacher Center, and Gallup. This fall, the district contracted
with Crock Leadership Associates to engage teachers, administrators, and parents in a series of
meetings, focus groups, and surveys to refine the TLC plan. The TLC Advisory Committee dedicated
nearly 150 hours to project planning.

Vision: The districts vision for a TLC system in Des Moines Public Schools is to recognize and reward
Teacher Leaders contributions to instructional improvement and to expand their influence and numbers
in helping peers refine and improve their practices in the classroom through job-embedded professional
development.

Pamela Harshbarger
August 2015

Goals: Goals were developed with the input of key stakeholders and are aligned with state goals:
1. Attract able and promising new teachers by offering competitive starting salaries and
opportunities for career enhancement
2. Retain effective teachers by providing enhanced career opportunities
3. Reward professional growth and effective teaching by providing pathways for career
opportunities that come with increased leadership responsibilities and increased compensation
4. Promote opportunities for teachers to collaborate with and learn from each other to improve
core instruction and increase student achievement
5. Improve student achievement by strengthening instruction

Connection to Existing Initiatives: The DMPS TLC plan connects key district school improvement
initiatives, Teacher Leader roles, and outcomes aligned to the Iowa of Department of Educations TLC
System - Framework for Learning Supports:
School Improvement Initiative #1: Identify, coach, and develop effective instructional practices
within the classroom to guarantee all students access to the best teaching and learning
opportunities
School Improvement Initiative #2: Use data-driven decision-making to monitor progress and
adjust instruction and program implementation
School Improvement Initiative #3: Implement collaborative structures to maximize adult
learning; distribute leadership at the school site; and capitalize on expertise among Teacher
Leaders, building administrators. and central office service providers

Plan for New Teachers: DMPS partnered with the New Teacher Center to implement a new
Induction & Mentoring program beginning in Fall 2013 to provide beginning teachers with the support
necessary to ensure high levels of student achievement and improved teacher retention. The new
system has a carefully sequenced 3-year Mentor Academy Training Series designed to introduce and
build mentoring skills over time. With the TLC system, the number of Induction Coaches will be
increased to maximize time spent one-on-one with each mentee, capitalize on time working on
professional skills, and provide mentoring to 2nd year teachers.

Teacher Leadership Roles: The plan facilitates a significant expansion of formal Teacher Leader
roles in DMPS in three levels: Coaches, District-Wide Teacher Leaders, and School-Based Teacher
Leaders. Teacher Leader roles will have additional contract days and compensation commensurate with
responsibilities:

Currently
COACHES (108):
77 Instructional
0 Technology Integration
15 Induction
16 SPED
DISTRICT-WIDE:
120 PLC Facilitators
0 Demonstration Classroom Teachers
0 TLC Coordinators
Informal school-based teacher leaders

With a TLC System

COACHES (196):
150 Instructional
12 Technology Integration
18 Induction
16 SPED
DISTRICT-WIDE:
120 PLC Facilitators with ongoing training
55 Demonstration Teachers
2 TLC Coordinators
496 formal School-Based Teacher Leaders

Pamela Harshbarger
August 2015

Rigorous Selection Process: The selection process utilizes specific criteria to assess candidates
effectiveness in their previous roles and professional growth. The process is differentiated for each
Teacher Leader role to focus on the unique circumstances of the positions. Review committees
(consisting of equal numbers of administrators and teachers) will review applications, interview
candidates, and make recommendations for selection.

Professional Development (PD): The plan supports differentiated peer collaboration and PD
through district structures. Teacher Leaders will support:
PD at all levels, from the annual district-wide PD day to monthly district PLCs to weekly school
and grade/content level collaboration and PD sessions
Differentiated collaboration and PD through individualized coaching of teachers at the
school/classroom level related to district initiatives

Evaluation Plan: DMPS will conduct summative and process evaluation activities to verify
completion of process outcomes, measure progress toward performance outcomes, and identify areas
of improvement and needed modifications. Clear outcomes have been identified, including:
Increase the number of qualified applicants for teaching positions
Increase the 3-year teacher retention rate
Increase teacher feedback to impact core instruction
Implement the Marzano Instructional Framework with fidelity
Increase student engagement
Increase reading and math proficiency

Capacity & Sustainability: DMPS possesses the collective energy and enthusiasm to implement a
TLC system and serve as an example of best practice. The district has the infrastructure, experience,
expertise, and supporting resources in place to successfully administer the project. Strategic planning
will be incorporated into all project activities.

Budget: Funds will be spent on salary supplements for Teacher Leader positions, classroom coverage
(ranging from full-release to sub coverage), PD, and mileage.

In the development stage of this plan, there were several political implications to
consider. There were conflicts among some of the stakeholders regarding how the
teachers would be selected to fill the positions outlined by the grant. The wording in the
grant is very specific in that it requires the teacher leaders to be current employees in the
district. Some of those involved on the committee were interested in recruiting, or at
least interviewing, people from outside the district. Regarding this situation from a
political frame perspective, it really would be in the best interest of the district to use

Pamela Harshbarger
August 2015

teacher leaders who already work in the district as the main participants in this plan. The
conflict was resolved, but careful consideration had to be paid to the thought of
entertaining applicants from outside the district. This is one of the keys to achieving
success when working in the political frame.
There are political dynamics of implementing a change involving large sums of
money especially when the money comes with stipulations. It can be wise to work from
a political frame mindset in situations like the TLC grant. This frame values the conflict
associated with controversial programming and relies on the team to reach consensus
and to work out possible issues which may arise. Sometimes people are very concerned
about decisions in the public school system that are viewed as being controlled by the
government. By working from a political frame the DMPS District established a group
of stakeholders to collaborate. By including all of the stakeholder groups, the district was
transparent and could build a support system in order to roll out the new plan.
There was definitely a marriage of frameworks throughout this process. The
human resources frame definitely had a role because the relationship-nurturing aspect of
this frame allowed the district to send the message that we are all in this together!
Hiring the TLC coaches, mentors, and other TLC positions from within the district, sent
the message to the rest of the employees that DMPS values and recognizes the talent
within its own organization. The responsibility for communicating and presenting the
TLC grant from the mindset of this frame is not necessarily found in the highest levels of
administration and management. The responsibility for creating a sense of community
was shared with the building leadersthe people closer to the teachers and classrooms.
This is helping to create the mindset that we can all learn from each other grow together.
In Reframing Organizations, the authors make the point that a good fit [between people

Pamela Harshbarger
August 2015

and an organization] benefits both: individuals find meaningful and satisfying work, and
organizations get the talent and energy they need to succeed (pg. 135). This aspect of
the human resource frame is apparent in this model because the school district is hiring
motivated, established, and eager teachers as instructional coaches. Their excitement and
desire for continuous growth benefits the district in that it is authentic and aligns with the
goals of the TLC plan.
As with any large undertaking, there should be at least a touch of the structural
framework. It is important to have guidelines and expectations articulated and available.
It is not a secret that there is a specific group of people who are overseeing the grant and
who are developing the protocols and monitoring devices for the TLC plan. Rather than
assigning very specific roles within that team, the DMPS District has allowed the team to
identify each others strengths and has encouraged the team to support each other in
growth.
The symbolic frame does not appear as boldly as some of the other frames. The
district hopes to create comradery and a positive culture, but that is not the main focus of
the plan. The symbols and traditions of the district have already been established. One
might say that the DMPS District is following through on its tradition and vision of
becoming a model urban district because of the inclusion of innovative and current
instructional models.
When an initiative comes forth with many pre-determined regulations and
expectations, it takes some of the creativity away from the organization. However, as
long as the organization is functioning under the large umbrella of guidelines, the details
can be worked out and presented according to multiple frameworks.
Part 2: Exploration of Leadership Style

Pamela Harshbarger
August 2015

Although I did not play a large role in the creation of the DMPS Teacher
Leadership and Compensation Plan, I have been hired as the coordinator to ensure the
implementation of the plan is successful at the secondary level. This section outlines my
role, and how I will use my knowledge of the various organizational frameworks to
intentionally make positive and productive impacts on the plan and everyone involved.
As I crafted my first presentation on this topic, I was careful to communicate the vision
of the plan and also to set a precedence for future interactions. In the short time I have
been coordinator, I have already learned that a structural framework is my favorite (or at
least the one to which I am most drawn). I spent a lot of time trying to determine how I
could not work in that frame, but then came to the understanding that the structural frame
is important and definitely serves a purpose in an organization. As I move forward, I will
use my awareness of the organizational frames to impact my learning, my instruction,
and the guidance I provide others.
First, the human resource frame is very important in a plan that has coaching as its
main focus. It is important that I allow the coaches freedom to establish themselves
within their schools in a way which suits them as individuals. I do not want to dictate
how they must build relationships (although the structured part of me would really like to
give them a plan); it is important to provide opportunities for individuals to create his/her
own path. I understand that that listening and being responsive to the needs of those with
whom I work will be critical the first few months of implementing the new plan. My
personal goal is to approach conflicts and confusion from a collaborative stance. I am
often quick to fix things, but I now recognize the importance of providing support but
not making every decision. Most of my work will center on instructional coaches.
Keeping the human resource frame in mind, I will encourage the coaches to consult other

Pamela Harshbarger
August 2015

coaches and to work together to problem-solve. My main take-away and goal for
application is to remember that performance is the product of ability and motivation. I
already know the coaches have the ability to lead others. Many of the coaches are selfmotivated, but I will take on the responsibility to monitor the motivation of the coaches at
the secondary level. I do not want everything to become so routine and comfortable that
the coaches settle in firmly to a routine and neglect to continue to grow professionally.
Recognizing that every TLC instructional coach is brand new to this position was a way
to begin developing a family-like feel for our group. It is important that I continually
remind the coaches that we are all learning together and from each other.
As I develop this position and program, I really did not anticipate relying on any
aspects of the political frame. I have quickly learned this is not the case! As hard as I try
to avoid this type of organizational frame, I have also learned the value of recognizing the
nuances of politics. In my day-to-day operations I do not have much interaction with the
principals. However, when the TLC instructional coach schedule was communicated it
became very clear that there is a need to balance the powers at play. There are certain
items (like the number of days a coach must attend training) which are outlined in the
grant. Principals have the responsibility of supervising the coaches. It is obvious there is
some work to be done to be respectful of the principals role (power) and the power of
the grant. For me, I need to make sure I create a positive network of support for myself
with the principals. This will aid me and the coaches as we progress through the year. I
will need to include the principals as team members whenever possible in order to make
it clear that we are not working against each, but rather working together to achieve the
same goal of improved student learning.

Pamela Harshbarger
August 2015

The symbolic frame corresponds is important to consider as I strive to create an

environment which articulates the importance of our mission and vision for the grant
and as a school district. I hope to be able to lead the coaches to create a symbol or
representation of how they are a critical piece in our puzzle of improvement. It is
important they each know and understand their new role; it is equally as important they
work together to create a way to communicate the information to each other and others in
their schools.
As a leader in my new role, I predict I will work out of the structural framework
most of the time. Because the TLC plan is funded by a grant, there are many items which
must be monitored and reported. It will be a challenge for me to balance the needs of the
grant with the needs of the actual people. I do not want to neglect either, so finding a
happy-medium will be critical. One way I can do this is by being intentional in all of the
professional learning sessions I have to make sure I am working from a human resource
frame during those face-to-face interactions. I will try to keep the day-to-day distractions
minimized and prioritize some time each day (or at least each week) to remind myself of
the big picture and long-term goals. I will try to reserve my structural frame moments to
my own deskand work from the other three frames when I am outside of my office.
It is exciting to be a leader in a major change in programming in the Des Moines
Public School District. Because I have worked in the district for fifteen years, I will now
be coaching several of my peers and friends. One ethical consideration I have to make
and be diligent in upholding is to be fair and treat everyone fairly. I want to make sure I
am dividing my time evenly among all the coaches and not spending more time with a
friend or confiding in a friend about a coaching situation. Along with this, is the layer of

Pamela Harshbarger
August 2015

conflict resolution. I have not had to resolve any conflicts yet, but when I do, I will strive
to be fair and devoted to the vision and mission of the TLC grant and plan.
I am keeping a journal of my experiences as a TLC coordinator this year in an
attempt to monitor my own growth and personal development. I will be setting my own
goals for the year and using written reflection as a way to document my progress. I
already feel as though I have grown so much in the few weeks I have been engaged in the
work of a TLC Coordinator. It has been very beneficial to look at myself through the
lens of the organizational frameworks because I can be more intentional and purposeful
in my actions. Understanding the frames will also help me to understand the coaches and
other educators I will work with during the year.