Region 20 Sept 4, 2018 Closing KN

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Matching Coaching to Teacher Readiness:

Matching Coaching to Teacher Readiness Steve Barkley September 2018

Matching Coaching to Teacher Readiness:

Matching Coaching to Teacher Readiness Coaches work with a continuum of teacher readiness to implement new skills and strategies. Some teachers are unaware of the need to change, some are aware but not ready, others have started or are developing, and others are unwilling. What are the roles that coaches play in these scenarios? How are these differences addressed in a coach/principal partnership?

KEY ELEMENTS:

KEY ELEMENTS Knowledge Model Practice Observation with Feedback Ongoing Coaching

Knowledge:

Knowledge Why Research Formal/Informal How to Complex to Simple

Model:

Model Environment Skills

Practice:

Practice Safe Environment Feedback Twenty to thirty repetitions over an eight- to ten-week period.

Two Opportunities for Observation with Feedback:

Two Opportunities for Observation with Feedback Practice Environment: ex. Workshops Classroom Situations: ex. Coaching

Joyce/Showers Research:

Joyce/Showers Research Training Components and Attainment of Outcomes in Terms of Percent of Participants Components Study of Theory Demonstrations Practice Peer Coaching Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3 rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development Knowledge (thorough) 10 30 60 95 Skill (strong) 5 20 60 95 Transfer (executive implementation) 0 0 5 95 — OUTCOMES —

Coaching Across the Continuum:

Coaching Across the Continuum Strategies for coaching the willing to the unwilling, coaching new teachers to veteran teachers, and coaching excited teachers to resistant teachers.

Select a desired student outcome for achievement ____________________:

Select a desired student outcome for achievement ____________________ What student behaviors are critical for students to reach this outcome? What teacher behaviors are most likely to create these desired student behaviors?

Slide11:

Analysis Identify classrooms in your school that are closest to full implementation of your vision for learning. Describe in detail the observable student behaviors. Describe in detail the observable teacher behaviors.

Slide12:

Analysis Identify classrooms in your school that must change the most to reach full implementation of your vision for learning. Describe in detail the observable student behaviors. Describe in detail the observable teacher behaviors.

Slide13:

Appraise Consider one area of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum. 1 2 3 4 5 6 7 8 9 10 11 12 Most Change Needed Full Implementation

Slide14:

Evaluation/Appraisal Select one skill set that you believe is most important. __________________ Rank teachers according to this system: Unwilling Unaware Getting Ready Started Developing

Slide15:

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

Slide16:

Differentiated Support How do you respond to teachers who are …… Unaware Getting Ready Started Developing Unwilling

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