Hillsborough Coaches June 11, 2018

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Instructional Coaching :

Instructional Coaching Steve Barkley June 11, 2018

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?

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

Slide8:

Teacher Behaviors What teacher behaviors are most likely to generate the desired student behaviors?

Teacher Behaviors:

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

Teacher Relationships:

Teacher Relationships What changes need to occur in how teachers work with each other to support the needed teacher behaviors?

Slide11:

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

Leader Behaviors:

Leader Behaviors What leadership behaviors are needed to support the desired staff, teacher, parent, and student behaviors?

Changes Needed to Improve Student Achievement:

Changes Needed to Improve Student Achievement How do you see your role in the changing behaviors of students, teachers, teacher leaders, and administrator? L E A D E R S H I P S T A F F R E L A T I O N S H I P S T E A C H E R s / P A R E N T S C H A N G E S I N S T U D E N T S S T U D E N T A C H I E V E M E N T YOU What are the behaviors/practices of school leadership that are necessary to initiate, motivate, and support these changes? Are there changes that need to occur in the way that staff members work with each other in order for the desired individual staff members changes to occur? What changes must occur in individual staff/teacher practices to generate the changes you seek in students? What changes must occur in parent practices to generate the changes you seek in students? What are the changes in student behavior, performance, choices, effort, etc., that you believe are precursors to the improvement in student learning that you seek?

Instructional Coaching:

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

Trusting the Roles:

Trusting the Roles Teacher Coach Administrator

Trusting the Roles:

Trusting the Roles no communication between coach and admin admin talks to coach... No coach to admin Coach shares good news Full… open sharing Teacher Coach Administrator

Slide17:

Pre-observation Conference Observation Post-observation Conference

Slide18:

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

Slide21:

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

Confirmatory Paraphrase:

Confirmatory Paraphrase Fact Attitude/Feeling Intention Commitment

Slide23:

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.

Slide25:

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.

Slide26:

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.

Slide27:

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.

Slide31:

Making Suggestions Phrase Positively Clear and Specific Congruent Pay-off

Slide32:

Payoff Cost

Slide34:

Approval H.I.P. Personalize Cite the Specifics

Slide35:

Observation Form

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