Douglas Co Coaching Across the Continuum July 26, 2017

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Coaching Across the Continuum:

Coaching Across the Continuum Steve Barkley July 2017

Coaching Across the Continuum:

Coaching Across the Continuum Strategies for coaching the willing to the unwilling, coaching new teachers to veteran teachers, and coaching excited teachers to resistant teachers.

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 Needed Implementation

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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

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Pre-observation Conference Observation Post-observation Conference

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

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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Observation Form

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