Douglas Co Def REf Role of Coach July 25, 2017

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Defining and Refining Your Role as a Coach:

Defining and Refining Your Role as a Coach D Steve Barkley July 2017

Defining and Refining Your Role as a Coach:

Defining and Refining Your Role as a Coach Exploring the key reflections, steps, systems, and mindsets to tackle as you define and refine who you are as a coach and how that translates into your work as a coach.

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

Where do you want the Instructional Coach to focus?:

Where do you want the Instructional Coach to focus? 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?

Instructional Coaching:

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

Trusting the Roles:

Trusting the Roles Teacher Coach Administrator

Trusting the Roles:

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

Slide8:

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

Slide9:

Celebrate Gain Options Practice Consciously

Slide10:

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

Slide11:

Later Now The coach is a cheerleader during this difficult time. Learning Dip

Slide12:

Pre-observation Conference Observation Post-observation Conference

Slide13:

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

Confirmatory Paraphrase:

Confirmatory Paraphrase Fact Attitude/Feeling Intention Commitment

Slide17:

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.

Assessing the Impact of Coaching :

Assessing the Impact of Coaching Were the goals defined in terms of changes in student learning / achievement/success ?

Planning Backwards:

Planning Backwards

Implementing the plan:

Implementing the plan

Where would you want to build in progress check points?:

Where would you want to build in progress check points?

Looking to next year…:

Looking to next year… Coach/Principal Partnership How can you use the backward process to assess the impact of this year’s coaching work? How will you use those findings and next year’s goals to develop a new plan?

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