ECIS Nov 2014 pre-conf Day 1

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

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

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

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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

School Change:

School Change Source: Model developed by Stephen Barkley 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?

Instructional Coaching:

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

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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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Celebrate Gain Options Practice Consciously

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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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Learning Dip

Changes Needed to Improve Student Achievement:

Changes Needed to Improve Student Achievement 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?

Trusting the Roles:

Trusting the Roles Teacher Coach Administrator

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

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Pre-observation Conference Observation Post-observation Conference

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The Environmental Influences

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OPEN ENVIRONMENT Uncover Thinking Opinions Problem Solving Creativity Critical Thinking Discussion Emotions/Feeling Counseling

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CLOSED ENVIRONMENT Right/Wrong One Way Sequence Skills Test Control Authority Quick Fix

The Environmental Influences:

The Environmental Influences Right/Wrong One Way Sequence Skills Test Control Authority Quick Fix Uncover Thinking Opinions Problem Solving Creativity Critical Thinking Discussion Emotions/Feeling Counseling

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

Confirmatory Paraphrase:

Confirmatory Paraphrase Fact Attitude/Feeling Intention Commitment

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Coach: That was a difficult lesson Coachee : It’s frustrating to put so much time into planning a lesson and then not have it go well.

PRACTICE:

PRACTICE Teacher : My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.

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Teacher: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it. Fact You have not been able to get many of the students to work outside of class.

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Teacher: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it. Feeling You are worried that presenting information in class won’t get the student achievement that you want.

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Teacher: My students won’t read an assign- ment so I don’t see how I can do anything other than present information in class hoping they will remember some of it. Attitude If students read outside of class you would teach very differently. You want to find a way to get them to read outside of class.

Gripes to Goals:

Gripes to Goals

Gripes to Goals:

Gripes to Goals Too many students don’t care about their grades…there is no way to motivate them to work. Failing them isn’t a threat.

Gripes to Goals:

Gripes to Goals Too many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat. You have a strong desire for your students to do well. Grades just don’t seem to be it. You see a need to find a different way to motivate your students.

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Approval H.I.P. Personalize Cite the Specifics

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Making Suggestions Phrase Positively Clear and Specific Congruent Pay-off

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Payoff Cost

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Approval H.I.P. Personalize Cite the Specifics

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Observation Form

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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.

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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.

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