NESA Bangkok Mar 29, 2019

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Coaching with Peers, Mentors, and Instructional Coaches:

Coaching with Peers , Mentors , and Instructional Coaches Steve Barkley March 2019

Coaching with peers, mentors, and instructional coaches :

Coaching with peers, mentors, and instructional coaches Coaching with peers, mentors, and instructional coaches is guided by conferencing skills of questioning, paraphrasing, and feedback. This session will provide identification, modelling, and practice with these critical coaching skills. This Photo by Unknown Author is licensed under CC BY-NC-ND

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 your work?

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 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

Instructional Coaching:

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

Slide14:

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

Slide15:

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 —

Slide17:

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

Slide20:

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.

Collecting Observational Data in the Classroom:

Collecting Observational Data in the Classroom In the pre-conference, seek clarity of the focus of the observation. What question or concern is the teacher looking to answer or solve ? Identify what observational data you can collect that would be most valuable for the teacher. (teacher behaviors, student behaviors, both) Create a plan or process or template for recording. Confirm with the teacher.

Confirmatory Paraphrase:

Confirmatory Paraphrase Fact Attitude/Feeling Intention Commitment

Slide24:

Approval H.I.P. Personalize Cite the Specifics

Slide25:

Making Suggestions Phrase Positively Clear and Specific Congruent Pay-off

Slide26:

Payoff Cost

Slide27:

Observation Form

Post-Conference:

Post-Conference Focus is conversation rather than report A 50-50% of voice (75% teacher/25% coach is a good goal) Keep all feedback on the focus as set in the pre-conference Consider how the post can become the next pre-conference

Creating a Coaching Culture:

Creating a Coaching Culture In a coaching culture, most staff use a coaching approach in their daily life – with each another, and with external stakeholders and customers. A true coaching culture is just ‘part of the way we do things around here ’. But it’s not all motherhood and apple pie . A coaching culture is about delivering results, improving performance and making the most of people’s potential . The emphasis is on delivering results and making each other (and the wider organisation ) stronger and more capable. It’s NOT about having coaching conversations for their own sake, or as a diversion from other activities! Ed Parsloe

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