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
3 Working to see change happen Coaching AcademyBob PriceKathleenName the towns you are from, show of hands to see who is from each placeWe will intro ourslevesWorking to seechange happen
4 Why Coaching? Essential Question BEGIN RESEARCH – make analogy to the video of SinekSmall groups, and reflecting on the video etc… own beliefs and experiences –get with your “ coach name ”re question , reflectPatty 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 CoachingImplementation 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 KNOWLEDGERESEARCH BASED INSTRUCTIONAL STRATEGIES HOW TO USE A VARIETY OF ASSESSMENTS MONITOR STUDENT ACHIEVEMENT
7 The Case for Coaching Teacher Efficacy Student Achievement School CultureThis is where can mention new teacher evaluation and how the coaching model supports teacher success.
8 Student Achievement Enhancing student achievement Deeper knowledge of contentVaried repertoire of teaching strategiesGreater understanding of how students process informationEver improving skills to assess student learningFacilitate student thinking to progressively deeper levels of thinkingRelate skills and information to current lives and to a world that is yet to beTeacher 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 leadershipFunding optionsApplication ProcessNumber of participants and workshop planningLogistics – time, place, agenda, guests, materials, resources3 Learning sessionsSupporting documents application, proposal
11 Coaches are: Facilitators of meaning-making Posers of questions and problemsStimulators of higher order thinkingSeekers of elaboration of responsesAskers before tellersrole modelsA person willing to give away what he or she knows in a non-competitive wayA person who recognizes and accepts differences in goals and expectationsA person who represents skill, knowledge, virtue, and accomplishmentA 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 toppersSlide 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 PlayAdversarialCongenialCollegialConsultant PS teacher ,principal, Harvard Grad School of EducationImproving Schools From Within. School Leadership, school improvement from within, the personal and pofessional development of educatorsRoland 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 anddo in a meeting where they trusted one another. Listdifferent ideas below.
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 groupExpress you meaning on the material providedPost 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 job1980 A relationship focused on meeting the needs of the new teacher, offer support and encouragement for growthMore recently help the new teacher discover and develop their potentialSwimming analogy Golfing metaphor specific feedback – mirror watch meDrowningStrugglingOlympic Differentiate!! Who do we want to do the thinkingSink 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 analysisTHINK 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 FacilitatorSchool LeaderCatalyst for ChangeLearnerResource ProviderData CoachCurriculum SpecialistInstructional SpecialistMentorThe 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 instructionData Coach: Organizes and analyzes a school’s data• Facilitates data conversations among a school’s faculty• Supports teachers in using data to improve InstructionCurriculum 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 areasInstructional 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)
26 Follow upExplain 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 revolutions2 worksheets put on this slide and referenceIndividuals will process the first 5 parts of the worksheet.
28 Dealing with Fierce Conversations Susan ScottGet 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 CoachingConsider the 5 points from the article when developing your “Pitch”11:20Move 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.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. 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.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.