Transcript Quality Teaching in a Culture of Coaching

Instructional Coaching
Professional Learning Communities
School Improvement
All
With the End in Mind
Stephen G. Barkley
Executive Vice President
Performance Learning Systems
[email protected]
www.plsweb.com
blogs.plsweb.com
twitter.com/stevebarkley
School Change
Source: Model developed
by Stephen Barkley
Student Achievement
What is the definition of student achievement that
drives your work?
4
st Century Skills
Core 21
Subjects
Framework
21st Century
Themes
-
Economics
English
Government
Arts
History
Geography
Reading or Language
Arts
Mathematics
Science
World Languages
Civics
- Global Awareness
- Financial, Economic, Business
& Entrepreneurship Literacy
- Civic Literacy
- Health Literacy
st
21
Century Partnership
Learning and Innovation Skills
Learning and innovation skills increasingly are being
recognized as those that separate students who are
prepared for a more and more complex life and work
environment in the 21st century, and those who are not. A
focus on creativity, critical thinking, communication and
collaboration is essential to prepare students for the future.
But once the task called for “even
rudimentary cognitive skill,” a
larger reward “led to poorer
performance.”
Tough Choices or
Tough Times
• This is a world in which a very high level of preparation
in reading, writing, speaking, mathematics, science,
literature, history, and the arts will be an indispensable
foundation …….
• …comfort with ideas and abstractions is the passport to
the good life, in which high levels of education—a very
different kind of education than most of us have had–
are going to be the only security there is.
14
TOUGH CHOICES OR
TOUGH TIMES
.…comfort with ideas and abstractions
is the passport to the good life, in
which high levels of education—a
very different kind of education
than most of us have had– are
going to be the only security there
is.
STUDENT ACHIEVEMENT
GOALS
• ACADEMICS - knowledge and skills to be successful in
school and life.
• LIFE SKILLS - aptitude, attitude and skills to lead
responsible, fulfilling and respectful lives.
• RESPONSIBILITY TO THE COMMUNITY - attributes
that contribute to an effective and productive community
and the common good of all.
16
Student Behaviors
What student behaviors
need to be initiated or
increased to gain the
desired student
achievement?
Student Behaviors
•
•
•
•
•
•
Reading as choice
Writing
Finding problem to solve
Researching
Asking Questions
Following a Passion
• Persevering/Effort
• Working independently and
collaboratively
• Taking risk in learning
• Using technology to research
and produce
• Adapting to change
Teacher Changes
What changes in individual teacher practices
are most likely to generate the changes we
seek in students?
19
Teacher Behaviors
• Teach the desired
student behavior.
• Model the desired
student behavior.
Staff Relationships
Are there changes that need to occur in the way
that staff members work with each other (staff
relationships) in order for the desired individual
staff member changes to occur?
If so, describe.
21
Teacher Relationships
•
•
•
•
Parallel Play
Adversarial Relationships
Congenial Relationships
Collegial Relationships
Roland S. Barth
Relationships Within the Schoolhouse
ASCD 2006
22
Changes Needed to Improve Student Achievement
1.
What are the changes in student
behavior, performance, choices, effort,
etc., that you believe are precursors to
the improvement in student learning
that you seek?
2.
YOU
What changes must occur in individual
staff/teacher practices to generate the
changes you seek in students?
What changes must occur in parent
practices to generate the changes you
seek in students?
3.
Are there changes that need to occur in
the way that staff members work with
each other in order for the desired
individual staff members changes to
occur?
4.
What are the behaviors/practices of
school leadership that are necessary to
initiate, motivate, and support these
changes?
5.
How do you see your role in the
changing behaviors of students,
teachers, teacher leaders, and
administrator?
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Instructional Coaching
EVALUATION
MENTORING
Outside Criteria
SUPERVISION
PEER COACHING
Teacher’s Choice
Gordon’s Skill
Development Ladder
The Art of Teaching
Unconsciously
Talented
Unconsciously
Unskilled
Consciously
Unskilled
Unconsciously
Skilled
Consciously
Skilled
Gordon’s (1974) Skill Development Ladder
25
Learning Dip
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Trusting the Roles
Teacher
Coach
Administrator
27
Analysis
• Identify classrooms in
your school that are
closest to full
implementation of your
vision for learning.
• Describe in detail the
observable students
behaviors.
• Describe in detail the
observable teacher
behaviors.
28
Analysis
• Identify classrooms in
your school that must
change the most to reach
full implementation of
your vision for learning.
• Describe in detail the
observable student
behaviors.
• Describe in detail the
observable teacher
behaviors.
29
Appraise
Consider one area of teacher practice that is crucial to
your desired student achievement. Rank your classrooms
along this continuum.
1
2
Most
Change
Needed
3
4
5
6
7
8
9
10
11
12
Full
Implementation
30
Evaluation/Appraisal
Select one skill set that you believe is most
important. __________________
Rank teachers according to this system:
•
•
•
•
•
Unwilling
Unaware
Getting Ready
Started
Developing
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What’s needed?
Who provides it?
MENTORING
EVALUATION
Outside Criteria
SUPERVISION
PEER COACHING
Teacher’s Choice
32
Pre-Observation Conference
Observation
Post Observation Conference
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E va lu a tive
C re a tive
Pe rso n a lize d
V is io n - M is s io n
S tr a te g y - C u rric u lu m
Agenda
T a c tic s - L e s s o n P la n
O p e ra tio n s - T e a c h in g S k ills
Fo cu s
LISTENING TEST
• You believe that . . . . . . . . . . .
• My focus is . . . . . . . . . . . . . . .
• I should notice . . . . . . . . . . . .
How Administrators
Support Peer Coaching
Technical
Coaching
Collegial
Coaching
Challenge
Coaching
Staff
Development
Relationships
Solutions &
Opportunities
Robert J. Garmston (1987)
How are these used in your role?
• Presenting
• Training
• Facilitating
37
Presenting
38
Training
Consider
Experiment
Practice
39
Facilitating
P
P
P
40
Consulting:
Knowing when to use each role
• Presenting
• Training
• Facilitating
Vulnerability
Individual
Franchise
My
Work
Design
together
My
Time
Implement
individually
Helping
each
other
Trust
Modify
Individual
Behavior,
Consensus on
implementation
Team
Shared
responsibility
for student
achievement
Vulnerability
ACTION
Trust
Vulnerability
Individual
Franchise
My
Work
Design
together
My
Time
Implement
individually
Helping
each
other
Trust
Modify
Individual
Behavior,
Consensus on
implementation
ACTION
Team
Shared
responsibility
for student
achievement
Changes from
PLC Implementation
Teacher Conversations
Teacher Behaviors/Actions
Student Behaviors
Student Achievement
COACHING A NEW SKILL
Select a skill or proficiency that
you could train to others. Outline
the activities you’d use to teach
that skill.
KEY ELEMENTS
Knowledge
Model
Practice
Observation with
feedback
• Ongoing coaching
•
•
•
•
KNOWLEDGE
Why
Research
Formal
Informal
How to
Complex to simple
MODEL
PRACTICE
Safe Environment
Feedback
Twenty to thirty repetitions
over an eight to ten week
period.
Two Opportunities for
Observation with Feedback
Practice Environment:
ex. Workshops
Classroom Situations:
ex. Coaching
Joyce/Showers Research
Training Components and Attainment of Outcomes
in Terms of Percent of Participants
— OUTCOMES —
Components
Knowledge
Skill
Transfer
(thorough)
(executive implementation)
Study of Theory
10
(strong)
Demonstrations
30
20
0
Practice
60
60
5
Peer Coaching
95
95
95
5
0
Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3rd Edition.
Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for
Supervision and Curriculum Development
Understanding the
Connection…
In order to see the link between
teacher behavior and student
achievement, let’s use an
example of:
Higher Order Questioning
Strategies
Examine the relationship between students
and teacher in questioning
Higher Order Questioning:
Skill Analysis
Teacher Behavior 1 (T1):
Student Response 1 (S1):
Write questions into plans
and start asking questions
in class discussion
Confusion, Reluctant to
respond
T1:
Write questions, start
asking;
S1:
Confusion, reluctant to
respond;
T2:
Continue asking, increase
wait time, model thinking;
S2:
Attempt to answer posed
questions;
T1:
Write questions,
start asking;
S1:
Confusion, reluctant to
respond;
T2:
Continue asking, increase
wait time, model thinking;
S2:
Attempt to answer posed
questions;
T3:
Provides encouragement,
probing, pausing;
S3:
Successfully responds;
T1:
Write questions,
start asking;
S1:
Confusion, reluctant to
respond;
T2:
Continue asking, increase
wait time, model thinking;
S2:
Attempt to answer posed
questions;
T3:
Provides encouragement,
probing, pausing;
S3:
Successfully responds;
T4:
Withhold recognition for
correct answers, cause
students to assess each
other and dialogue;
S4:
Students debate;
T1:
Write questions, start asking;
S1:
Confusion, reluctant to respond;
T2:
Continue asking, increase wait
time, model thinking;
S2:
Attempt to answer posed
questions;
T3:
Provides encouragement, probing,
pausing;
S3:
Successfully responds;
T4:
Withhold recognition for correct
answers, cause students to assess
each other and dialogue;
S4:
Students debate;
T5:
Provide supportive and conflicting
data;
S5:
Students pose higher level
questions;
Student
Responses
Teacher
Behavior
Changes
Professional Development in
Teacher Behavior…
…leads to student
achievement