Grant Wood AEA Dec 6, 2017

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Building Teacher Efficacy Through Professional Learning and Collaborative Conversations

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Building Teacher Efficacy Through Professional Learning and Collaborative Conversations:

Building Teacher Efficacy Through Professional Learning and Collaborative Conversations Steve Barkley December 2017

Building Teacher Efficacy Through Professional Learning and Collaborative Conversations:

Building Teacher Efficacy Through Professional Learning and Collaborative Conversations There are four tenets for building a coaching culture: all teachers deserve coaching; every teacher should have a growth plan and growth necessitates feedback; the stronger a teacher becomes the more coaching they should receive; and teacher leaders are the first to request coaching as they work to build the culture. A focus from school administrators and teacher leadership on these four tenets can create a vision and understanding of coaching that increases teacher openness and vulnerability to seek the rewards of coaching for themselves and their students. Steve Barkley will discuss the four tenets for building a coaching culture and ways in which continuous collaborative improve- ment occurs through the combination of PLCs and coaching supports.

What actions do these tenets suggest for you?:

What actions do these tenets suggest for you? All teachers deserve coaching. Every teacher should have a growth plan and growth necessitates feedback. The stronger a teacher becomes the more coaching they should receive . Teacher leaders are the first to request coaching as they work to build the culture.

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

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

Slide8:

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?

Slide11:

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

Slide16:

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.

Slide18:

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.

Slide19:

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

Slide20:

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

What actions do these tenets suggest for you?:

What actions do these tenets suggest for you? All teachers deserve coaching. Every teacher should have a growth plan and growth necessitates feedback. The stronger a teacher becomes the more coaching they should receive . Teacher leaders are the first to request coaching as they work to build the culture.

Instructional Coaching:

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

Slide23:

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

Slide24:

Celebrate Gain Options Practice Consciously

Slide25:

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

Slide26:

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

Slide27:

Pre-observation Conference Observation Post-observation Conference

Coaching Options:

Coaching Options Technical Coaching Challenge Coaching Collegial Coaching Cognitive Coaching

What actions do these tenets suggest for you?:

What actions do these tenets suggest for you? All teachers deserve coaching. Every teacher should have a growth plan and growth necessitates feedback. The stronger a teacher becomes the more coaching they should receive . Teacher leaders are the first to request coaching as they work to build the culture.

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