Transcript Instructional Coaching With The End in Mind
Administrators Supporting Teacher Leaders to Increase Student Achievement
Steve Barkley October 2014
Teaching in a Learning Community
Teaching is a Team Sport Teaching is a Public Act
School Change
Source: Model developed by Stephen Barkley
Student Achievement
What is your definition of student achievement?
- Economics - English - Government - Arts - History - Geography - Reading or Language - Arts - Civics 21 - Science st - Mathematics Century Skills Framework
21 st Century Themes
- Global Awareness - Financial, Economic, Business & Entrepreneurship Literacy - Civic Literacy - Health Literacy - World Languages
21
st
Century Partnership
Learning and Innovation Skills
Learning and innovation skills increasingly are being recognized as those that separate students who are prepared for more and more complex life and work environments in the 21 future.
st century, and those who are not. A focus on creativity and critical thinking, communication and collaboration is essential to prepare students for the
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.
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.
Are we ready for this student?
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.
School Change
Source: Model developed by Stephen Barkley
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 risks in learning Using technology to research and produce Adapting to change
Teacher Behaviors
What teacher behaviors are most likely to generate these student behaviors?
Providing WOW
Emotional Engagement
Dan Meyer--Perplex
Not Bored
Don’t know-don’t care.
Not Confused
Want to know the answer; don't believe they are capable.
Dan Meyer
Perplexed
Don’t’ know the answer. Want to know and believe they are capable of figuring it out.
Dan Meyer
Perplexed
Don’t’ know the answer. Want to know and believe they are capable of figuring it out.
Teacher Behaviors
• • Teach the desired student behavior.
Model the desired student behavior.
The Formula… Effort x Ability Manageable Task
=
Success
Teacher Relationships
What changes need to occur in how teachers work with each other to support the needed teacher behaviors?
Teacher Relationships
• • • • Parallel Play Adversarial Relationships Congenial Relationships Collegial Relationships Roland S. Barth Relationships Within the Schoolhouse ASCD 2006
Individual Franchise Team
My Work My Time Helping each other Design together Implement individually Shared responsibility for student achievement Modify Individual Behavior, Consensus on implementation
School Change
Source: Model developed by Stephen Barkley
Leader Behaviors
What leadership behaviors are needed to support the desired staff, teacher, parent, and student behaviors?
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.
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?
YOU
Trusting the Roles
Teacher Coach Administrator
Trusting the Roles
Coach Teacher Administrator
1. no communication between coach and admin 2. admin talks to coach... No coach to admin 3. Coach shares good news 4. Full… open sharing
Professional Learning Communities
What roles do teacher leaders play?
School Change
Source: Model developed by Stephen Barkley
Big Idea A Focus on Results
Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. (DuFour)
Looking At Student Work
With a colleague or two at your grade level or within your department, …….. flip through the student work, point out what you notice about students overall, in groups, individually.
……..what questions emerge?
Looking At Student Work
Considering your current assessment of the student work/performance and the importance of the learning standard, what goals would you be setting for groups and individual learners? (Shorter term/longer term)
What Assessments Along the Way?
October February April
Looking at Assessments
How did the assessment inform your students?
How did the assessment inform you?
What questions did the assessment raise for you?
What are you going to be doing because of the assessment results?
Big Idea Ensuring That Students Learn
The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift– from a focus on teaching to a focus on learning– has profound implications for schools. (DuFour)
Teaching
(Can be) • • • • • Neat Orderly Sequential Managed Documented
Learning
(Often is) • • • • • Messy Spontaneous Irregular Non Linear Complex
Teaching
(Can be) • • • • • Neat Orderly Sequential Managed Documented
Learning
(Often is) • • • • • Messy Spontaneous Irregular Non Linear Complex
Teachers Must Study Learning and Student Work
Observe Experiment Think Create
School Change
Source: Model developed by Stephen Barkley
Planning for Learning
From a whole class perspective…… What is important for students to experience or do to gain the desired student outcomes?
What teacher actions will instigate, promote, support, etc. those student behaviors and experiences?
Planning for Learning
What student behaviors and experiences are critical for the more advanced students? For the students whose skill level is less developed?
How will we as teachers individually and collaboratively provide for these learning opportunities?
Big Idea A Culture of Collaboration
Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. (DuFour)
Vulnerability Trust
Individual Franchise Team
My Work My Time Helping each other Design together Implement individually Vulnerability ACTION Modify Individual Behavior, Consensus on implementation Trust Shared responsibility for student achievement
Collaborating Beyond Grade-Level
Partner with a teacher who works with students before or after you (up or down a grade-level). Share your thoughts on what you explored today. Seek his/her insights and input.
Collaborating Beyond Grade-Level
Now partner with someone from outside your grade group or department. Share your thoughts on what you explored today. Seek his/her insights and input.
Collective Capacity
Fullan (2010)
The power of collective capacity is that it enables ordinary people to accomplish extraordinary things— for two reasons: • knowledge about effective practice becomes more widely available and accessible on a daily basis • working together generates commitment