MAIS Nov 4, 2017 Continuous Collaborative Improvement

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Continuous Collaborative Improvement:

Continuous Collaborative Improvement Steve Barkley November 2017

Continuous Collaborative Improvement:

Continuous Collaborative Improvement There is no mountaintop in teaching and learning. As we climb, we continue to spot another level, another question, another connection to explore. Schools can use peer coaching cultures and professional learning communities to maximize teacher learning that fuels and supports student learning. Examine what steps you might take individually or collaboratively to extend continuous collaborative improvements.

Continuous Collaborative Improvement:

Continuous Collaborative Improvement

There Is No Mountaintop In Teaching:

There Is No Mountaintop In Teaching

Teaching in a Learning Community:

Teaching in a Learning Community Teaching is a Team Sport Teaching is a Public Act

Slide6:

My Work My Time Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior Consensus on implementation Individual Franchise Team Vulnerability Trust Vulnerability ACTION Trust

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 your definition of student achievement?

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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.

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

Slide14:

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.

Slide16:

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.

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

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My Work My Time Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior Consensus on implementation Individual Franchise Team Vulnerability Trust Vulnerability ACTION Trust

Instructional Coaching:

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

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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

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Celebrate Gain Options Practice Consciously

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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

Slide23:

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

Slide24:

Pre-observation Conference Observation Post-observation Conference

Coaching Options:

Coaching Options Technical Coaching Challenge Coaching Collegial Coaching Cognitive Coaching

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