Johnston Co, IA Dec 12, 2013

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Instructional Coaching With The End in Mind:

Instructional Coaching With The End in Mind Steve Barkley

Teaching in a Learning Community:

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

School Change:

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

Student Achievement:

Student Achievement What is your definition of student achievement?

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

21st Century Partnership:

21 st Century Partnership

Learning and Innovation Skills:

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 21 st century, and those who are not. A focus on creativity and critical thinking, communication and collaboration is essential to prepare students for the future.

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9 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:

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.

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Are we ready for this student ?

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12 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:

School Change Source: Model developed by Stephen Barkley 13 Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement

Student Behaviors:

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

Student Behaviors:

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:

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

Teacher Behaviors:

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

The Formula…:

Effort x Ability Manageable Task 18 = Success The Formula… 1 2 4 3 1 5 8 6 9 7 5 + = -

Teacher Relationships:

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

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

School Change:

School Change Source: Model developed by Stephen Barkley 21 Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement

Leader Behaviors:

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

Changes Needed to Improve Student Achievement:

Changes Needed to Improve Student Achievement 23 How do you see your role in the changing behaviors of students, teachers, teacher leaders, and administrator? L E A D E R S H I P S T A F F R E L A T I O N S H I P S T E A C H E R s / P A R E N T S C H A N G E S I N S T U D E N T S S T U D E N T A C H I E V E M E N T YOU What are the behaviors/practices of school leadership that are necessary to initiate, motivate, and support these changes? 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 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? 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?

Big Idea A Focus on Results:

Big Idea A Focus on Results Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. ( DuFour )

Defining Student Achievement:

Defining Student Achievement End of P rogram Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive

Initial Program Assessment:

Initial Program Assessment Pre Program Standards Assessment 6 4 Advanced 30 3 Proficient 10 2 Basic 2 1 Intensive End of Program Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive

Initial Program Assessment:

Initial Program Assessment Pre Program Standards Assessment 6 4 Advanced 30 3 Proficient 10 2 Basic 2 1 Intensive End of Program Standards 15 4 Advanced 30 3 Proficient 3 2 Basic 0 1 Intensive

What Assessments Along the Way?:

What Assessments Along the Way? October February April

Looking at Assessments:

Looking at Assessments How did the assessment inform your students? How did the assessment inform you? What questions did the assessment raise for you? What are you going to be doing because of the assessment results?

Big Idea Ensuring That Students Learn :

Big Idea Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift– from a focus on teaching to a focus on learning– has profound implications for schools. ( DuFour )

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Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented

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Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex

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Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex

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Teachers Must Study Learning and Student Work Observe Think Experiment Create Standards Standards

Student Behaviors:

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

Teacher Behaviors:

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

Big Idea A Culture of Collaboration:

Big Idea A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. ( DuFour )

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

Instructional Coaching:

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

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40 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. Coaching Beliefs

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41 Celebrate Gain Options Practice Consciously

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42 Unconsciously Talented Unconsciously Unskilled Consciously Unskilled Consciously Skilled Unconsciously Skilled Gordon’s (1974) Skill Development Ladder Gordon’s Skill Development Ladder The Art of Teaching

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43 Learning Dip

Trusting the Roles:

Trusting the Roles Teacher Coach Administrator

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no communication between coach and admin admin talks to coach... No coach to admin Coach shares good news Full…open sharing Trusting the Roles Teacher Coach Administrator

LISTENING TEST:

LISTENING TEST You believe that . . . . . . . . . . . My focus is . . . . . . . . . . . . . . . I should notice . . . . . . . . . . . .

Heavy Coaching Joellen Killion Learning Forward:

Heavy Coaching Joellen Killion Learning Forward Presented by Steve Barkley

PowerPoint Presentation:

Coaching Light Coaching light occurs when coaches want to build and maintain relationships more than they want to improve teaching and learning. From this perspective, coaches may act to increase their perceived value to teachers by providing resources and avoiding challenging conversations. They may provide demonstration lessons, share curriculum materials, or facilitate learning without holding an expectation that teachers apply the learning in their classrooms.

Coaching Heavy:

Coaching Heavy From a teacher’s perspective, coaching heavy feels heavy — in the sense of the weight of collective responsibility and commitment each teacher devotes to the success of every student . Coaching heavy causes them to feel on edge , questioning their actions and decisions. This does not mean that teachers feel fear, anxiety, or dread. Rather, teachers feel a heightened sense of professionalism, excitement, increased efficacy, and satisfaction with teaching.

Do you coach ‘Heavy’ or ‘Light’?:

Do you coach ‘Heavy’ or ‘Light’? Use the survey to record your activity over the coming months.

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