NESA Abu Dhabi Oct 22, 2017 Coaching Conversations

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Building Quality Coaching Conversations:

Building Quality Coaching Conversations Steve Barkley October 2017

Building Quality Coaching Conversations:

Building Quality Coaching Conversations The dialogue that occurs in coaching conversations creates the reflection and insights that promote teacher learning to impact student learning. In this session you will identify, observe, and practice communication skills to build your peer, instructional, or administrator coaching effectiveness.

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

Instructional Coaching:

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

Slide5:

Pre-observation Conference Observation Post-observation Conference

Slide6:

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

Slide9:

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

Confirmatory Paraphrase:

Confirmatory Paraphrase Fact Attitude/Feeling Intention Commitment

Slide11:

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.

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.

Slide13:

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.

Slide14:

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.

Slide15:

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.

Collecting Observational Data in the Classroom:

Collecting Observational Data in the Classroom In the pre-conference, seek clarity of the focus of the observation. What question or concern is the teacher looking to answer or solve? Identify what observational data you can collect that would be most valuable for the teacher. (teacher behaviors, student behaviors, both) Create a plan or process or template for recording. Confirm with the teacher.

Slide20:

Making Suggestions Phrase Positively Clear and Specific Congruent Pay-off

Slide21:

Payoff Cost

Slide23:

Approval H.I.P. Personalize Cite the Specifics

Slide24:

Observation Form

Post-Conference:

Post-Conference Focus is conversation rather than report A 50-50% of voice (75% teacher 25% coach is a good goal) Keep all feedback on the focus as set in the pre-conference Consider how the post can become the next pre-conference

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