Transcript Heavy Coaching Joellen Killion Learning Forward

Instructional Coaching
With The End in Mind
Steve Barkley
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?
Analysis
Identify classrooms in
your school that are
closest to full
implementation of your
vision for learning.
• Describe in detail the
observable student
behaviors.
• Describe in detail the
observable teacher
behaviors.
4
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.
5
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
6
Evaluation/Appraisal
Select one skill set that you believe is most
important. __________________
Rank teachers according to this system:
•
•
•
•
•
Unwilling
Unaware
Getting Ready
Started
Developing
7
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
8
Instructional Coaching
EVALUATION
Outside Criteria
MENTORING
SUPERVISION
PEER COACHING
Teacher’s Choice
Heavy Coaching
Joellen Killion
Learning Forward
Steve Barkley
Coaching Light
Coaching light occurs when coaches want to build and
maintain relationships more than they want to improve
teaching and learning. From this perspective, coaches may
act to increase their perceived value to teachers by
providing resources and avoiding challenging
conversations. They may provide demonstration lessons,
share curriculum materials, or facilitate learning without
holding an expectation that teachers apply the learning in
their classrooms.
Coaching Heavy
From a teacher’s perspective, coaching heavy feels heavy
— in the sense of the weight of collective responsibility and
commitment each teacher devotes to the success of every
student. Coaching heavy causes them to feel on edge,
questioning their actions and decisions. This does not mean
that teachers feel fear, anxiety, or dread. Rather, teachers
feel a heightened sense of professionalism, excitement,
increased efficacy, and satisfaction with teaching.
Heavy Coaching
1. Being accepted gives
me more leverage to
work with teachers.
Working on being accepted
may delay conversations on
what matters most –
teaching and learning.
Heavy Coaching
2. Being viewed as credible
is essential to being a
coach.
Credibility emerges from
the alignment between
one’s actions and one’s
words. Acting on what
matters immediately
builds credibility.
Heavy Coaching
3. The work of coaches is
to support teachers.
Saying that a coach’s role
is to support teachers
misleads teachers. A
coach’s primary
responsibility is to
improve student learning.
Heavy Coaching
4. Teachers are resistant to
change.
As professionals, teachers
seek continuous
improvement. Teachers are
motivated to change when
they see proven results in
terms of student success.
When that success can be
evident in their own
classrooms, they become
change enthusiasts.
Heavy Coaching
5. Coaches can’t impose
on teachers since they
have no supervisory
responsibilities.
Coaches can’t afford not to
impose on what teachers
believe and how that
impacts their actions. Their
work is too important and
without conversations
about beliefs, deep change
is unlikely.
Heavy Coaching
6. Helping teachers to
know about or learn
how to implement new
instructional strategies
is a coach’s primary
responsibility.
A coach’s primary
responsibility is student
learning often mediated by
teachers’ application of
effective practices rather
than knowing about or
knowing how to use those
practices.
Heavy Coaching
7. Coaches are not
responsible for what
teachers do.
Coaches are responsible
for helping teachers
explore the beliefs that
drive their actions. In
dialogue, through
reflective questioning, and
by presenting data,
coaches can influence
what a teacher thinks and
does.
WHERE I STAND…………
0
25
50
75
100
Teacher Expectations
674 studies confirmed that teacher expectations do
have a powerful effect on student achievement.
John Hattie (2009)
Teacher Expectations
674 studies confirmed that teacher expectations do
have a powerful effect on student achievement.
John Hattie (2009)
What does where you stand require a teacher to do?
Teacher Mindset
Great teachers have a growth mind-set…. They view
achievement not as innate, but rather as changeable --the result of hard work. Great teachers believe in growth
of intellect and talent and are fascinated with the process
of learning.
(Dweck 2006)
Teacher Mindset
Great teachers have a growth mind-set…. They view
achievement not as innate, but rather as changeable –
the result of hard work. Great teachers believe in growth
of intellect and talent and are fascinated with the process
of learning.
(Dweck 2006)
What teacher actions and behaviors are driven
by this belief?
Expectations/Relationships
Kleinfield (1972)
Traditionalist
Sophisticates
Warm
Demanders
Sentimentalist
Where do you stand………
Quality of Effective Teachers:
Setting high expectations while nurturing student growth.
(one of the strongest correlates of teacher effectiveness is
student-teacher relationships)
Where do you stand………
Quality of Effective Teachers:
Setting high expectations while nurturing student growth.
(one of the strongest correlates of teacher effectiveness is
student-teacher relationships)
What does high expectations with nurturing relationships
look and sound like at your grade level?
Questions for Life
Cue Words
INDUCTION
PERCEPTION
Observe
Notice
Detect
Picture
See
Hear
Touch
Feel
Taste
Smell
Qualities
Rule
Pattern
Generalization
On the whole
Common elements
Common characteristics
APPRAISAL
INSIGHT
Insights
Inference
Realization
Overlapping
Relationship
Parallel
Pattern
Infer
Connection
Weigh
Grade
Rate
Prioritize
Appraise
Rank (by value)
best-to-worst
most-to-least
IDEA
PREDICTION
Ideas
Goals
Options
Changes
Ways
Possibilities
Opportunities
Predict
Forecast
Hypothesize
Consequences
Affect
Effect
Happen
ANALYSIS
List
Outline
Classify
Reasons
Parts
Sort
Define
SAME/DIFFERENT
Sequence
Categorize
Analyze
Factors
Procedures
Mind map
Steps
Compare
Contrast
Differentiate
Same
Different
Alike
Similar
SUMMARY
Main idea
Main point
Summary
Focus
Summarize
Condense
Reduce
Sum up
In a nutshell
EVALUATION
Belief
Viewpoint
Opinion
Believe
ACTION
Apply
Use
Plan
Combine
Construct
Interview
Simulate
Build
Write
Make
Draft
Draw
Report
Compute
Do
Graph
Design
Compose
Role play
Produce
Create
Judge
Decide
Evaluate
Critique
Facilitating
F
Spark
P
P
P
Leads to Action
Teaching
(Can be)
•
•
•
•
•
Neat
Orderly
Sequential
Managed
Documented
Learning
(Often is)
•
•
•
•
•
Messy
Spontaneous
Irregular
Non Linear
Complex
•
•
•
•
•
Teaching
Learning
(Can be)
(Often is)
Neat
Orderly
Sequential
Managed
Documented
•
•
•
•
•
Messy
Spontaneous
Irregular
Non Linear
Complex
Teachers Must Study
Learning and Student Work
Observe
Experiment
Think
Create
Teachers Must Study
Learning and Student Work
Observe
Experiment
Think
Create
Questions for Life
Cue Words
INDUCTION
PERCEPTION
Observe
Notice
Detect
Picture
See
Hear
Touch
Feel
Taste
Smell
Qualities
Rule
Pattern
Generalization
On the whole
Common elements
Common characteristics
APPRAISAL
INSIGHT
Insights
Inference
Realization
Overlapping
Relationship
Parallel
Pattern
Infer
Connection
Weigh
Grade
Rate
Prioritize
Appraise
Rank (by value)
best-to-worst
most-to-least
IDEA
PREDICTION
Ideas
Goals
Options
Changes
Ways
Possibilities
Opportunities
Predict
Forecast
Hypothesize
Consequences
Affect
Effect
Happen
ANALYSIS
List
Outline
Classify
Reasons
Parts
Sort
Define
SAME/DIFFERENT
Sequence
Categorize
Analyze
Factors
Procedures
Mind map
Steps
Compare
Contrast
Differentiate
Same
Different
Alike
Similar
SUMMARY
Main idea
Main point
Summary
Focus
Summarize
Condense
Reduce
Sum up
In a nutshell
EVALUATION
Belief
Viewpoint
Opinion
Believe
ACTION
Apply
Use
Plan
Combine
Construct
Interview
Simulate
Build
Write
Make
Draft
Draw
Report
Compute
Do
Graph
Design
Compose
Role play
Produce
Create
Judge
Decide
Evaluate
Critique
Questions for Life
INDUCTION
PERCEPTION
Observe
Notice
Detect
Picture
See
Hear
Touch
Feel
Taste
Smell
Qualities
Rule
Pattern
Generalization
On the whole
Common elements
Common characteristics
ANALYSIS
List
Outline
Classify
Reasons
Parts
Sort
Define
Sequence
Categorize
Analyze
Factors
Procedures
Mind map
Steps
Row 1: Gathering Information
SAME/DIFFERENT
Compare
Contrast
Differentiate
Same
Different
Alike
Similar
Questions for Life
APPRAISAL
INSIGHT
Insights
Inference
Realization
Overlapping
Relationship
Parallel
Pattern
Infer
Connection
Weigh
Grade
Rate
Prioritize
Appraise
Rank (by value)
best-to-worst
most-to-least
SUMMARY
Main idea
Main point
Summary
Focus
Summarize
Condense
Reduce
Sum up
In a nutshell
Row 2: Working with Information
EVALUATION
Belief
Viewpoint
Opinion
Believe
Judge
Decide
Evaluate
Critique
Questions for Life
IDEA
Ideas
Goals
Options
Changes
Ways
Possibilities
Opportunities
PREDICTION
Predict
Forecast
Hypothesize
Consequences
Affect
Effect
Happen
Row 3: Taking Action
ACTION
Apply
Use
Plan
Combine
Construct
Interview
Simulate
Build
Write
Make
Draft
Draw
Report
Compute
Do
Graph
Design
Compose
Role play
Produce
Create
Questions for Life
G
Perceptions
Generalizations
Induction
Questions for Life
Generalizations
G
Perceptions
Perceptions
Analysis
Perception
Perceptions
Questions for Life
Perception
Perception
Same/Different
Questions for Life
Friends
A
B
42
Questions for Life
G
Generalization
Induction
G G
G
Generalizations
Insight
Questions for Life
Appraisal / Evaluation
(Same/Different)
44
Questions for Life
Summary Process
G
1. Gather Perceptions
2. Analysis (Mindmap)
G
2
3
1
3. Appraisal 1,2,3, etc.
(Rank)
4. Summary
Questions for Life
Evaluation
Do you believe a difference is possible?
(Why/Why not?)
Questions for Life
The Creative Process
Collection
Incubation
Illumination
Verification
Questions for Life
Prediction
+
-
Questions for Life
Cue Words
INDUCTION
PERCEPTION
Observe
Notice
Detect
Picture
See
Hear
Touch
Feel
Taste
Smell
Qualities
Rule
Pattern
Generalization
On the whole
Common elements
Common characteristics
APPRAISAL
INSIGHT
Insights
Inference
Realization
Overlapping
Relationship
Parallel
Pattern
Infer
Connection
Weigh
Grade
Rate
Prioritize
Appraise
Rank (by value)
best-to-worst
most-to-least
IDEA
PREDICTION
Ideas
Goals
Options
Changes
Ways
Possibilities
Opportunities
Predict
Forecast
Hypothesize
Consequences
Affect
Effect
Happen
ANALYSIS
List
Outline
Classify
Reasons
Parts
Sort
Define
SAME/DIFFERENT
Sequence
Categorize
Analyze
Factors
Procedures
Mind map
Steps
Compare
Contrast
Differentiate
Same
Different
Alike
Similar
SUMMARY
Main idea
Main point
Summary
Focus
Summarize
Condense
Reduce
Sum up
In a nutshell
EVALUATION
Belief
Viewpoint
Opinion
Believe
ACTION
Apply
Use
Plan
Combine
Construct
Interview
Simulate
Build
Write
Make
Draft
Draw
Report
Compute
Do
Graph
Design
Compose
Role play
Produce
Create
Judge
Decide
Evaluate
Critique
Questions for Life
Listen as Steve thinks
through the questions he
might use..
http://blogs.plsweb.com/20
08/03/using-questions-incoaching-conferences.html
March 16, 2008
A fifth grade teacher tells
you that she believes
reading aloud is an
important component of
reading workshop time, but
she doesn’t use it often
because the students don’t
listen during the reading.
They fidget and are seldom
able to respond to questions
she asks.
Resistances Overlap
Empathy
Support
Emotions
Intellect
Pride
Approval
APPROVAL
Indicate approval
Personalize
Cite the specifics
I can’t deal with all the different
levels of students in my class
• You believe that it is important to differentiate your
instruction.
• You’d like to know ways to increase your differentiation.
• Your willingness to learn to extend your students’
success is a true sign of professionalism.
EMPATHY
Accept feeling and emotion
Refocus….Past or future success
Alternative Direction
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.
• Teaching students with a history of low performance is
worrisome. Their success can be extremely uplifting and
fulfilling.
SUPPORTING STATEMENT
Unqualified
Totally agree
Accept
Reinforce
Qualified
Agree with limits
Accept part
Give limits
Support for something else
Disagree/private
Accept right to opinion
Support something else
Our principal expects too much…
Unqualified
Totally agree
You are right. We won’t ever
meet that standard.
Qualified
Agree with limits
The principal’s expectations
are very high. I believe we
can improve.
Support for something else
Disagree/private
The principal is a dreamer.
I believe the dream of our
students being successful is
very important.
Practice Supporting Statement
Too many students don’t
care about their grades…
there is no way to motivate
them to work. Failing them
isn’t a threat.
Supporting Statement
Too many students don’t
care about their grades…
there is no way to motivate
them to work. Failing them
isn’t a threat.
Many student are not
motivated by grades.
Have you ever had a
student who worked
hard and did well and
wasn’t interested in the
grade?
KEY ELEMENTS
Knowledge
Model
Practice
Observation with
feedback
• Ongoing coaching
•
•
•
•
KNOWLEDGE
Why
Research
Formal and 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)
(strong)
(executive implementation)
Study of Theory
10
5
0
Demonstrations
30
20
0
Practice
60
60
5
Peer Coaching
95
95
95
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
Steve Barkley
Ponders Out Loud
BarkleyPD.com