Madrid Sept 21-22, 2018

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Observing Learning and Coaching Teachers:

Observing Learning and Coaching Teachers Steve Barkley September 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?

Slide4:

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

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

Slide9:

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.

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 Behaviors :

Student Behaviors Active – Students are actively engaged in educational activities where technology is a transparent tool used to generate and accomplish objectives and learning. Collaborative – Students use technology tools to collaborate with others . Constructive – Students use technology to understand content and add meaning to their learning.

Student Behaviors:

Student Behaviors Authentic – Students use technology tools to solve real-world problems meaningful to them, such as digital citizenship . Goal-Directed – Students use technology tools to research data, set goals, plan activities, monitor progress, and evaluate results .

How confident are you that these elements increase student achievement? Why?:

How confident are you that these elements increase student achievement? Why? Active Collaborative Constructive Authentic Goal-Oriented

How easy would it be to find students in your classrooms…:

How easy would it be to find students in your classrooms… Active Collaborative Constructive Authentic Goal-Oriented

George Couros:

George Couros

George Couros :

George Couros So if we want to get to this idea of ‘empowering’ our students, we are not going to have to be the ‘sage on the stage’ or the ‘guide at the side’, but ‘ architects of meaningful learning opportunities ’. Understanding our students, their interests, abilities, and strengths, will help us better design learning that gets them to, as Mihaly Csikszentmihalyi describes, a state of “flow“.

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

Perception/Induction:

Perception/Induction What do you notice observing student learning production behaviors? Fear Attention Comfort Bored

Instructional Coaching:

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

Slide22:

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

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 —

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

Slide27:

Pre-observation Conference Observation Post-observation Conference

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

Confirmatory Paraphrase:

Confirmatory Paraphrase Fact Attitude/Feeling Intention Commitment

Slide31:

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.

Slide33:

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.

Slide34:

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.

Slide35:

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.

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?

Slide41:

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.

Slide42:

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.

Slide43:

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 Full Change Needed Implementation

Slide44:

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

Slide45:

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

Instructional Coaching:

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

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