instructional coaching professional learning communities school improvement all with the end in mind
TRANSCRIPT
Instructional CoachingProfessional Learning
CommunitiesSchool Improvement
AllWith the End in Mind
Stephen G. BarkleyExecutive Vice President
Performance Learning Systems
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