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The purpose of staff development is not just to implement isolated instructional innovations; its central purpose is to build strong collaborative work.

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Presentation on theme: "The purpose of staff development is not just to implement isolated instructional innovations; its central purpose is to build strong collaborative work."— Presentation transcript:

1 The purpose of staff development is not just to implement isolated instructional innovations; its central purpose is to build strong collaborative work cultures that will develop the long-term capacity for change. Michael Fullan

2 Who are we? NVCC We are because

3 Working to see change happen
Coaching Academy Bob Price Kathleen Name the towns you are from, show of hands to see who is from each place We will intro oursleves Working to see change happen

4 Why Coaching? Essential Question
BEGIN RESEARCH – make analogy to the video of Sinek Small groups, and reflecting on the video etc… own beliefs and experiences –get with your “ coach name ”re question , reflect Patty will debrief this… that was passed along to all participants…People in all walks of life- athletes, dancers, actors, businesspeople, lawyers- strive to continually improve their game. In order to do this they all have coaches of some sort. They hire life coaches, personal trainers, coaches. They hire their ‘coach’, then decide on what to work on, set a goal, and then begin to work on that goal- together. Coaches are change agents, engineers, they help people in schools build bridges: like relationships and coaches speak many languages---“admin speak” and “teacher speak” Trend in the country hiring executive coaches in schools—

5 Research on Instructional Coaching
With Instructional Coaching Implementation rates rise from 10% to 85% One research study conducted by the University of Kansas Center for Research on Learning evaluated a group of 87 teachers from different schools.  The results of the study indicate that 85% of those teachers who receive ongoing support from instructional coaches implement newly learned instructional methods, a factor that enhances teacher quality. In another study conducted by the same group, research indicates that teachers who do not receive such support implement newly learned strategies at only a rate of 10% (Joyce and Showers, 2002). (a role of coach is to be an advocate for the ”right conditions”) This research indicates that coaching does indeed lead to successful adoption and effective use of proven instructional methods, with one crucial caveat: The right conditions--in the form of administrative support and qualified coaches--must be in place. In schools in which either of these elements is missing, implementation success rates have been low. Research indicates that teachers who are supported by instructional coaches are more likely to implement newly learned instructional strategies (University of Kansas, Center for Research on Learning). This is the original text: Recent Research Indicates That With Classroom Coaching, Implementation rates rise… 85% - 90% University of Kansas Center for Research on Learning

6 When coaching is successful, the person being coached begins to self- monitor personal performance the way their coach had monitored them in the beginning. Coaching is like scaffolding instruction for adults. “How do I scaffold my teaching?” With a focus on improving the learning for all students, instructional coaching will support teachers to deepen their understanding of: CONTENT KNOWLEDGE RESEARCH BASED INSTRUCTIONAL STRATEGIES HOW TO USE A VARIETY OF ASSESSMENTS MONITOR STUDENT ACHIEVEMENT

7 The Case for Coaching Teacher Efficacy Student Achievement
School Culture This is where can mention new teacher evaluation and how the coaching model supports teacher success.

8 Student Achievement Enhancing student achievement
Deeper knowledge of content Varied repertoire of teaching strategies Greater understanding of how students process information Ever improving skills to assess student learning Facilitate student thinking to progressively deeper levels of thinking Relate skills and information to current lives and to a world that is yet to be Teacher collaborative inquiry is a valuable component of a reforming school system that will increase the achievement of its students (Crow and Pounder 1997, Evans-Stout 1998, Goddard, Hoy and Hoy 2000, Smylie, Lazarus and Brownlee-Conyers 1996, Mundry and Styles 2009). Above info was in slide

9 The Set Up The original idea – new Teacher Academy
Agreement of district leadership Funding options Application Process Number of participants and workshop planning Logistics – time, place, agenda, guests, materials, resources 3 Learning sessions Supporting documents application, proposal

10 Ask us a question?

11 Coaches are: Facilitators of meaning-making
Posers of questions and problems Stimulators of higher order thinking Seekers of elaboration of responses Askers before tellers role models A person willing to give away what he or she knows in a non-competitive way A person who recognizes and accepts differences in goals and expectations A person who represents skill, knowledge, virtue, and accomplishment A person who listens and communicates effectively

12 Guiding Questions Why instructional coaching?
What are characteristics, skills, and roles of effective coaches? How do coaches build trusting relationships with those they work with? What are some useful strategies and techniques for coaching visits? create table toppers Slide will be questions… perhaps called Guiding questions

13 Steve Barkley The need for a team
Coach all, start with high performing teachers

14 Adult Relationships in Schools
Parallel Play Adversarial Congenial Collegial Consultant PS teacher ,principal, Harvard Grad School of Education Improving Schools From Within. School Leadership, school improvement from within, the personal and pofessional development of educators Roland Barth, 2005

15 A portrait of trust [Image]One thing we know for sure is that rarely do high levels of performance exist without high levels of trust!   Additionally, the research of Bryk and Schnieder reported in Trust in Schools offers the eye-opening correlate that low achievement always includes low levels of TRUST. And, the standard or expectation begins with us – the school leader.  Megan Tschannen-Moran gives us this definition of trust, “. . . one’s willingness to be vulnerable to another based on the confidence that the other is benevolent, honest, open, reliable, and competent.”  Let’s consider a deeper understanding of the origin and make up of trust.  “trustworthiy” and the other as “trusting.” Complete this sentence by naming three words that are synonymous with being trustworthy. “For me, trustworthiness is the same as being __________, ___________, and ___________.” Perhaps you named synonyms such as dependable, reliable, or one who is able to hold a confidence.  Other possibilities might include responsible, honest, or truthful.    Trusting…Hopeful, believing, and naïve may have come to mind.  This is where the notion of vulnerability expressed in Tschannen-Moran’s definition emerges.  One must have faith, confidence, and even a degree of gullibility to be truly trusting of others. Where these two circles intersect is where TRUST resides.  The goal is to continue to increase this area so that there is more and more overlap.  This happens as equal amounts of trustworthiness and trusting grow within a school or organization.  Almost without fail, educators report that one of these concepts is easier to demonstrate than the other.  Consider this for yourself.  Of “trustworthiness” or “trusting” which is easier for you to do?”  My hunch is that you said what most say;  “trustworthiness” is easier because it’s about greater control and less vulnerability.  There is less risk when being trustworthy over being trusting. The bottom line, however, is regardless of which is easier, both must be evident for high levels of trust to be present.  Knowing this compels us to take the risk to be more vulnerable and to model what we want by trusting others.  What are your strategies for increasing the degree of trust in your school?   ...with your teachers?  with your students? Byrk, A. & Schneider, B. (2002). Trust in schools:  A core resource for improvement. New York: Russell Sage Foundation Pub. What goes into building trusting relationships? Think about what team members might say and do in a meeting where they trusted one another. List different ideas below.

16 Confidentiality pledge

17 Ask us a question?

18 Joellen Killion “Many hands working together weaving a web of support help coaches feel efficacious, effective, and efficient in their work, and most importantly contribute to a culture of professional collaboration that helps students reach academic success.”

19 Student Achievement How do you define “Student Achievement
Work in your group Express you meaning on the material provided Post your definition on a nearby wall

20 What are the characteristics of an effective instructional coach, what do they need to know and be able to do? Setting tone for the day

21 What are the parallels between what this athletic coach does and what an instructional coach does?
Table talk followed by whole group share.  Turn and Talk

22 A common misconception of the coaching role is that it is mainly about conveying information
1970 – a job 1980 A relationship focused on meeting the needs of the new teacher, offer support and encouragement for growth More recently help the new teacher discover and develop their potential Swimming analogy Golfing metaphor specific feedback – mirror watch me Drowning Struggling Olympic Differentiate!! Who do we want to do the thinking Sink or Swim

23 Roles of an Instructional Coach
The roles of an instructional coach focuses on the working relationships between a teacher and the coach in order to increase the teacher’s capacity to: PLAN lessons based on the systematic study of student needs through looking at student data- data analysis THINK about the intentional choices teachers make in the instructional process. REFLECT with the coach on lessons as they implement instructional practices. (ETS) This process is cyclical and is characterized by teachers and coaches working at various levels within this coaching continuum based on STUDENT and STAFF needs.

24 Ten Roles of a Coach Classroom Supporter Resource Provider
Learning Facilitator School Leader Catalyst for Change Learner Resource Provider Data Coach Curriculum Specialist Instructional Specialist Mentor The overarching role of the coach is to build teacher capacity to implement effective instructional practices to improve student learning and performance. But all these roles can be attributed to an instructional coach. To learn more about these roles you may want to look at Taking The Lead by Joellen Killion of the NSDC. Resource Provider… • Assists teachers with materials, tools, information, etc. to support instruction Data Coach: Organizes and analyzes a school’s data • Facilitates data conversations among a school’s faculty • Supports teachers in using data to improve Instruction Curriculum Specialist: The “what” of teaching • Helps teachers use the national, state and district curriculum standards to plan instruction and assessment • Helps teachers use the curriculum to analyze students’ strengths and target areas Instructional Specialist: Is the “how” of teaching • Assists teachers in designing instruction to meet the needs of all students • Shares multiple instructional processes/strategies • Coordinates with other specialists in the school • Helps teachers manage the pacing of instruction (e.g., depth vs. breadth)

25 Ask us a question?

26 Follow up Explain what happened after they were in the field for 8-10 months.

27 Conflict Issue always and from the spring
Conflict drives successful innovation Bob give an example based on science and revolutions 2 worksheets put on this slide and reference Individuals will process the first 5 parts of the worksheet.

28 Dealing with Fierce Conversations
Susan Scott Get book picture and her connection to Learning Forward get picture of the author.

29 Advocacy: The Elevator Pitch
Move to to Article expert groups. Create an “Elevator Pitch” – Advocating for Coaching Consider the 5 points from the article when developing your “Pitch” 11:20 Move the participants to new groups based the article they read. They put the pitch on a sticky poster and when finished place it next to the nearest student achievement poster. An elevator pitch, elevator speech, or elevator statement is a short summary used to quickly and simply define a person, profession, product, service, organization or event and its value proposition.[1] The name "elevator pitch" reflects the idea that it should be possible to deliver the summary in the time span of an elevator ride, or approximately thirty seconds to two minutes.[2][3] The term itself comes from a scenario of an accidental meeting with someone important in the elevator. If the conversation inside the elevator in those few seconds is interesting and value adding, the conversation will continue after the elevator ride or end in exchange of business card or a scheduled meeting.[4] A variety of people, including project managers, salespeople, evangelists, and policy-makers, commonly rehearse and use elevator pitches to get their point across quickly.

30 Leading Up Kathleen will talk to Chris Kirkby
Mention the personal goal of all is to coach people at your own school in the strong growth model rather than novice support coaching.





35 Ask us a question?

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