NESA Abu Dhabi Oct 21, 2017 - Deepen

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Coaching to Deepen Student Learning:

Coaching to Deepen Student Learning Steve Barkley October 2017

Coaching to Deepen Student Learning :

Coaching to Deepen Student Learning Deeper student learning is created by changes in student learning production behaviors: students cause student learning. Teachers as designers create the environment and processes for learners. Coaching supports teacher and student learners. Examine how to use a backwards design model for planning and implementing continuous improvement in learner outcomes.

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

Student Achievement:

Student Achievement What is the definition of student achievement that drives the work of your leadership team? To what extent is the staff committed to that mission?

Slide5:

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.

Where do gaps exist?:

Where do gaps exist?

Student Behaviors:

Student Behaviors What student behaviors need to be initiated or increased to gain the desired student achievement?

Student Achievement:

Student Achievement When you identify your student achievement goals for improvement, what are some of the student behaviors you identify as being necessary for generating the desired learning? Outcome Behavior Indicators Production Behaviors

Student Behaviors:

Student Behaviors Outcome: Increased Vocabulary Production: Hear new vocabulary in teacher reading and speaking Conversation with others using new vocabulary Reading material with new vocabulary Writing for purpose that requires new vocabulary

Student Behaviors:

Student Behaviors Outcome: Number Sense through 100. Production: Counting objects and people with purpose Bundling and counting by 10s and 5s Conversation with others explaining multiple ways to demonstrate numeral representation Drawing pictures to illustrate 10s and ones Writing math problems that illustrate combining numbers

Slide11:

Teacher Changes What changes in individual teacher practices are most likely to generate the changes we seek in students?

Teacher Behaviors:

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

Dan Meyer:

Dan Meyer Not Bored Don’t know-don’t care. Not Confused Want to know the answer; don't believe they are capable.

Dan Meyer:

Dan Meyer Perplexed Don’t know the answer. Want to know and believe they are capable of figuring it out.

Slide15:

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.

Slide16:

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

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?

Supporting Professional Learning:

Supporting Professional Learning Content Focus Active Learning Collaboration Modelling Coaching Feedback and Reflection Sustained Duration Effective Teacher Professional Development from the Learning Policy Institute (June 2017 ) by Linda Darling-Hammond, Maria E. Hyler , Madelyn Gardner, and Danny Espinoza

Supporting Professional Learning:

Supporting Professional Learning Content Focus Active Learning Collaboration Modelling Coaching Feedback and Reflection Sustained Duration How can creating coaching opportunities in your school increase support for student and teacher learning ?

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