ECIS Nov 2014 pre-conf Day 2

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Instructional Coaching With The End in Mind:

Instructional Coaching With The End in Mind Steve Barkley

Select a desired student outcome for achievement ____________________:

Select a desired student outcome for achievement ____________________ What student behaviors are critical for students to reach this outcome? What teacher behaviors are most likely to create these desired student behaviors?

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Analysis Identify classrooms in your school that are closest to full implementation of your vision for learning. Describe in detail the observable student behaviors. Describe in detail the observable teacher behaviors.

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Analysis Identify classrooms in your school that must change the most to reach full implementation of your vision for learning. Describe in detail the observable student behaviors. Describe in detail the observable teacher behaviors.

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Appraise Consider one area of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum. 1 2 3 4 5 6 7 8 9 10 11 12 Most Full Change Implementation Needed

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Evaluation/Appraisal Select one skill set that you believe is most important. __________________ Rank teachers according to this system: Unwilling Unaware Getting Ready Started Developing

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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

Instructional Coaching:

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

Heavy Coaching Joellen Killion Learning Forward:

Heavy Coaching Joellen Killion Learning Forward Steve Barkley

Coaching Light:

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.

Heavy Coaching:

Heavy Coaching Being accepted gives me more leverage to work with teachers. Working on being accepted may delay conversations on what matters most – teaching and learning.

Heavy Coaching:

Heavy Coaching Being viewed as credible is essential to being a coach. Credibility emerges from the alignment between one’s actions and one’s words. Acting on what matters immediately builds credibility.

Heavy Coaching:

Heavy Coaching Saying that a coach’s role is to support teachers misleads teachers. A coach’s primary responsibility is to improve student learning. The work of coaches is to support teachers.

Heavy Coaching:

Heavy Coaching Teachers are resistant to change. As professionals, teachers seek continuous improvement. Teachers are motivated to change when they see proven results in terms of student success. When that success can be evident in their own classrooms, they become change enthusiasts.

Heavy Coaching:

Heavy Coaching Coaches can’t afford not to impose on what teachers believe and how that impacts their actions. Their work is too important and without conversations about beliefs, deep change is unlikely. Coaches can’t impose on teachers since they have no supervisory responsibilities.

Heavy Coaching:

Heavy Coaching Helping teachers to know about or learn how to implement new instructional strategies is a coach’s primary responsibility. A coach’s primary responsibility is student learning often mediated by teachers’ application of effective practices rather than knowing about or knowing how to use those practices.

Heavy Coaching:

Heavy Coaching Coaches are not responsible for what teachers do. Coaches are responsible for helping teachers explore the beliefs that drive their actions. In dialogue, through reflective questioning, and by presenting data, coaches can influence what a teacher thinks and does.

WHERE I STAND…………:

WHERE I STAND………… 0 25 50 75 100

Teacher Expectations:

Teacher Expectations 674 studies confirmed that teacher expectations do have a powerful effect on student achievement. John Hattie (2009)

Teacher Expectations:

Teacher Expectations 674 studies confirmed that teacher expectations do have a powerful effect on student achievement. John Hattie (2009) What does where you stand require a teacher to do?

Teacher Mindset:

Teacher Mindset Great teachers have a growth mind-set…. They view achievement not as innate, but rather as changeable --- the result of hard work. G reat teachers believe in growth of intellect and talent and are fascinated with the process of learning. ( Dweck 2006)

Teacher Mindset:

Teacher Mindset Great teachers have a growth mind-set…. They view achievement not as innate, but rather as changeable – the result of hard work. G reat teachers believe in growth of intellect and talent and are fascinated with the process of learning. ( Dweck 2006) What teacher actions and behaviors are driven by this belief?

Expectations/Relationships Kleinfield (1972) :

Expectations/Relationships Kleinfield (1972)

Where do you stand………:

Where do you stand……… Quality of Effective Teachers: Setting high expectations while nurturing student growth. (one of the strongest correlates of teacher effectiveness is student-teacher relationships)

Where do you stand………:

Where do you stand……… Quality of Effective Teachers: Setting high expectations while nurturing student growth. (one of the strongest correlates of teacher effectiveness is student-teacher relationships) What does high expectations with nurturing relationships look and sound like at your grade level?

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INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship IDEA Ideas Goals Options Changes Ways Possibilities Opportunities ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create Questions for Life Cue Words PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics

Facilitating:

Facilitating F Leads to Action Spark

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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

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

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INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship IDEA Ideas Goals Options Changes Ways Possibilities Opportunities ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create Questions for Life Cue Words PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics

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ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar Questions for Life PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics Row 1: Gathering Information

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INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique Questions for Life Row 2: Working with Information

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IDEA Ideas Goals Options Changes Ways Possibilities Opportunities PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create Questions for Life Row 3: Taking Action

Questions for Life:

Questions for Life G Perceptions Generalizations Induction

Questions for Life:

Questions for Life G Perceptions Generalizations Perception Perceptions Perceptions Analysis

Questions for Life:

Questions for Life Perception Perception Same/Different

Questions for Life:

Questions for Life 42 Friends A B

Questions for Life:

Questions for Life G G Generalization Generalizations Induction Insight G G

Questions for Life:

Questions for Life Appraisal / Evaluation (Same/Different)

Questions for Life:

Questions for Life 3 2 1 Summary Process 1. Gather Perceptions G G 2. Analysis ( Mindmap ) 3. Appraisal 1,2,3, etc. (Rank) 4. Summary

Questions for Life:

Questions for Life Evaluation Do you believe a difference is possible? (Why/Why not?)

Questions for Life:

Questions for Life The Creative Process Collection Incubation Illumination Verification

Questions for Life:

Questions for Life Prediction + -

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INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship IDEA Ideas Goals Options Changes Ways Possibilities Opportunities ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create Questions for Life Cue Words PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics

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Questions for Life Listen as Steve thinks through the questions he might use.. http :// blogs.plsweb.com/2008/03/using-questions-in-coaching-conferences.html March 16, 2008 A fifth grade teacher tells you that she believes reading aloud is an important component of reading workshop time, but she doesn’t use it often because the students don’t listen during the reading. They fidget and are seldom able to respond to questions she asks.

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Resistances Overlap Emotions Intellect Pride Support Empathy Approval

APPROVAL:

APPROVAL Indicate approval Personalize Cite the specifics

I can’t deal with all the different levels of students in my class:

You believe that it is important to differentiate your instruction . You’d like to know ways to increase your differentiation . Your willingness to learn to extend your students’ success is a true sign of professionalism. I can’t deal with all the different levels of students in my class

EMPATHY:

EMPATHY Accept feeling and emotion Refocus….Past or future success Alternative Direction

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.:

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. Teaching students with a history of low performance is worrisome. Their success can be extremely uplifting and fulfillin g.

SUPPORTING STATEMENT:

SUPPORTING STATEMENT Unqualified Totally agree Qualified Agree with limits Support for something else Disagree/private Accept Reinforce Accept part Give limits Accept right to opinion Support something else

Our principal expects too much…:

Our principal expects too much… Unqualified Totally agree Qualified Agree with limits Support for something else Disagree/private You are right. We won’t ever meet that standard. The principal’s expectations are very high. I believe we can improve. The principal is a dreamer. I believe the dream of our students being successful is very important .

Practice Supporting Statement:

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

Supporting Statement:

Supporting Statement Too many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat. Many student are not motivated by grades. Have you ever had a student who worked hard and did well and wasn’t interested in the grade?

KEY ELEMENTS:

KEY ELEMENTS Knowledge Model Practice Observation with feedback Ongoing coaching

KNOWLEDGE:

KNOWLEDGE Why Research Formal and Informal How to Complex to Simple

MODEL:

MODEL Skills Environment

PRACTICE:

PRACTICE Safe Environment Feedback Twenty to thirty repetitions over an eight- to ten-week period.

Two Opportunities for Observation with Feedback:

Two Opportunities for Observation with Feedback Practice Environment: ex. Workshops Classroom Situations: ex. Coaching

Joyce/Showers Research:

Joyce/Showers Research Training Components and Attainment of Outcomes in Terms of Percent of Participants Components Study of Theory Demonstrations Practice Peer Coaching Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3 rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development Knowledge (thorough) 10 30 60 95 Skill (strong) 5 20 60 95 Transfer (executive implementation) 0 0 5 95 — OUTCOMES —

Steve Barkley Ponders Out Loud:

Steve Barkley Ponders Out Loud BarkleyPD.com

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