Transcript Coaching and PLCs

Continuous
Improvement
Steve Barkley
2013
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)
School Change
Source: Model developed
by Stephen Barkley
Defining Student Achievement
End of Program
Standards
____
____
____
____
4 Advanced
3 Proficient
2 Basic
1 Intensive
Initial Program Assessment
Pre-Program Standards
Assessment
6
30
10
2
4 Advanced
3 Proficient
2 Basic
1 Intensive
End of Program
Standards
____
____
____
____
4 Advanced
3 Proficient
2 Basic
1 Intensive
Initial Program Assessment
Pre Program Standards
Assessment
6
30
10
2
4 Advanced
3 Proficient
2 Basic
1 Intensive
End of Program
Standards
15
30
3
0
4 Advanced
3 Proficient
2 Basic
1 Intensive
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)
Student Behaviors
What student behaviors need to be initiated or
increased to gain the desired student
achievement?
Teacher Behaviors
What teacher behaviors are most likely to
generate the desired student behaviors?
12
Select a desired student
outcome for achievement
____________________
What student behaviors are
critical for students to reach
this outcome?
What teacher behaviors are
most likely to create these
desired student behaviors?
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)
Teacher Relationships
•
•
•
•
Parallel Play
Adversarial Relationships
Congenial Relationships
Collegial Relationships
Roland S. Barth
Relationships Within the Schoolhouse
ASCD 2006
Vulnerability
Individual
Franchise
My
Work
Design
together
My
Time
Implement
individually
Helping
each
other
Trust
Vulnerability ACTION
Team
Shared
responsibility
for student
achievement
Modify
Individual
Behavior,
Consensus on
implementation
Trust
Teaming
Teaming vs Sharing
http://pls3rdlearning.com/blog/stevebarkley/teaming-vs-sharing/
Instructional Coaching
EVALUATION
Outside Criteria
MENTORING
SUPERVISION
PEER COACHING
Teacher’s Choice
Pre-Observation Conference
Observation
Post Observation Conference
Evaluative
Creative
Personalized
Vision - Mission
Strategy - Curriculum
Agenda
Tactics - Lesson Plan
Operations - Teaching Skills
Focus
LISTENING TEST
• You believe that . . . . . . . . .
• My focus is . . . . . . . . . . . . .
• I should notice . . . . . . . . . .
Steve Barkley Ponders Out Loud
BarkleyPD.com