Webinar September 2017 Steve Barkley Why does Instructional Coaching require a partnership Principal as an Instructional Leader has a responsibility for teacher growth Instructional Coach IC is an investment the system is making in student achievement in the school ID: 643041
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Coach/Principal PartnershipWebinar
September 2017
Steve BarkleySlide2
Why does Instructional Coaching require a partnership?
Principal as an Instructional Leader has a responsibility for teacher growth.
Instructional Coach (IC) is an investment the system is making in student achievement in the school.
Principal and IC share responsibility for increased student achievement.Slide3
School Change
Source: Model developed by Stephen Barkley
Change in
Leadership Behavior
Change in
PLC and Peer Coaching
Change in
Teaching Behavior
Change in
Student Behavior
Student
AchievementSlide4
3 areas to explore todaySlide5
Focus and GoalsJoellen
Killion
Coaches’ primary responsibility is student learning often mediated by teachers’ application of effective practices rather than knowing about or knowing how to use those practices.Slide6
Planning BackwardsSlide7
Implementing the planSlide8
Where would you want to build in progress check points?Slide9
Changes Needed to ImproveStudent Achievement
How do you see your role in the changing behaviors of students, teachers, teacher leaders, and administrator?
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What are the behaviors/practices of school leadership that are necessary to initiate, motivate, and support these changes?
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?
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?
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?Slide10
Expectations
Instructional Coach
Administrator
TeachersSlide11
Instructional Coach Expectations
Provide the supporting elements necessary for teachers to add new learning to their practice that will impact student achievement.
Maintain a non-evaluative relationship with teachers as you join them in accepting shared responsibility for student success.Slide12
KEY ELEMENTSKnowledge
Model
Practice
Observation with FeedbackOngoing CoachingSlide13
KnowledgeWhy
Research
Formal/Informal
How to Complex to SimpleSlide14
ModelEnvironment
SkillsSlide15
PracticeSafe Environment Feedback
Twenty to thirty repetitions
over an eight- to ten-week period.Slide16
Two Opportunities for Observation with FeedbackPractice Environment:
ex. Workshops
Classroom Situations:
ex. CoachingSlide17
Joyce/Showers Research
Training 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
3
rd
Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development
Knowledge
(thorough)10
306095
Skill (strong)
52060
95
Transfer
(executive implementation)
0
0
5
95
— OUTCOMES —Slide18
UnconsciouslyTalented
Unconsciously
Unskilled
Consciously
Unskilled
Consciously
Skilled
Unconsciously Skilled
Gordon’s (1974) Skill Development Ladder
Gordon’s Skill
Development Ladder
The Art of TeachingSlide19
Later
Now
The coach is a cheerleader
during this difficult time.
Learning DipSlide20
Novice
Empowered Learner
Developing
What teacher behaviors support movement
What teacher behaviors support movement
Student Production Behaviors
The Complexity of Creating Student Learning Outcomes
Evidence of Progress
Evidence of Progress Slide21
Understanding the Connection…In order to see the link between teacher behavior and student achievement let’s use an example of:
Higher Order Questioning StrategiesSlide22
Examine the relationship between students and teacher in questioningSlide23
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 respondSlide24
T1:Write questions, start asking;
T2:
Continue asking, increase wait time, model thinking;
S1:
Confusion, reluctant to respond;
S2:
Attempt to answer posed questions;Slide25
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;Slide26
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;Slide27
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;Slide28
Teacher Behavior Changes
Student Responses
Higher Order Questioning
Student AchievementSlide29
Administrator Expectations
Communicate the expectation for teachers to engage in working with the IC
Maintain the non-evaluative role of the instructional coach
Assist in creating the time coaching Slide30
Instructional Coaching
EVALUATION
Outside Criteria
MENTORING
PEER
COACHING
Teacher’s
Choice
SUPERVISIONSlide31
Trusting the RolesNo communication between coach and admin.
Admin talks to coach. No coach to admin.
Coach shares good news.
Full…open sharing.
Teacher
Coach
AdministratorSlide32
Teacher Expectations
Engage openly with the coach with a goal of maximizing student success. Slide33
Creating a Coaching Culture
In a coaching culture, most staff use a coaching approach in their daily life – with each another, and with external stakeholders and customers. A true coaching culture is just ‘part of the way we do things around here’. But it’s not all motherhood and apple pie. A coaching culture is about delivering results, improving performance and making the most of people’s potential. The emphasis is on delivering results and making each other (and the wider
organisation
) stronger and more capable. It’s NOT about having coaching conversations for their own sake, or as a diversion from other activities! Ed
Parsloe
Slide34
The Coach of Coaching
The instructional coach can assist teachers in forming
coaching
connections for peer coaching:
common professional growth goals
within PLCs
shared student concernsSlide35
Change AgentsWhat leadership behaviors of principal and instructional coach will work to create the desired vision of a coaching culture that impacts student success?Slide36
Partnership Checkpoints
Schedule at least biweekly check-in conversations. Principal and IC should be coaching each other. As partners, make commitments to each other to carryout the agreed upon leadership actions. Be accountable to each other. Request feedback whenever your actions are incongruent with the plan.Slide37