Transcript Instructional Coaching With The End in Mind
Instructional Coaching With The End in Mind
Steve Barkley
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.”
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.
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School Change
Source: Model developed by Steven Barkley 17
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?
Teacher Behaviors
• • Teach the desired student behavior.
Model the desired student behavior.
The Formula… Effort x Ability Manageable Task
=
Success
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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 24
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 26
Leader Behaviors
What leadership behaviors are needed to support the desired staff, teacher, parent, and student behaviors?
Instructional Coaching
EVALUATION Outside Criteria MENTORING SUPERVISION PEER COACHING Teacher’s Choice
Coaching Beliefs
1. Everyone working in the school should be observed once a week and receive feedback. 2. The most skilled and professional educators should be coached the most.
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Celebrate Gain Options Practice Consciously
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Gordon’s Skill Development Ladder
The Art of Teaching Unconsciously Talented Unconsciously Unskilled Consciously Unskilled Consciously Skilled Unconsciously Skilled Gordon’s (1974) Skill Development Ladder 31
Learning Dip
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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
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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
Pre-Observation Conference Observation Post Observation Conference
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The Environmental Influences
Closed
Question Controls direction
Open
Answer Controls direction 37
OPEN ENVIRONMENT
• • • • • • • • Uncover Thinking Opinions Problem Solving Creativity Critical Thinking Discussion Emotions/Feeling Counseling 38
CLOSED ENVIRONMENT
• • • • • • • • Right/Wrong One Way Sequence Skills Test Control Authority Quick Fix 39
The Environmental Influences
Closed
Question Controls direction Right/Wrong One Way Sequence Skills Test Control Authority Quick Fix
Open
Answer Controls direction Uncover Thinking Opinions Problem Solving Creativity Critical Thinking Discussion Emotions/Feeling Counseling
Evaluative Creative Personalized Agenda
Vision - Mission Strategy - Curriculum Tactics - Lesson Plan Operations - Teaching Skills
Focus
LISTENING TEST
• You believe that . . . . . . . . . . . • My focus is . . . . . . . . . . . . . . .
• I should notice . . . . . . . . . . . .
Confirmatory Paraphrase
Fact Attitude/Feeling Intention Commitment 43
Coach: That was a difficult lesson Coachee: It’s frustrating to put so much time into planning a lesson and then not have it go well.
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PRACTICE
Teacher: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.
Teacher: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.
Fact
You have not been able to get many of the students to work outside of class.
Teacher: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.
Feeling
You are worried that presenting information in class won’t get the student achievement that you want.
Teacher: My students won’t read an assign ment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.
Attitude
If students read outside of class you would teach very differently.
You want to find a way to get them to read outside of class.
Gripes to Goals
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Gripes to Goals
Too many students don’t care about their grades…there is no way to motivate them to work. Failing them isn’t a threat.
Gripes to Goals
Too many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat.
• • • You have a strong desire for your students to do well.
Grades just don’t seem to be it.
You see a need to find a different way to motivate your students.
Approval
H.I.P.
Personalize Cite the Specifics
Making Suggestions
Phrase Positively Clear and Specific Congruent Pay-off
Compliment Praise Approval
Approval
H.I.P.
Personalize Cite the Specifics
Observation Form
Barth: By collegiality I mean four things
• One, teachers talking with one another about the work they do -- talking in faculty meetings, in hallways, in classrooms, at the dinner table about practice.
• Second, sharing that craft knowledge, shouting it from the mountaintop, and honoring it when someone else is sharing it. 58
• Third, making our practice mutually visible. That is, you come into my classroom and watch me teach seventh-grade biology and I come into your classroom and watch you teach ninth-grade geometry, and, afterward, we talk about what we are doing and why, and what we can learn from each other.
• Above all, collegiality means rooting for the success of one another. If every adult in the school is rooting for you, when the alarm clock rings at six a.m., you jump out of bed to go to that school. 59