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Instructional Coaching Institute Lisa Wyatt Education Service Center Region XIII.

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1 Instructional Coaching Institute Lisa Wyatt Education Service Center Region XIII

2 The Mom

3 Housekeeping Items Cell phones Cell phones Restroom Breaks Restroom Breaks Lunch Lunch

4 Vacation Partners Find a person for each vacation destination on your form. Be sure to write their name under that destination. Find a person for each vacation destination on your form. Be sure to write their name under that destination.

5 What will we cover? Why instructional coaching? Why instructional coaching? Overview of instructional coaching. Overview of instructional coaching. Roles of coaches. Roles of coaches. Dealing with change. Dealing with change. Communication is key. Communication is key. Tools Tools

6 What is Instructional Coaching? Definition: Definition: –Instructional coaches are on-site professional developers who teach educators how to use proven instructional methods. To be successful in this role, coaches must be skilled in a variety of roles, including public relations guru, communicator extraordinaire, master organizer and, of course, expert educator.

7 Natalie Gilbert – National Anthem What does this athletic coach do that you think is similar to what an Instructional Coach should do? What does this athletic coach do that you think is similar to what an Instructional Coach should do?

8 So, why coaching?

9 A Look at Education Reform

10 Ellwood Cubberly, 1934 One of the nation’s foremost educational thinkers of his time: One of the nation’s foremost educational thinkers of his time: –The public schools of the United States are, in a sense, a manufactory. –Students were the “raw” material. Teachers would “pour” in math, then the next subject, etc.

11 In their defense… Schools at that time were not intended to educate large numbers of students to a high level. In 1893, less than 3% of American students graduated high school. Schools at that time were not intended to educate large numbers of students to a high level. In 1893, less than 3% of American students graduated high school. Even as late as 1950, majority of students dropped of out high school before graduation. Even as late as 1950, majority of students dropped of out high school before graduation.

12 Today All students must master rigorous content, learn how to learn, pursue productive employment, and compete in a global economy. All students must master rigorous content, learn how to learn, pursue productive employment, and compete in a global economy.

13 Did you know?

14 At your table: 1. Discuss any aha moments from the film. 2. Why is this information important for us?

15 What researchers say about the best path for sustained organizational improvement: Only the organizations that have a passion for learning will have an enduring influence. (Covey, 1996, p. 149) Only the organizations that have a passion for learning will have an enduring influence. (Covey, 1996, p. 149) The most successful corporation of the future will be a learning organization. (Senge, 1990, p. 4) The most successful corporation of the future will be a learning organization. (Senge, 1990, p. 4)

16 Research and experts are all saying the same thing Research and experts are all saying the same thing Our kids must be prepared for the 21 st Century Global Economy Our kids must be prepared for the 21 st Century Global Economy They must know HOW TO LEARN They must know HOW TO LEARN The #1 indicator of student success is… The #1 indicator of student success is… TEACHER QUALITY TEACHER QUALITY

17 Need for a Collaborative Culture Throughout our ten-year study, whenever we found an effective school or an effective department within a school, without exception that school or department has been a part of a collaborative professional learning community. --McLaughlin and Talbert (2001)

18 Why Should We Collaborate? Gains in student achievement Gains in student achievement Higher quality solutions to problems Higher quality solutions to problems Increased confidence among all staff Increased confidence among all staff Teachers able to support one another’s strengths and accommodate weaknesses Teachers able to support one another’s strengths and accommodate weaknesses Ability to test new ideas Ability to test new ideas More support for new teachers More support for new teachers Expanded pool of ideas, materials, and methods Expanded pool of ideas, materials, and methods --Judith Warren Little (1990) --Judith Warren Little (1990)

19 “Quality teaching is the most critical means by which to improve student learning and to close achievement gaps. You achieve student success through teacher success.” Harry Wong

20 Theory behind coaching Implementation rate of traditional professional development vs. instructional coaching Implementation rate of traditional professional development vs. instructional coaching

21 The #1 way to improve student success, it to increase teacher quality. Education has spent all of their money and time on systems change, programs, etc. Education has spent all of their money and time on systems change, programs, etc. Where has it gotten us? Where has it gotten us? The classroom is where everything happens: The classroom is where everything happens: –The teacher is the #1 indicator of how a student will progress. –This is where the focus should be.

22 “Decades of research clearly demonstrate that a quality teacher, more than any other factor, enables students to overcome obstacles to learning like poverty and can even erase the achievement gap.” Alliance for Education, 2006

23 Percentage of Children Who Achieve Success with Varying Levels of Home and Classroom Support High Home Support Low Home Support High Home Support Low Home Support High Classroom Support Mixed Classroom Support Low Classroom Support 100% 0% 60% 25% Snow, C. (1991). Unfulfilled Expectations. Harvard University Press

24 Teaching without learning isn’t teaching at all. It’s just presenting a lesson!

25 What is Instructional Coaching?

26

27 What is an Instructional Coach? an on-site professional developer who partners with educators to identify and assist with implementation of proven teaching methods

28 NTLB No Teacher Left Behind! No Teacher Left Behind!

29 An instructional coach… Must BUILD leadership among the teachers. Must BUILD leadership among the teachers. Don’t become the leader. Don’t become the leader.

30 Instructional Coaches Enroll Enroll Identify Identify Explain Explain Model (You watch me) Model (You watch me) Observe (I watch you) Observe (I watch you) Explore (Collaborative Exploration of Data) Explore (Collaborative Exploration of Data) Support Support Reflect Reflect

31 Enroll teachers Large-group presentation Large-group presentation Small-group presentation Small-group presentation Interviews Interviews Informal conversations Informal conversations Principal (or other) referral Principal (or other) referral

32

33 Identify The Big Four: The Big Four: –Behavior –Content –Instruction –Assessment

34 Explaining interventions Instructional Coach Instructional Coach –Breaks down the instructor’s materials –Lays out the step-by-step procedures –Suggests what teacher should watch for during the model lessons –Does everything possible to make it easier for teachers to implement –Asks about and addresses collaborating teacher’s concerns –Co-constructs Observation Form with teachers

35

36 Model Lessons You watch me! Goal: To show a teacher exactly how to implement a particular intervention Be fully aware of critical teaching practices you need to model Be fully aware of critical teaching practices you need to model Ensure that teacher knows the purpose of the model lesson Ensure that teacher knows the purpose of the model lesson Provide concrete description of what you’ll be doing Provide concrete description of what you’ll be doing Clarify roles for behavioral management Clarify roles for behavioral management Co-construct an observation form Co-construct an observation form Ensure your collaborating teacher knows how to use the form Ensure your collaborating teacher knows how to use the form

37 Observe “I watch you” Coach uses the observation form to watch for data related to: Coach uses the observation form to watch for data related to: –Critical teaching behaviors –Fidelity to scientifically proven practices –Student behavior and performance –Additional specific teacher concerns

38 Collaborative Exploration of Data Collaborative Exploration of Data Based on the partnership principles Based on the partnership principles Involves observations to open up dialogue, rather than to state a single truth Involves observations to open up dialogue, rather than to state a single truth Should be Should be –constructive, but provisional –empathetic and respectful Coach and teacher identify what data will be gathered Coach and teacher identify what data will be gathered

39 Top-down Feedback

40 Partnership Feedback (C.E.D.) Reinke, (2005)

41 Partnership Principles Equality Equality Praxis Praxis Dialogue Dialogue Choice Choice Voice Voice Reflection Reflection Reciprocity Reciprocity

42 Your “jigsaw” learning experience Step one: Settle in with your new group of learning partners Step one: Settle in with your new group of learning partners Step two: Read the section you’ve been given from the Partnership Learning manual Step two: Read the section you’ve been given from the Partnership Learning manual Step three: Together with your group, create a graphic organizer on a poster that captures the essential characteristics of the principle Step three: Together with your group, create a graphic organizer on a poster that captures the essential characteristics of the principle Step four: Attach your poster to the wall, and wait for further instructions Step four: Attach your poster to the wall, and wait for further instructions

43 Activity In your new groups, move to your poster. In your new groups, move to your poster. The person who helped create the poster explains the concept to the group. The person who helped create the poster explains the concept to the group. When the music starts, move to the next poster (clockwise) When the music starts, move to the next poster (clockwise) When the music stops, start discussing the new poster When the music stops, start discussing the new poster

44 Praxis Reflection and Reflection and Creative inquiry Creative inquiry Not banking education Not banking education But creative inquiry But creative inquiry

45 Dialogue Respectful, energizing conversation Respectful, energizing conversation The developing conversation is more important than being right The developing conversation is more important than being right Involves suspending opinions & authentic listening Involves suspending opinions & authentic listening Thinking together Thinking together

46 Choice Command and control fosters resistance or external commitment Command and control fosters resistance or external commitment Choice fosters internal commitment Choice fosters internal commitment

47 Voice Build trust Build trust Make it easy for people to say what they think Make it easy for people to say what they think Give people words, concepts, and tools that help them express who they are--help them find their voice! Give people words, concepts, and tools that help them express who they are--help them find their voice!

48 Reflection On action On action In action In action For action For action

49 Reciprocity Everyone benefits when one person learns Everyone benefits when one person learns Teachers learn from students as much as students learn from teachers Teachers learn from students as much as students learn from teachers Every learning situation is a chance for learning Every learning situation is a chance for learning

50 What coaching is and isn’t. (chart) A Coach is… A Coach is NOT… A colleague who observes teachers and offers feedback to improve teaching. An administrator who evaluates teachers. A colleague who co-plans with a teacher. A colleague who plans lessons for a teacher. A colleague who co-teaches or models a strategy. A colleague who teaches a lesson without the teacher present. A colleague who provides resources to a teacher. A colleague who makes copies for teachers. A colleague who listens and remains confidential. A colleague that reports confidential conversations to the office. A colleague who makes suggestions to improve instruction. A colleague that offers suggestions for systems changes to administrators.

51 Our goals as coaches: Meet teachers where they are and take teachers to the next step. Meet teachers where they are and take teachers to the next step. Goal-oriented Goal-oriented Evaluative – our program (must show impact) Evaluative – our program (must show impact) Ultimate: Impact student learning! Ultimate: Impact student learning!

52 Continuum of Coaching visual Different levels of support. Different levels of support. Varies! Varies!

53 Evaluator Supervises teacher Supervises teacher Tells teacher what to do Tells teacher what to do Possible growth plan Possible growth plan

54 Consultant Tells how to do it Tells how to do it Shows how to do it Shows how to do it

55 Mentor (Consultant/Coach) New teachers New teachers Tell how to do it Tell how to do it Shows how to do it Shows how to do it Driven more by coach Driven more by coach

56 Coach Uses questioning Uses questioning Brings out the best in teacher Brings out the best in teacher Teacher drives the discussion Teacher drives the discussion Teacher drives the area to work on Teacher drives the area to work on

57 Collaborator Sharing ideas Sharing ideas Equal partnership (no expert) Equal partnership (no expert) Reflective dialogue Reflective dialogue

58 AdministratorMentorCoach EvaluationConsulting The Bridge: Consulting/Coaching Coaching – Data Driven  The teacher is not willing to see his/her own problems.  Problematic situation with termination as a possible result.  The teacher does not own his/her problems in the classroom  The teacher does not have the knowledge.  The teacher cannot see his/her own problems.  Lack of assessment of students and self.  The teacher wants to make a change or try a new strategy; but is unsure and not willing to change mistakes along the way.  The teacher I in need of a friend for his/her own growth.  The teacher and coach both hold pieces of the knowledge and the combination will create a synergistic product.  The teacher is unaware of what is causing certain situations but through looking at data, he/she is able to take ownership of the situation and make the necessary changes.  The teacher knows what objective (core and/or management) he/she wants to focus on and assessment (how he/she will know if students have the objective).  The teacher is an innovator – desiring to try new teaching strategies.  The teacher is concerned about meeting the various needs of his/her students. Growth Continuum Little Growth →→→→→→→ Maximum Growth Evaluating Consulting Bridge Coaching Collaboration Dictating Telling andTelling and Asking Sharing Peer to Peer ShowingAsking Stances of Interaction

59 Teacher CONSULT (80% consultant/20% teacher) ● Inform regarding process and protocols ● Advise based on well-develop expertise; share the reason why a specific strategy is important: offer the “expert” frame before the idea. ● Advocate for particular choices and actions. COACH (20% coach/80% teacher) ● Nonjudgmental mediation of thinking and decision making ● Presumes the other person is giving ideas COLLABORATE (80% teacher/80% teacher) ● Participate in planning, reflecting and problem solving ● It is important not to offer solutions. Consultant Teacher Coach

60 Continuum Checklist Think of a person you are currently working with. Think of a person you are currently working with. Check each statement that applies to the individual. Check each statement that applies to the individual. Tally your shapes. Tally your shapes.

61 Continuum Checklist Scoring Guide ♣ Cluster One (Evaluate): Evaluations and directives are based upon approved standards. ○ Cluster Two (Consult): Differentiated professional development is designed and delivered to meet teachers’ individual needs. ○■ The Bridge (Coach and Consult): Coaching occurs prior to the observation and data based consulting occurs after the observation. ■ Cluster Three (Coach): The topic and timing of coaching are the teacher’s agenda. ▲ Cluster Four (Collaborate): Collaboration is a stretching interaction that occurs with a consistent group on a consistent time schedule.

62 The Roles of Coaches The continuum is the level of support you provide. Roles are the different duties you perform.

63 You use different skills depending on which role you’re taking. (What hat are you wearing?)

64 Resource Provider Function: Provides articles Summarizes strategies for teachers Provides lesson materials

65 Resource Provider Knowledge and Skills: Know what resources are available and how to locate. Know what resources are available and how to locate. Synthesis Skills Synthesis Skills

66 Resource Provider Challenges: Easy and non-threatening (use too much) Easy and non-threatening (use too much) Need to move to areas that affect more change. Need to move to areas that affect more change.

67 Data Coach

68

69 Data conversation is more important than data analysis! Data conversation is more important than data analysis!

70 Data Coach Function: Function: –Data Analysis

71 Data Coach Knowledge and Skills: Knowledge and Skills: –Thorough understanding of data –Set up blame-free environment –*********Assist teachers in next step for instruction based on data***********

72 Data Coach Challenges: Challenges: –Creating data displays –Understanding the data –Asking the right questions – plan ahead! –Creating a non-threatening environment

73 Curriculum Specialist Function: Function: –Ensure implementation of curriculum

74 Curriculum Specialist Knowledge and Skills: Knowledge and Skills: –Deep understanding of curriculum, standards, etc.

75 Curriculum Specialist Challenges: Challenges: –Can get bogged down with curriculum requirements –Teacher can know curriculum well, but still not implement effective instructional practices

76 Instructional Specialist Function: Function: –Ensure teachers are implementing research- based instructional strategies

77 Instructional Specialist Knowledge and Skills: Knowledge and Skills: –Must keep current on research-based instructional strategies

78 Instructional Specialist Challenges: Challenges: –Convincing teachers to actually use strategies on consistent basis

79 Difference between curriculum and instruction Curriculum is WHAT to teach. Instruction is HOW to teach.

80 Classroom Supporter Function: Function: –Modeling/coaching inside the classroom –Co-teach in classroom –Observe and give feedback

81 Classroom Supporter Knowledge and Skills: Knowledge and Skills: –Knowledge of content –Stepping on toes –Fostering independence

82 Classroom Supporter Challenges: Challenges: –Getting stuck in showing how to do it –In-service setting at most schools

83 Mentor Function: Function: –New teachers around induction process –Improve skills of novice teacher

84 Mentor Knowledge and Skills: Knowledge and Skills: –Building relationships –Know best practices

85 Mentor Challenges: Challenges: –Stereotypes coaches – veterans think “I’m not new…I don’t need a coach”

86 Learning Facilitator Function: Function: –Provide professional development –Team Meetings –Dept. Meetings –1 on 1 support

87 Learning Facilitator Knowledge and Skills: Knowledge and Skills: –Constant need to be updated on research –Know how adults learn –Know how to assess need –Value collaboration

88 Learning Facilitator Challenges: Challenges: –Providing opportunity to quickly affect change –Provide teachers choice

89 School Leader Function: Function: –School improvement committees –Set of eyes for principal for what professional development is needed

90 School Leader Knowledge and Skills: Knowledge and Skills: –Understanding of the change process –Knowing at least 1 school improvement model –1 st and 2 nd order of change

91 School Leader Challenges: Challenges: –Creating buy-in –In the middle between teachers and leaders

92 Catalyst for Change Function: Function: –Actually pushing the school, staff, district to change the way they do their work

93 Catalyst for Change Knowledge and Skills: Knowledge and Skills: –Introduce alternatives or refinements –Make observations about current practice –Ask hard questions about current practices –Engage teachers in Evaluative Think

94 Catalyst for Change Challenges: Challenges: –Willing to challenge the status quo –Delicate balance between challenge and support –Be ready to act when opportunity arises –Live with uncertainty and ambiguity –Be okay with just “planting the seed”

95 Learner Function: Function: –You are learning all the time –Be the model learner –Be clear on what you need to learn –Application of learning –Reflect on how you’re doing as a learner

96 Learner Knowledge and Skills: Knowledge and Skills: –How to process –How to integrate what you’re learning

97 Learner Challenges: Challenges: –Time –Being right –Know what you need to learn –Always talk last

98 Pie Chart Draw a large circle on your purple paper Draw a large circle on your purple paper Create a pie chart showing how much time you spend on these roles. Create a pie chart showing how much time you spend on these roles. You don’t have to use all of them. You don’t have to use all of them. Resource Provider Resource Provider Data Coach Data Coach Curriculum Specialist Curriculum Specialist Instructional Specialist Instructional Specialist Classroom Supporter Classroom Supporter Mentor Mentor Learning Facilitator Learning Facilitator School Leader School Leader Catalyst for Change Catalyst for Change Learner Learner

99 Go to New York! Find your New York partner. Find your New York partner. Share and discuss your pie chart with them. Share and discuss your pie chart with them.

100 Evaluation/Survey for Day #1

101 Instructional Coaching Institute Day 2 Lisa Wyatt Education Service Center Region XIII

102 National Anthem

103 Housekeeping Items Cell phones Cell phones Restroom Breaks Restroom Breaks Lunch Lunch

104 Vacation Partners Find a person for each vacation destination on your form. Be sure to write their name under that destination. Find a person for each vacation destination on your form. Be sure to write their name under that destination.

105 What will we cover? Why instructional coaching? Why instructional coaching? Overview of instructional coaching. Overview of instructional coaching. Roles of coaches. Roles of coaches. Dealing with change. Dealing with change. Communication is key. Communication is key. Tools Tools

106 Do you know what quality instruction looks like?

107 The History of Engagement

108 BERC Group Duane Baker Duane Baker Research: Research: –Extensive studies have been done through teacher surveys and classroom observations, etc. to identify the essential components of Powerful Teaching and Learning that are aligned with educational reform goals –Has the largest data base on classroom instruction –Observed over 3000 classrooms

109 Percentage of classrooms aligned with Powerful Teaching and Learning? 3000 classroom observations 3000 classroom observations

110 17%

111 Powerful Teaching and Learning Rigor: Skills and/or knowledge are manifested as students develop conceptual understanding, not just recall Rigor: Skills and/or knowledge are manifested as students develop conceptual understanding, not just recall Reflection: Thinking is evident b/c teachers provide opportunities for students to respond to open-ended questions, explain their thinking processes, and reflect to create personal meaning. Reflection: Thinking is evident b/c teachers provide opportunities for students to respond to open-ended questions, explain their thinking processes, and reflect to create personal meaning.

112 Relevance: Application of skills, knowledge, and thinking in relevant and/or real-world contexts is essential for engaging students in their learning and for helping students make connections that lead to understanding. Relevance: Application of skills, knowledge, and thinking in relevant and/or real-world contexts is essential for engaging students in their learning and for helping students make connections that lead to understanding.

113 Relationships: Relationships are positive and are essential for establishing optimal conditions for learning and include high expectations around challenging work, student social support for learning, and differentiation of instruction based on student needs. Relationships: Relationships are positive and are essential for establishing optimal conditions for learning and include high expectations around challenging work, student social support for learning, and differentiation of instruction based on student needs.

114 3 Things Conceptualization Conceptualization Socialization Socialization Application Application

115 Why I’m not a Brain Surgeon!

116 Conceptualization Conceptualization Socialization Socialization Application Application (Inspiration) (Inspiration)

117 Lance Armstrong

118 Oprah

119 Miss Piggy

120 How do you transfer that passion to your teachers? How do you help them transfer their passion to their students? How do you transfer that passion to your teachers? How do you help them transfer their passion to their students? What are you passionate about?

121 What about resistance?

122

123 Understanding Educational Change Change is Paradoxical

124 Stuck on an escalator! What does this have to do with us?

125 Instructional Coaches are Leaders of Change It’s not easy to lead change! It’s not easy to lead change!

126 Go to Hawaii Think of a change you’ve gone through that was successful and another that was unsuccessful. Think of a change you’ve gone through that was successful and another that was unsuccessful. What accounts for the difference? What accounts for the difference? Share your thoughts with your partner. Share your thoughts with your partner.

127 Resistance to Change: Reasons and Strategies by Michael Fullan Review the article with your partner. Review the article with your partner. Think of a teacher that is resistant to change. Help your partner select the reason on the list that you think could be their justification. Think of a teacher that is resistant to change. Help your partner select the reason on the list that you think could be their justification. Help your partner choose the strategy you can use to work on that resistance. Help your partner choose the strategy you can use to work on that resistance.

128 Attempt, Attack, Abandon Cycle Attack Abandon Attempt

129 Effective change is paradoxical Top-down AND bottom-up Top-down AND bottom-up Easy AND powerful Easy AND powerful Self-organizing AND tightly managed Self-organizing AND tightly managed Gaining commitment by not demanding commitment Gaining commitment by not demanding commitment

130 Provide as much support as necessary & no more Prepare materials Simplify & translate teacher manuals (TPOV) Use Observation forms Model in the classroom Observe and collaborate How do we make it easy?

131 Prochaska’s Stages of Change Pre-contemplation (don’t see the need) Pre-contemplation (don’t see the need) Contemplation (weigh pros/cons) Contemplation (weigh pros/cons) Preparation (prepare for the change) Preparation (prepare for the change) Activation (Actively participation in the change) Activation (Actively participation in the change) Maintenance (Trying not to go back) Maintenance (Trying not to go back) Termination/Integration (now part of normal life) Termination/Integration (now part of normal life)

132 Go to Costa Rica Complete the chart with your partner. Complete the chart with your partner.

133 The Influencer Feed their moral purpose! Feed their moral purpose!

134

135 Get with your New York partner Read the “Appeal to the Heart” article Read the “Appeal to the Heart” article Discuss ways you can use this information with your resistant staff. Discuss ways you can use this information with your resistant staff.

136 A “Day-in-the-Life” Scenario Answer the questions Answer the questions Discuss your answers and your “day-in- the-life” with your partner. Discuss your answers and your “day-in- the-life” with your partner.

137 Find out what other coaches visit your school(s)! If you don’t collaborate, why should your teachers? If you don’t collaborate, why should your teachers? Nobody will do it for you. Nobody will do it for you.

138

139 Communication is KEY!

140 How does communication proceed? Speaker Speaker Message Message Listener Listener Interference Interference Perceived Message Perceived Message Feedback Feedback

141 Frasier What is the communication problem?

142 Presentation Impact 55%38%7% And so… Body Voice Content

143 Responsive Turns ( Kolb & Williams (2000) The shadow negotiation) Interrupt an encounter to change it ’ s momentum Interrupt an encounter to change it ’ s momentum Name an encounter to make its nature and consequences more obvious Name an encounter to make its nature and consequences more obvious Correct an encounter to provide an explanation for what is taking place and to rectify understandings and assumptions Correct an encounter to provide an explanation for what is taking place and to rectify understandings and assumptions Divert an encounter to the interaction in a different direction Divert an encounter to the interaction in a different direction

144 Responsive Turns Interrupt Cutting off negative conversation before it begins “Oh crap, I’m late; I’ve gotta go.” Name Describing what’s going on so everyone can see it “I thought we agreed we weren’t going to gossip” Correct Clarifying that a statement is not true “Mr. Smith was actually opposed to the plan.” Divert Moving the conversation in a different direction “Speaking of Tom, when does basketball season start this year?”

145 Your chance to play “ stop the gossip ” Team up with a partner Team up with a partner One of you gets to be the gossip One of you gets to be the gossip One of you gets to be the good guy or girl One of you gets to be the good guy or girl The gossip starts with an innocent conversation and then slides in some very interesting gossip The gossip starts with an innocent conversation and then slides in some very interesting gossip The good person practices using responsive turns to move out of the gossip The good person practices using responsive turns to move out of the gossip

146 Body Language Communicates Love or hate Love or hate Control or submission Control or submission Interest or boredom Interest or boredom Trust or suspicion Trust or suspicion

147 Trust/Rapport Ten minutes of our complete and focused attention is worth much more in terms of maintaining a relationship and supporting learning than thirty minutes with distractions. Ten minutes of our complete and focused attention is worth much more in terms of maintaining a relationship and supporting learning than thirty minutes with distractions. -Wellman and Lipton

148 Types of Listening Non-listening Non-listening Selective listening Selective listening Evaluative listening Evaluative listening Active listening Active listening

149 Listening Strategies 1.Developing inner silence 2.Listening for what contradicts our assumptions 3.Clarifying 4.Communicating our understanding 5.Practicing every day 6.Practicing with terrible listeners 7.Developing a routine

150

151 Go to Washington DC Work with a learning partner Work with a learning partner –Decide who will be speaker and who will coach –The speaker explains a conflict they’re having with another person –The coach listens (duh!) and tries to figure out possible “stories” that might explain the other person’s behavior-- why do they act like that –Work from the assumption that the other person is a good person After this discussion, reverse roles and repeat After this discussion, reverse roles and repeat

152 Coach & principal … Need to be on the same page Need to be on the same page Do the coach and principal Do the coach and principal –Understand all of the interventions? –Have a shared understanding of all teachers needs? – Have a shared vision about school improvement?

153 In most cases, if the principal does not support the coach, the coach will not be effective

154 How can the principal show support Communicate support for the coach Communicate support for the coach Arrange staff development Arrange staff development Lead study groups Lead study groups Co-facilitate staff development Co-facilitate staff development Learning about what the coach has to offer Learning about what the coach has to offer Make time to meet frequently with the coach Make time to meet frequently with the coach

155 What must the coach do? Be super-organized Be super-organized –Work from an agenda  Principal concerns  Problem solve  Review actions since last week  Discussing interventions

156 What must the coach do? Respect their time Respect their time –Be very prepared –Create one-page summaries –Keep the meetings short (less than 30 minutes if possible) –Stay on track

157 What must the coach do? Provide solutions, not more problems Provide solutions, not more problems –This is not a time for a stress-relieving conversation –Make each meeting valuable enough that the principal will want to work with you

158 What approach must the coach take? Work from the partnership perspective Work from the partnership perspective Be aware of identity issues Be aware of identity issues Use questions to confront the brutal facts Use questions to confront the brutal facts Stay focused on student outcomes Stay focused on student outcomes Separate people from the issue Separate people from the issue

159 Principal Film

160 Discuss with your partner What can you do next week to start turning this paradoxical idea into an action?

161 Coaching Clips

162 Loyalty means… not that I agree with everything you say, or that I believe you are always right. Loyalty means that I share a common ideal with you and that, regardless of minor differences, we strive for it, shoulder to shoulder, confident in one another’s good faith, trust, constancy and affection. not that I agree with everything you say, or that I believe you are always right. Loyalty means that I share a common ideal with you and that, regardless of minor differences, we strive for it, shoulder to shoulder, confident in one another’s good faith, trust, constancy and affection. - Dr. Karl Menninger

163 How to get movies

164 Instructional Coaching Network Monthly Meetings Monthly Meetings Discount Codes Discount Codes Districts that have joined network: Districts that have joined network: –Leander –Round Rock –Manor –University Charter –Bastrop –San Marcos –Hutto

165 1 st Meeting – Next Tuesday 9/23 Working Together: The Art of Collaboration and Communication Working Together: The Art of Collaboration and Communication –Presenters: Me and Angela Isenberg

166 Instruction Workshops

167 Region XIII Catalogues

168 Dallas ISD Convocation

169 Go to the People, Live among them, Love them. Start with what they know, Build on what they have. But of the best leaders, when their task is accomplished, Their work is done, The people will remark, “We have done it ourselves.” -Ancient Chinese Proverb

170 Surveys

171 Contact Info. Lisa Wyatt Lisa Wyatt


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