Region 10 Feb 16 2016 Admin IC

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Administrators Instructional Coaching :

Administrators Instructional Coaching Steve Barkley February 2016

Administrators Instructional Coaching :

Administrators Instructional Coaching There is an increasing focus on school administrators’ capacity to build teacher effectiveness. Using backwards planning, Steve Barkley shifts the process of teaching practices, coaching, and professional staff development toward student success in significant and comprehensive ways. He provides guidance and insight into specific coaching skills, questioning strategies, and ways for principals and other administrators to provide feedback that will make effective instructional improvements. Spend this session identifying, observing, and practicing coaching skills.

The School Principal as Leader: Guiding Schools to Better Teaching and Learning:

The School Principal as Leader: Guiding Schools to Better Teaching and Learning Shaping a vision of academic success for all students Creating a climate hospitable to education Cultivating leadership in others Improving instruction Managing people, data, and processes to foster school improvement (Wallace Foundation)

Improving Instruction:

Improving Instruction Belief – every teacher can learn and grow Learning-focused principals are intent on helping teachers improve their practice either directly or with the aid of other leaders

School Change:

School Change Source: Model developed by Stephen Barkley 5 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?

Teacher Behaviors:

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

Teacher Behaviors :

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

Slide9:

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.

Slide10:

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.

Slide11:

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

Slide12:

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

Slide13:

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

Slide15:

Pre-observation Conference Observation Post-observation Conference

Slide16:

The Environmental Influences

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

Slide19:

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

The Feedback Process: Transforming Feedback for Professional Learning:

The Feedback Process: Transforming Feedback for Professional Learning Feedback is a process that engages the learner in review, analysis, reflection, and planning of future action. When learners actively engage in constructing feedback rather than passively receiving feedback, they are far more likely to own the information generated and to take responsibility for future actions. (pg22) Joellen Killion

What feedback do teachers need? Who provides it?:

What feedback do teachers need? Who provides it?

Slide22:

Making Suggestions Phrase Positively Clear and Specific Congruent Pay-off

Slide23:

Payoff Cost

Assessment of leadership effectiveness in communicating values should include the following questions::

Assessment of leadership effectiveness in communicating values should include the following questions: 1 . What do leaders plan for? 2. What do leaders monitor? 3. What do leaders model? 4. What do leaders reinforce through recognition and celebration? 5. What behaviors are leaders willing to confront ? http:// www.mdk12.org/process/leading/principals_role.html

Sequence of Change:

Sequence of Change Leaders’ and coaches’ conversations change Teachers’ conversations change Teachers’ behaviors and actions change Students experiences change Students attitudes, beliefs, and learning behaviors change Results…………… student achievement

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