Region 13 July 24, 2019 IC Change Agent

Views:
 
Category: Entertainment
     
 

Presentation Description

No description available.

Comments

Presentation Transcript

Instructional Coach as Change Agent:

Instructional Coach as Change Agent Steve Barkley July 2019

Instructional Coach as Change Agent :

Instructional Coach as Change Agent Learning drives change! Continuous educator learning is at the core of continuous student growth and achievement. Instructional coaches, and instructional leaders who coach, orchestrate school cultures where educator learning is present in the daily school life of all educators. From staff meetings and more formal professional development opportunities to professional learning communities and coaching sessions, educators working with coaches are gaining skills and insights to create maximum learning for students. Explore the ways that your leadership can enhance the educator learning environment and impact in your school. This Photo by Unknown Author is licensed under CC BY-NC

Slide3:

Planning Backwards School Change

Slide4:

Planning for change Identifying the desired change in student outcomes, leads to identifying the necessary changes in student and teacher behaviors and thus sets the action plan for principals

Slide5:

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 School Change

Student Achievement:

Student Achievement What is the definition of student achievement that drives your work?

Coaching From the Teacher’s Goals:

Coaching From the Teacher’s Goals 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. Difference Maker- Innovator, Reflective Thinker, Collaborator, Critical Thinker, Responsible Thinker

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

Slide11:

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 School Change

Teacher Changes:

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.

Slide14:

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 School Change

Slide15:

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

Ways for Teachers to Collaborate:

Ways for Teachers to Collaborate PWC – Professional Working Community - collaborate to get work done PLC – Professional Learning Community- learning how to get a student learning outcome we are not getting now PD – Professional Development – book study, workshop, training in teacher skill development

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 )

Goal Setting:

Goal Setting Advanced Highly Proficient Just Proficient Below Proficient Intensive

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)

Slide20:

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

Slide21:

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

Slide22:

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

Slide23:

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

Slide24:

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

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)

Teaching in a Learning Community:

Teaching in a Learning Community Teaching is a Team Sport Teaching is a Public Act

Slide27:

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’s your school’s current culture?:

What’s your school’s current culture?

What Leadership Actions Can Influence This Culture?:

What Leadership Actions Can Influence This Culture?

Slide30:

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 School Change

Leadership Behaviors:

Leadership Behaviors When planning backwards, we arrive at leadership behaviors last. When implementing, leaders go first.

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?

Slide33:

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.

Slide34:

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.

Slide35:

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 Full Implementation Most Change Needed

Slide36:

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

Slide37:

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

Slide38:

Later Now The coach is a cheerleader during this difficult time. Learning Dip

Leadership Behavior to Support Change:

Leadership Behavior to Support Change EVALUATION Outside Criteria MENTORING PEER COACHING Teacher’s Choice SUPERVISION

Slide40:

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

Coaching from the Backwards Plan:

Coaching from the Backwards Plan AGENDA FOCUS

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

authorStream Live Help