Presentation on theme: "How Peer Coaching Helps Teachers Implement GATE Strategies and the SCGM Susan Winebrenner, M.S. www.susanwinebrenner.com ITAG Conference 2013 760.510.0066."— Presentation transcript:
1How Peer Coaching Helps Teachers Implement GATE Strategies and the SCGM Susan Winebrenner, M.S.ITAG Conference 2013
2Peer Coaching:Ensures long term implementation of strategies learned from PD eventsAllows teachers to utilize each other’s expertise to solve problems or challengesCan give teachers the confidence to volunteer for gifted cluster classesFits in perfectly with PLC agendas
3What does the research show? If your school wants teachers to implement and continue to use methods they have learned in professional development experiences, create an on-going collegial peer coaching program at your building. Peers helping peers learn about and implement new methods are much more effective than speakers or full-time mentors.The peer partners can be at the same level of expertise and can still help each other toward ongoing implementation. They can be at different grade levels or on different teams, but the method is still highly effective. This study has been ongoing for more than 25 years and continues to demonstrate the same amazing results.
4Showers and Joyce, ASCD 2002: Effects of Peer Coaching on Student Achievement (slight variation in different study years)TYPE OF PDONE WEEK LATERONE MONTH LATERTHREE MONTHS LATERLecture Only10%8%3%Lecture with demonstrations30%20%Lecture with audience participation and practice65%60%5%Lecture with audience practice and on-site collegial peer coaching90+ %90+%GUESS!!!
5Carol Dweck’s Research Mindset by Carol Dweck, Random House, 2006.Explains the differences between people who welcome challenges and thosewho avoid them.“How Not to Talk to Your Kids” by Po Bronson. Free atExplains how adults’ words and actions influence how the degree to whichchildren learn to welcome challenging opportunities throughout their lives.Summarizes Dweck’s work as well.
6Easy success = underestimation of one’s own abilities Easy success makes kids adopt lower standards and self-expectations and try to guarantee that all appears effortless.When adults praise outcomes that were created by little or no effort, verbally, with high grades, or awards, children continue to seek that praise instead of taking risks by being willing to work hard.Giving kids the “smart” label may actually be contributing to their underachievement; if not presently, then later in life. Teaching them the value of hard work supports lifetime achievementAll students should make at least one year’s academic growth for every year they spend in school.James
7Leading a Book Study Group Volunteers only – teachers may come in and go out as they pleaseMeet at least monthly – take turns providing food and chocolateUse the Book Study Leader’s Guide from Multimedia packageConcentrate on one strategy with one subject area at a timeAdd other strategies only when teachers indicate they are read- even then teachers can choose which to work on
8Study Group Meeting Format SHARE feedback from members regarding their use of strategies included in previous meetings. Encourage group members to solve each other’s challenges.STUDY the new topic to be introduced at this meeting. Examine available Extension Menus.WATCH any videos that document classroom demonstrations of the target strategies
9What’s next?Collegial Peer Coaching should either accompany or follow Book Study Groups to ensure ongoing implementation of learned strategies.
10Format - continuedDISCUSS the targeted strategy. Show group where supporting material may be found.CONNECT the content from the meeting to application to required standards. Allow time for teachers to meet in grade level or subject specialty groups during this meeting to coach each other to implementation.From the Professional Development Multimedia Package that supports “Teaching Gifted Kids in Today’s Classroom, 3rd edition, 2012, freespirit.com. Used with permission
11Stages of Collegial Peer Coaching(CPC) Stage One:Partners meet to decide what will be observed and design the observation toolObservation is confined to the effects of the lesson ON STUDENTSVisitor LEAVES completed observation tool in demonstrating teacher’s classroomPartners trade roles and do a second observationThere is no formal post observation discussion
12Stages of Peer Coaching -CPC Stage Two:Same as Stage One except a post observation discussion may be scheduled atthe invitation of the teacher being observed.Purpose of meeting is to discuss the data observedThere are no judgments or advice asked for or given
13Stages of Peer Coaching-CPC Stage Three:Same as Stage Two except the person being observed may ask for one suggestion for improvement the next time the same lesson or technique is used
14Compatibility of peer coaching with other programs Complements RTI and gives teachers tools for the top part of the RTI triangle.Gives structure and ownership to PLC groupsEnhances efforts to create consistency between teachers to deliver programs with “fidelity”Ends the typical isolation of teachers
15Peer Coaching and Cluster Grouping – A Perfect Duo The Schoolwide Cluster Grouping Model (SCGM)A much needed paradigm shift in the delivery of gifted education services in times of lean budgets and with the outcomes of improved services for all categories of gifted students including:Twice ExceptionalPrimary ageCulturally and Linguistically DiverseUnderachievers and Non-productive studentsStudents who go “under cover” to fit inThe Cluster Grouping Handbook. freespirit.com
16SCGM Suggested classroom composition 30studentsin 3 classesGiftedHigh AverageAverageLow AverageFar Below AverageA612BCFrom The Cluster Grouping Handbook, freespirit.com. For classroom placement variations, see the article on Cluster Grouping by Dina Brulles and Susan Winebrenner in Gifted Child Today, Fall, 2011
17What are some advantages of cluster grouping? Grouping all gifted children into cluster classes provides social, emotional, and academic advantages to students.Teachers can focus instruction because they have a slightly narrower range of achievement levels in their classes.Achievement rises at grade levels that use clustering.Schools provide full-time gifted services with little additional costs.Parents keep their gifted children in their home schools.
18What are potential challenges of cluster grouping? Parental pressure to place children who have not been identified as gifted into the gifted cluster classroomPlacing students when enrolling during the school yearChallenging highly gifted students in more mixed-ability classes.Monitoring that consistent compacting and differentiation is taking place in gifted cluster classes.
19The SCGM: Achievement Implications Narrowed range of abilities allows for more focused instructionTeachers learn strategies for advanced ability learnersthey can use for all students, not just the gifted studentsOn-going assessment of students’ strengths and needs ensures continual progressGifted students are more likely to receive advanced instruction and extended learning opportunitiesNot all student are working on the same material at the same timeHigher expectations for all students!BONUS: Parents of gifted children allow their children to continue to attend their home school.*This requires first creating a gifted student data base.19
20Gifted Identification Case StudyGlendale, AZGifted IdentificationContact Dr Dina Brulles -
21Academic Effects of Clustering and Non-Clustering Gifted Students in Mathematics
22Glendale, AZNumbers of gifted population depicted by ethnic representation ofWhite and Hispanic gifted student populations between
23SCGM Research Results Glendale AZ 2009 Student TypeNumber(n)Pre-Test ScoresPost-Test Scores% of ChangeGifted Cluster554638534.9%NG in Gifted Cluster535567635.7%NG in NC2627405742.5%ELL Gifted Cluster2508433.3%ELL NG in GC249557332.7%ELL NG in NC15043946.2%Non Ell in GC304NonELL in NG Cluster2867836.8%Non ELL Non Gifted in Non Cluster1123NonELL in NG Cluster2865778
24SCGM Research Results (2) Student TypeNumber(n)Pretest ScoresPosttest Scores% Of ChangeGrade LevelGrade 27270.1592.2931.56Grade 314364.0487.7637.04Grade 410259.4883.6340.60Grade 57565.5284.0328.25Grade 66063.5083.0730.82Grade 73561.4679.3429.09Grade 86757.2577.3335.07
25SCGM Totals (3) Student Type Number Pre-test Post-test % of Change African American3264.0686.0634.34Hispanic30061.9884.0235.56Caucasian17363.9485.1533.17Asian4069.3087.4826.23Native American956,7886.5652.45ELL25063.0284.3833.89Non-ELL30463.2685.1234.56Female27063.7984.9933.23Male28462.5584.5935.24
26Administrators’ Perspective Is there evidence of:Yearly academic growth?Pre-testing?Flexible grouping?Compacting curriculum?Differentiated learning?Student directed learning?Small & large group instruction?Using Data and the Administrator Observation Form
27ADMINISTRATOR OBSERVATION FORM These topics can become the subjects of PD meetings
28Topics for PLC or Book Study Meetings Characteristics of gifted learnersNomination & ID proceduresCompacting and Differentiation strategiesFlexible grouping strategiesCreating tiered assignmentsCurriculum compacting and DifferentiationIndependent StudyCluster Grouping benefits and challengesCommunication with ParentsAdd your own
30Achievement implications of The SCGM: Narrowed range of abilities allows for more focused instructionOn-going assessment of students’ strengths and need ensures continual progressTeachers learn strategies for advanced ability learners they can use for all students, not just the gifted studentsGifted ELL students are more likely to receive advanced instruction and extended learning opportunitiesHigher expectations for all students
31What are potential challenges of cluster grouping? Parental pressure to place children who have not been identified as gifted into the gifted cluster classroomPlacing students when enrolling during the school yearChallenging highly gifted students in more mixed-ability classes.Monitoring that consistent compacting and differentiation is taking place in gifted cluster classes.
32In summary…For student and teacher accountability, fidelity to adopted program goals and expected outcomes is essential.This includes training for teachers on how to consistently compact and differentiate the adopted curriculum for both learners who struggle and learners who are advanced.These outcomes are much more likely to occur when Collegial Peer Coaching is included in PD programs
33Stages of Peer Coaching Stage One:Partners meet to decide what will be observed and design the observation toolObservation is confined to the effects of the lesson ON STUDENTSVisitor LEAVES completed observation tool in demonstrating teacher’s classroomPartners trade roles and do a second observationThere is no formal post observation discussion
34Stages of Peer Coaching Stage Two:Same as Stage One except a post observation discussion may be scheduled atthe invitation of the teacher being observed.Purpose of meeting is to discuss the data observedThere are no judgments or advice asked for or given
35Stages of Peer Coaching Stage Three:Same as Stage Two except the person being observed may ask for one suggestion for improvement the next time the same lesson or technique is used