instructional coaching professional learning communities school improvement all with the end in mind

Instructional CoachingProfessional Learning

CommunitiesSchool Improvement

AllWith the End in Mind

Stephen G. BarkleyExecutive Vice President

Performance Learning Systems

sbarkley@plsweb.comwww.plsweb.comblogs.plsweb.com

twitter.com/stevebarkley

School Change

Source: Model developed by Stephen Barkley

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What is the definition of student achievement that drives your work?

Student Achievement

21st Century Skills FrameworkCore Subjects- Economics- English- Government - Arts- History- Geography- Reading or Language- Arts- Mathematics- Science- World Languages- Civics

21st Century Themes- Global Awareness- Financial, Economic, Business & Entrepreneurship Literacy- Civic Literacy- Health Literacy

21st Century Partnership

Learning and Innovation SkillsLearning 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.”

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Tough Choices orTough 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 ORTOUGH 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.

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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.

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

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Teacher Changes

What changes in individual teacher practices are most likely to generate the changes we seek in students?

Teacher Behaviors

• Teach the desired student behavior.

• Model the desired student behavior.

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Staff RelationshipsAre 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.

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Teacher Relationships• Parallel Play• Adversarial Relationships• Congenial Relationships• Collegial Relationships

Roland S. BarthRelationships Within the SchoolhouseASCD 2006

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5. How do you see your role in the changing behaviors of students, teachers, teacher leaders, and administrator?

YOU

Changes Needed to Improve Student Achievement

4. What are the behaviors/practices of school leadership that are necessary to initiate, motivate, and support these changes?

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?

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?

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?

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?

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?

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?

Instructional Coaching

EVALUATIONOutside Criteria

MENTORING

PEER COACHING

Teacher’s Choice

SUPERVISION

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UnconsciouslyTalented

UnconsciouslyUnskilled

ConsciouslyUnskilled

ConsciouslySkilled

Unconsciously Skilled

Gordon’s (1974) Skill Development Ladder

Gordon’s SkillDevelopment Ladder

The Art of Teaching

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Learning Dip

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Trusting the Roles

Teacher

AdministratorCoach

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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.

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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.

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AppraiseConsider one area of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum.

1 2 3 4 5 6 7 8 9 10 11 12

Most FullChange ImplementationNeeded

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Evaluation/Appraisal

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What’s needed?Who provides it?

EVALUATIONOutside Criteria

SUPERVISION

MENTORING

PEER COACHINGTeacher’s Choice

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Pre-Observation Conference

Observation

Post Observation Conference

Creative Personalized

Focus

Agenda

Vision - M ission

Strategy - Curricu lum

Tactics - Lesson Plan

Operations - Teaching Skills

Evaluative

LISTENING TEST

• You believe that . . . . . . . . . . .

• My focus is . . . . . . . . . . . . . . .

• I should notice . . . . . . . . . . . .

How Administrators Support Peer CoachingTechnicalCoaching

StaffDevelopment

CollegialCoaching

Relationships

ChallengeCoaching

Solutions & Opportunitie

sRobert J. Garmston (1987)

How are these used in your role?

• Presenting

• Training

• Facilitating

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Presenting

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Training

ConsiderExperimentPractice

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Facilitating

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P

P

P

Consulting: Knowing when to use each role

•Presenting•Training

•Facilitating

My Work

My Time

Design together

Implement individually

Shared responsibility for student

achievementHelping

each other

Modify Individual Behavior,

Consensus on implementation

Individual

Franchise Team

Vulnerability Trust

Vulnerability Trust

ACTION

My Work

My Time

Design together

Implement individually

Shared responsibility for student

achievementHelping

each other

Modify Individual Behavior,

Consensus on implementation

ACTION

Individual

Franchise Team

Vulnerability Trust

Changes fromPLC 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 forObservation with Feedback

Practice Environment:

ex. Workshops

Classroom Situations: ex. Coaching

Joyce/Showers ResearchTraining Components and Attainment of Outcomes

in Terms of Percent of Participants

Components

Study of Theory

Demonstrations

Practice

Peer Coaching

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

Knowledge

(thorough)

10

30

60

95

Skill (strong)

5

20

60

95

Transfer (executive implementation)

0

0

5

95

— OUTCOMES —

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):

Write questions into plans and start asking questions in class discussion

Student Response 1 (S1):

Confusion, Reluctant to respond

T1:Write questions, start

asking;

T2:Continue asking,

increase wait time, model thinking;

S1:Confusion, reluctant to

respond;

S2:Attempt to answer posed

questions;

T1:Write questions,start asking;

T2:Continue asking,

increase wait time, model thinking;

T3:Provides

encouragement, probing, pausing;

S1:Confusion, reluctant to respond;

S2:Attempt to answer posed questions;

S3:Successfully responds;

T1:Write questions, start asking;

T2:Continue asking, increase wait time, model thinking;

T3:Provides encouragement, probing, pausing;

T4:Withhold recognition for correct answers, cause students to assess each other and dialogue;

S1:Confusion, reluctant to respond;

S2:Attempt to answer posed questions;

S3:Successfully responds;

S4:Students debate;

T1:Write questions, start asking;

T2:Continue asking, increase wait time, model thinking;

T3:Provides encouragement, probing, pausing;

T4:Withhold recognition for correct answers, cause students to assess each other and dialogue;

T5:Provide supportive and conflicting data;

S1:Confusion, reluctant to respond;

S2:Attempt to answer posed questions;

S3:Successfully responds;

S4:Students debate;

S5:Students pose higher level questions;

Teacher Behavior Changes

Student Responses

Professional Development in Teacher Behavior…

…leads to student achievement