Coach/Principal Partnership - PowerPoint Presentation

Slide1

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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HANGESINSTUDENTS

STUDENTACHIEVEMENT

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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