Round Rock ISD Aug 1, 2019

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Instructional Coaching:

Instructional Coaching Steve Barkley August 2019

Building Coaching Practices Using Backwards Planning :

Building Coaching Practices Using Backwards Planning Establishing a Culture of Coaching - Communicating that coaching is a natural element of a staff focused on shared responsibility for maximum student achievement. All teachers deserve a coach. Why new coaches in a building should begin coaching the school’s strongest teachers first. Building a coach/principal partnership. Defining instructional coaching. Building Coaching Conferences with Backwards Planning -Teachers are more vulnerable in coaching conferences when they understand that the coach is committed to the teacher reaching their desired student outcomes. This means uncovering student achievement goals, necessary student production behaviors, and decisions that the teacher is making to gain those student behaviors. Coaching sessions are built around the teacher’s agenda and focus. Coaching pre-conferences will be modeled and practiced.

Defining Instructional Coaching:

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

Slide4:

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

Slide5:

Later Now The mentor 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 —

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Planning Backwards 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 How is the teacher defining the learning outcome? What are the various elements? This Photo by Unknown Author is licensed under CC BY

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

Teacher Behaviors:

Teacher Behaviors Identify the teacher behaviors that are most likely to generate the desired student behaviors. This Photo by Unknown Author is licensed under CC BY

Teacher Behaviors:

Teacher Behaviors Teach the desired student behavior. Model the desired student behavior.

Coaching with Backwards Planning:

Coaching with Backwards Planning

Coaching From the Teacher’s Goals:

Coaching From the Teacher’s Goals Coaching from the Teacher’s Agenda 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 Citizen

Coach-Principal Partnership:

Coach-Principal Partnership It is critical that coach and principal function as a team and are seen by staff as being “on the same page.” A teacher should discover that as she implements changes discussed with a coach, her principal notices and reinforces those efforts. It should be obvious to the staff that issues addressed in their faculty meetings align with topics of PLC and coaching conversations sparked by the coach.

How Will Coaching Support School, PLC, and Teacher Goals? How Will Evidence Impact Decisions?:

How Will Coaching Support School, PLC, and Teacher Goals? How Will Evidence Impact Decisions? https://barkleypd.com/blog/identifying-evidence-student-growth/ https://barkleypd.com/blog/checking-progress-on-school-improvement-plans/

Implementing the plan:

Implementing the plan

Planning Backwards to Action:

Planning Backwards to Action

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Pre-observation Conference Observation Post-observation Conference

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The Environmental Influences

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

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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.

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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.

Slide28:

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.

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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.

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.

Slide34:

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

Planning backwards from desired student learning outcomes leads educators to identify::

Planning backwards from desired student learning outcomes leads educators to identify: The required student production behaviors Possible teacher actions and behaviors to generate and support student production behaviors Collaborative teacher learning options (Professional Learning Communities) Key roles for teacher leaders and instructional coaches Administrator/Leadership roles to build capacity throughout the school

Types of Feedback (Hatti and Zierer):

Types of Feedback (Hatti and Zierer ) Self Level – personal and evaluation. Lacks information. “That was great!” “You worked hard” Task Level – feedback on performance. Right/Wrong. “Here are the questions you asked.” “Here are the student behaviors at the centers.” “There was more student voice than teacher voice.” Process Level – feedback on the process needed to generate the successful outcome. “A pre-assessment would help you match tasks to learner needs.” “Identifying and modelling the collaborative behaviors supported the students.” Self-regulation – teacher requests and gathers feedback. “Did the learning activity work? How do you know?” What caused that?”

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Making Suggestions Phrase Positively Clear and Specific Congruent Pay-off

Slide38:

Payoff Cost

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Approval H.I.P. Personalize Cite the Specifics

Slide40:

Organizing Observations for Teacher Feedback and Reflection

Facilitation:

Facilitation Coaching Facilitative Skills and PLCs – working with PLCs, departments, and grade-level teams creates opportunities for coaches to establish group and individual focus points for observation and feedback. Effective questioning is a key facilitative skill for coaches. Questions for Learning will provide a process for coaches to plan facilitative questions. This Photo by Unknown Author is licensed under CC BY-NC-ND

Ways for Teachers to Collaborate:

Ways for Teachers to Collaborate

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)

Defining Student Achievement:

Defining Student Achievement End of Program Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive

Initial Program Assessment:

Initial Program 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 6 4 Advanced 30 3 Proficient 10 2 Basic 2 1 Intensive

Goal Setting:

Goal Setting Advanced Highly Proficient Just Proficient Below Proficient Intensive

Initial Program Assessment:

Initial Program Assessment Pre Program Standards Assessment ____ Goal-Focused Learners ____Compliant Participants ____Inattentive in Class ____Poor Attendance End of Program Standards ____Goal-Focused Learners ____Compliant Participants ____Inattentive in Class ____Poor Attendance

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)

Slide50:

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

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

Slide52:

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

Slide53:

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

Slide54:

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

PLCs as a TEAM:

PLCs as a TEAM 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 EOC test from 85% to 90%. The PLC goal is to have all students who passed a pre-test indicating necessary prerequisite skills to pass the EOC and 12 students who showed missing skills to pass.

What data are we using?:

What data are we using? The PLC goal is to have all students who passed a pre-test indicating necessary prerequisite skills and 12 students who showed missing skills to pass the EOC. Each end-of-unit assessment, the PLC is checking that all those students who passed the pre-test assessment are on target to pass. 12 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 assessment, the PLC is checking that all those students who passed pre- assessment are on target to pass as well as the 12 target students. 22 students did not pass the most recent assessment. PLC analyzes the test papers of those 22 for similarities and differences. 12 students made mistakes but show understanding of the concept. 10 show misconceptions of a major concept.

From Talk to Action:

From Talk to Action 12 students made mistakes and have under-standing of concept . Decision is reached that teachers will reassess these 12 students to confirm thinking that understanding is present. 10 show misconceptions of a major concept . Decision is made to schedule two re-teaching sessions for the 12 students conducted by one of the PLC members. Each teacher will follow up with a review worksheet for the 12 during the following two weeks. Students will then be reassessed.

Focusing the PLC (Another approach):

Focusing the PLC (Another 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 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 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 of 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.

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

Facilitation:

Facilitation 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

Questioning:

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

Facilitating Questions:

Facilitating Questions

Facilitation:

Facilitation 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 Minutes track our progress and keep us focused.

Differentiating Coaching:

Differentiating Coaching Unwilling Unaware Getting Ready Started Developing

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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

Slide70:

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

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