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Quality Teaching in a Culture of Coaching : 

Quality Teaching in a Culture of Coaching

Slide 2: 

Stephen G. Barkley Executive Vice President Performance Learning Systems 6227 Lower Mountain Road New Hope, PA 888.424.9700 sbarkley@plsweb.com www.plsweb.com blogs.plsweb.com twitter.com/stevebarkley

Student Achievement : 

Student Achievement What is the definition of student achievement that drives your work?

Tough Choices or Tough Times : 

Tough Choices or Tough Times Those countries that produce the most important new products……………………….depend on a deep vain of creativity that is constantly renewing itself, and on a myriad of people who can imagine how people can use things that have never been available before, create ingenious marketing and sales campaigns, write books, build furniture, make movies and imagine…………..

Tough Choices or Tough Times : 

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.

Slide 6: 

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.

Student Changes : 

Student Changes What student behaviors, choices, effort, and performance are precursors to the student achievement that you seek?

Teacher Changes : 

Teacher Changes WHAT CHANGES MUST OCCUR IN INDIVIDUAL STAFF/TEACHER PRACTICES TO GENERATE THE CHANGES WE SEEK IN STUDENTS?

Staff Relationships : 

Staff Relationships ARE THERE CHANGES THAT NEED TO OCCUR IN THE WAY THAT STAFF MEMBERS WORK WITH EACH OTHER (STAFF RELATIONSHIPS) IN ORDER FOR THE DESIRED INDIVIDUAL STAFF MEMBER CHANGES TO OCCUR? IF SO, DESCRIBE.

Teacher Relationships : 

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

Slide 11: 

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.

Barth : 

Barth 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

Coaching Beliefspage 18 : 

Coaching Beliefspage 18 1) Everyone working in the school should be observed once a week and receive feedback. 2) The most skilled and professional educators should be coached the most.

Peer Coachingpage 24 : 

Peer Coachingpage 24 EVALUATION Outside Criteria SUPERVISION MENTORING PEER COACHING Teacher’s Choice

page 14 : 

page 14 Practice Consciously Gain Options Celebrate

Gordon’s SkillDevelopment LadderThe Art of Teachingpage 42 : 

Unconsciously Talented Unconsciously Unskilled Consciously Unskilled Consciously Skilled Unconsciously Skilled Gordon’s (1974) Skill Development Ladder Gordon’s SkillDevelopment LadderThe Art of Teachingpage 42

Learning Dippg45 : 

Learning Dippg45

Trusting the Roles : 

Trusting the Roles Teacher Administrator Coach

Slide 20: 

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

Slide 21: 

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 students behaviors. Describe in detail the observable teacher behaviors.

Slide 22: 

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

Slide 23: 

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

Slide 24: 

What’s needed? Who provides it? EVALUATION Outside Criteria SUPERVISION MENTORING PEER COACHING Teacher’s Choice

The Environment Influencespage 57 : 

The Environment Influencespage 57

CLOSED ENVIRONMENT : 

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

OPEN ENVIRONMENT : 

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

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

Slide 30: 

page 88

LISTENING TESTpage 93 : 

LISTENING TESTpage 93 You believe that . . . . . . . . . . . My focus is . . . . . . . . . . . . . . . I should notice . . . . . . . . . . . . .

Observation Form : 

Observation Form

Making Suggestions : 

Making Suggestions Phrase Positively Clear and Specific Congruent Pay-off

page 133 : 

page 133 Payoff Cost

Approvalpage 135 : 

Approvalpage 135 H.I.P. Personalize Cite the Specifics

Observation Form : 

Observation Form

Slide 38: 

How Administrators Support Peer Coaching Technical Coaching Staff Development Collegial Coaching Relationships Challenge Coaching Solutions & Opportunities Robert J. Garmston (1987)