Hillsborough Coaches June 21, 2018

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Instructional Coaching:

Instructional Coaching Steve Barkley June 21, 2018

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Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented

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Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex

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Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex

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Teachers Must Study Learning and Student Work Observe Think Experiment Create Standards Standards

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Teachers Must Study Learning and Student Work Observe Think Experiment Create Standards Standards

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INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship IDEA Ideas Goals Options Changes Ways Possibilities Opportunities ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create Questions for Life Cue Words PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics

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ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar Questions for Life PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics Row 1: Gathering Information

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INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique Questions for Life Row 2: Working with Information

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IDEA Ideas Goals Options Changes Ways Possibilities Opportunities PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create Questions for Life Row 3: Taking Action

Questions for Life:

Questions for Life G Perceptions Generalizations Induction

Questions for Life:

Questions for Life G Perceptions Generalizations Perception Perceptions Perceptions Analysis

Questions for Life:

Questions for Life Perception Perception Same/Different

Questions for Life:

Questions for Life Friends A B

Questions for Life:

Questions for Life G G Generalization Generalizations Induction Insight G G

Questions for Life:

Questions for Life Appraisal / Evaluation (Same/Different)

Questions for Life:

Questions for Life 3 2 1 Summary Process 1. Gather Perceptions G G 2. Analysis ( Mindmap ) 3. Appraisal 1,2,3, etc. (Rank) 4. Summary

Questions for Life:

Questions for Life Evaluation Do you believe a difference is possible? (Why/Why not?)

Questions for Life:

Questions for Life The Creative Process Collection Incubation Illumination Verification

Questions for Life:

Questions for Life Prediction + -

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INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship IDEA Ideas Goals Options Changes Ways Possibilities Opportunities ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create Questions for Life Cue Words PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics

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Questions for Life Listen as Steve thinks through the questions he might use.. http :// blogs.plsweb.com/2008/03/using-questions-in-coaching-conferences.html March 16, 2008 A fifth grade teacher tells you that she believes reading aloud is an important component of reading workshop time, but she doesn’t use it often because the students don’t listen during the reading. They fidget and are seldom able to respond to questions she asks.

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Making Suggestions Phrase Positively Clear and Specific Congruent Pay-off

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Payoff Cost

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Approval H.I.P. Personalize Cite the Specifics

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Observation Form

Big Idea A Focus on Results:

Big Idea A Focus on Results Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. ( DuFour )

Initial Program Assessment:

Initial Program Assessment Pre Program Standards Assessment End of Program Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive 6 30 10 2

Initial Program Assessment:

Initial Program Assessment Pre Program Standards Assessment 4 Advanced 30 3 Proficient 10 2 Basic 2 1 Intensive End of Program Standards 15 30 3 0

Focusing the PLC:

Focusing the PLC Based on your school goals and improvement plan each PLC should have an agreed upon goal(s) that represents their responsibility to the achievement of the school goal. School Goal: Raise the percentage of students passing the state grade level math test from 65% to 75%. For grade 5, the PLC goal is to have all students who passed 4 th to pass 5 th and for the 8 students who didn’t pass 4 th to pass 5 th .

Big Idea Ensuring That Students Learn :

Big Idea Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift– from a focus on teaching to a focus on learning– has profound implications for schools. ( DuFour )

Big Idea A Culture of Collaboration:

Big Idea A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. ( DuFour )

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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

What data are we using?:

What data are we using? For grade 5 PLC, the goal is to have all students who passed 4th to pass 5th and for the eight students who didn’t pass 4 th to pass 5 th . Each end-of-unit math assessment the PLC is checking that all those students who passed the 4 th grade assessment are on target to pass. Eight students selected to make more than a year’s worth of growth may be on the agenda every other week with examples of current classroom assignments or formative assessments

From Talk to Action:

From Talk to Action Each end-of-unit math assessment the PLC is checking that all those students who passed the 4th grade assessment are on target to pass. Seven students did not pass our most recent assessment on fractions. PLC analyzes the test papers of those seven for similarities and differences. 2 students made careless computational mistakes. 5 show misconceptions of numerator/denominator relationship

From Talk to Action:

From Talk to Action 2 students made careless computational mistakes. Decision is reached that teachers will assess these two students to confirm thinking that understanding is present 5 show misconceptions of numerator/denominator relationship Decision is made to schedule an activity where two teachers will work with students from the three classrooms while their colleague does a 40 minute small group hands on application with the five students. Each teacher will follow up with a morning review worksheet for the five on the next five days. Students will then be reassessed. One teacher thinks it would be good for three ELL students to join this group to practice academic vocabulary. Team agrees

Focusing the PLC (Another Approach):

Focusing the PLC ( A nother Approach) Based on your school goals and improvement plan each PLC should have an agreed upon goal(s) that represents their responsibility to the achievement of the school goal. School Goal: Raise the percentage of students passing the state grade level math test from 65% to 75% The 5 th grade PLC selects 7 of the math standards as power standards i.e. most important to students’ future math success and enduring beyond “school math.” They set a goal to have 90% of students to master each power standard. They believe mastery of these power standards will increase student performance on state test.

Focusing the PLC (Another Approach):

Focusing the PLC (Another Approach) They set a goal to have 90% of students to master each power standard. They believe mastery of these power standards will increase student performance on state test. The team decides to co-plan instruction on each on these 7 standards across the year. They develop common formative assessments and review results frequently and modify plans, sometimes regrouping students across their classroom. Working with administration they may modify pacing schedules if a substantial number of students struggle with a power standard. They invite the math coach to observe them frequently and report differences she notices in how they instruct a common activity.

Facilitation:

F acilitation Initially the facilitation may need to be a non-team member. A team member can serve as facilitator (may need training and coaching) Members can rotate facilitator role Small highly effective PLCs may manage without assigned facilitator role

Facilitation:

F acilitation An Agenda is key to short meetings that are effective in getting to action……. Meetings end with setting Agenda for next meeting Most meetings end with homework (tasks) to be done for next meeting PLC M inutes track our progress and keep us focused.

Questioning:

Questioning Key Facilitation Skill Facilitator might prepare strategic questions prior to the meeting to increase productivity of critical thinking leading to action.

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Resistances Overlap Emotions Intellect Pride Support Empathy Approval

Empathy:

Empathy Accept feeling and emotion Refocus…past or future success ….Alternative direction

The many students with reading difficulties frustrates any attempts we make at having some work independently as we individualize to others’ needs.:

The many students with reading difficulties frustrates any attempts we make at having some work independently as we individualize to others’ needs. Paraphrase Sounds like everyone is looking for your help all the time. Empathy That kind of tug on your attention can be overwhelming. Who are the students most capable of working independently?

SUPPORTING STATEMENT:

SUPPORTING STATEMENT Unqualified Totally agree Qualified Agree with limits Support for something else Disagree/private Accept Reinforce Accept part Give limits Accept right to opinion Support something else

Supporting Statement :

Supporting Statement The pacing guides and testing schedules make no sense considering our students missing skills and language needs.

The pacing guides and testing schedules make no sense considering our students missing skills and language needs.:

The pacing guides and testing schedules make no sense considering our students missing skills and language needs. Unqualified Totally agree Qualified Agree with limits Support for something else Disagree/private You are right. You’ll never meet the requirements in time. What do you want to do? The suggested schedule is very demanding. What would you identify as the most important success (goals) for which students? Your students have very individual and demanding needs. By setting goals that you present to school leadership you can gain their support and confidence in your plan.

Practice Responses to Resistance Statements:

Practice Responses to Resistance Statements Identify resistance statements you hear in team meetings or about the team’s work. Discuss possible sources and form responses.

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