Instructional Coaching With The End in Mind

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Presentation transcript:

Instructional Coaching With The End in Mind Steve Barkley

Teaching in a Learning Community Teaching is a Public Act Teaching is a Team Sport

School Change Student Achievement Student Behavior Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Change in Student Achievement Source: Model developed by Stephen Barkley 4

What is your definition of student achievement? 5

21st Century Skills Framework Core Subjects Economics English Government Arts History Geography Reading or Language Mathematics Science World Languages Civics 21st Century Themes - Global Awareness - Financial, Economic, Business & Entrepreneurship Literacy - Civic Literacy - Health Literacy

21st Century Partnership

21st Century Skills Framework Core Subjects Economics English Government Arts History Geography Reading or Language Mathematics Science World Languages Civics 21st Century Themes - Global Awareness - Financial, Economic, Business & Entrepreneurship Literacy - Civic Literacy - Health Literacy

21st Century Partnership

Learning and Innovation Skills Learning and innovation skills increasingly are being recognized as those that separate students who are prepared for more and more complex life and work environments in the 21st century, and those who are not. A focus on creativity and critical thinking, communication and collaboration is essential to prepare students for the future.

“As long as the task involved only mechanical skill, bonuses worked as they would be expected: the higher the pay, the better the performance.”

But once the task called for “even rudimentary cognitive skill,” a larger reward “led to poorer performance.”

Tough Choices or Tough Times This is a world in which a very high level of preparation in reading, writing, speaking, mathematics, science, literature, history, and the arts will be an indispensable foundation ……. …comfort with ideas and abstractions is the passport to the good life, in which high levels of education – a very different kind of education than most of us have had – are going to be the only security there is.

Tough Choices or Tough Times …comfort with ideas and abstractions is the passport to the good life, in which high levels of education – a very different kind of education than most of us have had – are going to be the only security there is.

Are we ready for this student?

STUDENT ACHIEVEMENT GOALS ACADEMICS - knowledge and skills to be successful in school and life. LIFE SKILLS - aptitude, attitude and skills to lead responsible, fulfilling and respectful lives. RESPONSIBILITY TO THE COMMUNITY - attributes that contribute to an effective and productive community and the common good of all.

School Change Student Achievement Student Behavior Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Change in Student Achievement Source: Model developed by Stephen Barkley 22

Student Behaviors What student behaviors need to be initiated or increased to gain the desired student achievement? 23

Student Behaviors Reading as choice Writing Finding problem to solve Researching Asking questions Following a passion Persevering/Effort Working independently and collaboratively Taking risks in learning Using technology to research and produce Adapting to change

Teacher Behaviors What teacher behaviors are most likely to generate these student behaviors?

Teacher Behaviors Teach the desired student behavior. Model the desired student behavior.

= Success The Formula… Manageable Task Effort x Ability 4 5 - 9 1 + 2 7 8 3 6 5 = 1

Teacher Relationships What changes need to occur in how teachers work with each other to support the needed teacher behaviors?

Teacher Relationships Parallel Play Adversarial Relationships Congenial Relationships Collegial Relationships Roland S. Barth Relationships Within the Schoolhouse ASCD 2006

Franchise Team Individual My Work Shared responsibility for student My Time Shared responsibility for student achievement Design together Implement individually Modify Individual Behavior, Consensus on implementation Helping each other

School Change Student Achievement Student Behavior Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Change in Student Achievement Source: Model developed by Stephen Barkley 31

Leader Behaviors What leadership behaviors are needed to support the desired staff, teacher, parent, and student behaviors?

Instructional Coaching EVALUATION Outside Criteria MENTORING SUPERVISION PEER COACHING Teacher’s Choice

Coaching Beliefs Everyone working in the school should be observed once a week and receive feedback. The most skilled and professional educators should be coached the most.

Celebrate Gain Options Practice Consciously

Gordon’s Skill Development Ladder The Art of Teaching Unconsciously Talented Unconsciously Skilled Consciously Skilled Consciously Unskilled Explain how new learning goes into dip…….. Skip ahead to backwards slide Unconsciously Unskilled Gordon’s (1974) Skill Development Ladder

Learning Dip

Changes Needed to Improve Student Achievement 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? L E A D R S H I P T F O N C s / G U V M YOU 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? 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 are the behaviors/practices of school leadership that are necessary to initiate, motivate, and support these changes? How do you see your role in the changing behaviors of students, teachers, teacher leaders, and administrator?

Pre-observation Conference Observation Post-observation Conference

Barth: By collegiality I mean four things One, teachers talking with one another about the work they do -- talking in faculty meetings, in hallways, in classrooms, at the dinner table about practice. Second, sharing that craft knowledge, shouting it from the mountaintop, and honoring it when someone else is sharing it.

Third, making our practice mutually visible Third, making our practice mutually visible. That is, you come into my classroom and watch me teach seventh-grade biology and I come into your classroom and watch you teach ninth-grade geometry, and, afterward, we talk about what we are doing and why, and what we can learn from each other. Above all, collegiality means rooting for the success of one another. If every adult in the school is rooting for you, when the alarm clock rings at six a.m., you jump out of bed to go to that school.