Bismarck Aug 2019 IC Teacher Growth

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Instructional Coaches Maximizing Teacher Growth for Increased Student Success:

Instructional Coaches Maximizing Teacher Growth for Increased Student Success Steve Barkley August 2019

Slide2:

How do we move PWCs (professional working communities) to PLCs (professional learning communities)? What happens when data reviews lead teachers to ask, “What do our students need us to learn?” How can building hypothesizing, experimenting, assessing, and reflecting into school and teacher goals produce new teacher learning? How do coaches expand professional development sessions into extended learning with coaching follow up? Critical questioning/facilitation skills that guide planning backwards from student learning outcomes will be identified and practiced. Linking coaching feedback from the instructional coach as well as from peer coaching to teacher learning will be explored. Time to explore options for responding to past or expected roadblocks will be provided.

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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

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Staff Relationships Are there changes that need to occur in the way that staff members work with each other (staff relationships) in order for the desired individual staff member changes to occur ? If so, describe.

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Teacher Relationships Parallel Play Adversarial Relationships Congenial Relationships Collegial Relationships Roland S. Barth Relationships Within the Schoolhouse ASCD 2006 5 This Photo by Unknown Author is licensed under CC BY-NC

How Can Goals Focus Change For Increased Student Learning?:

How Can Goals Focus Change For Increased Student Learning? Read– Reflect—Discuss https ://barkleypd.com/blog/shared-student-achievement-outcome/ https ://barkleypd.com/blog/teacher-professional-goals/ 6 This Photo by Unknown Author is licensed under CC BY-NC

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)

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

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

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

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

Slide19:

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.

Supporting Changing Teacher Behaviors:

Supporting Changing Teacher Behaviors Unwilling Unaware Getting Ready Started Developing This Photo by Unknown Author is licensed under CC BY-NC-ND 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

Slide35:

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 —

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